MULTIPLE INTELLIGENCES, SELF-REGULATION, AND MATHEMATICS: A LITERATURE REVIEW IN THE RURAL CONTEXT
DOI:
https://doi.org/10.56219/dialctica.v2i30.6065Keywords:
multiple intelligences, self-regulation, mathematics, ethnomathematics, rural educationAbstract
This article presents a narrative literature review on the relationship between multiple intelligences and self-regulated learning, with an emphasis on the teaching of mathematics in rural contexts. The review analyzed theoretical, empirical, and didactic studies published between 2000 and 2025 in databases such as Scopus, Web of Science, ERIC, Redalyc, and Scielo. The findings show that, although both approaches have significantly contributed to understanding learning processes, few studies have systematically integrated their pedagogical implications in mathematics education. Furthermore, the role of ethnomathematics and local knowledge is highlighted as mediating factors that strengthen educational relevance in rural communities. As an original contribution, this study proposes understanding self-regulation not only as a metacognitive process but as a pedagogical dimension that articulates multiple intelligences and community knowledge, offering a renewed perspective on logical-mathematical intelligence in rural educational contexts.
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