SYSTEMATIC REVIEW article
Front. Educ.
Sec. Digital Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1644284
This article is part of the Research TopicDigital Learning Innovations: Trends Emerging Scenario, Challenges and OpportunitiesView all 23 articles
A systematic review of technology use in middle and high school mathematics education: insights from contextual, methodological, and evaluation characteristics
Provisionally accepted
- Kazakh National Pedagogical University, Almaty, Kazakhstan
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In this systematic literature review, we analyzed empirical studies on the use of technology in mathematics education at the secondary and high school levels. Utilizing the PRISMA flow diagram, we identified 300 studies from three major academic databases: Web of Science, Scopus, and Google Scholar. After applying our inclusion and exclusion criteria, we ultimately selected 25 relevant empirical studies. The entire paper is divided into two parts: the first part focuses on the bibliometric and contextual characteristics of the selected studies, while the second part examines the methodological and evaluative approaches used by researchers to assess the impact of technology on students' attitudes, beliefs, and academic performance in mathematics. Our findings show that a significant portion of the work in this area involves the use of interactive platforms such as GeoGebra and Kahoot. Moreover, the role of augmented reality in mathematics education has also been investigated to a considerable extent. High school-level content is studied more frequently than middle school content. Regarding methodological approaches, we found a noticeable lack of qualitative and longitudinal studies. Furthermore, there is a need to develop and validate measurement tools across diverse educational settings to ensure comparability and rigor. Finally, certain learning outcomes-such as retention, attitudes, and teamwork-are rarely assessed.
Keywords: Technology use in mathematics, Systematic Literature Review, Evaluation of technology use, Secondary mathematics education, review of mathematics education
Received: 10 Jun 2025; Accepted: 29 Jul 2025.
Copyright: © 2025 Darmanova, Abylkasymova and Nurmukhamedova. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Zhadrasyn Darmanova, Kazakh National Pedagogical University, Almaty, Kazakhstan
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