Jul 2026· Espirales: Revista Multidisciplinaria de Investigación· 0 citations
Abstract
Mathematical communication is an important tool in the process of teaching and learning mathematics, as it promotes conceptual understanding, critical thinking, and problem-solving; however, there are gaps that hinder its promotion in secondary and higher education. The objective of this study was to identify effective strategies for promoting mathematical communication through a systematic review. A search for articles was conducted in the Scopus scientific database, following the PRISMA 2020 protocol. Studies evaluated using the MMAT tool were analyzed, and studies published between 2019 and 2025 that met the established inclusion criteria were considered. Of the 75 articles identified, 41 were included. The findings highlight the effectiveness of collaborative strategies, educational technology, and reflective mathematical writing. However, limitations were identified regarding the duration of the studies, sample sizes, and the geographical concentration in Asia. It is concluded that mathematical communication is a fundamental tool in mathematics learning, the effectiveness of which depends on pedagogical, technological, and contextual factors; therefore, longitudinal, comparative, and cross-cultural studies are recommended. It is recommended to strengthen teacher training and implement multimodal approaches to optimize educational outcomes.
Mathematical communication skills are among the most important skills in mathematics education, helping students convey ideas, explain their thought processes, and represent concepts mathematically. The development of these skills remains a focus of various studies in mathematics education. The purpose of this study is to systematically analyze research trends regarding the application of the PBL model to students’ mathematical communication skills. This study employed a Systematic Literature Review (SLR) method with a qualitative descriptive approach and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature search was conducted via the Google Scholar database using the Publish or Perish version 8 application to identify publications from 2022 to 2026. From an initial search yielding 600 articles, 16 articles that met the inclusion and exclusion criteria were selected for analysis. The data were analyzed descriptively through a process of extraction, categorization, and synthesis based on educational level, instructional content, research methods, and research findings. The results indicate that the majority of studies on the application of the PBL model to mathematical communication skills were conducted at the junior high school level, accounting for 56% of the total. Regarding research methods, quantitative methods were the most prevalent, particularly quasi-experimental designs, which accounted for 62%. The variety of instructional materials used was also quite diverse. Overall, the research findings indicate that the implementation of the PBL model effectively improves students’ mathematical communication skills. Additionally, several studies also show that the use of instructional media in PBL can enhance student engagement and support the process of mathematical communication in the classroom. Thus, the PBL model can be considered one of the relevant instructional models to help develop students’ mathematical communication skills.
Melisha Dwi Pangesty Wijaya, M. Putra, Adi Ihsan Imami· JUPIKA: JURNAL PENDIDIKAN MA...· 0 citations
This systematic review examines gamification as a teaching strategy that can enhance the teaching-learning processes of literacy by making them more dynamic, participatory, and meaningful for students in General Basic Education (EGB). The objective of this study is to analyze the contributions of gamification as a teaching strategy for strengthening literacy. It was conducted using the PRISMA methodology, involving an exhaustive literature search in academic databases such as Scielo, Latindex, and Scopus, considering publications from 2020 to 2026. Initially, 582 articles were identified; after applying the inclusion and exclusion criteria, the screening process, and the eligibility assessment, 15 relevant scientific articles were selected for the final analysis. The results highlight that gamification increases interest, motivation, active participation, critical thinking, and meaningful learning, thereby promoting the development of skills such as reading comprehension, written production, and other communication competencies. Furthermore, both international and national studies agree that the proper implementation of strategies requires adequate instructional planning and teacher training. In conclusion, gamification is an effective and relevant instructional strategy for strengthening literacy, providing scientific evidence that supports its incorporation into academic processes and its contribution to a transformative and inclusive education.
Diana Elizabeth Marcalla Bajaña, B. P. Pinto Ayala, Madeline María Alvia Rodríguez et al.· Sage Sphere Multidisciplinar...· 0 citations
Effective communication is a key factor in education and classroom management (Hargie, 2021). In the present study, a qualitative research design was conducted to explore the views of primary education teachers regarding the contribution of communication techniques. The purpose was to investigate whether they believe these techniques truly help upgrade teaching quality and strengthen relationships within the group (OECD, 2020). The sample consisted of eight (8) primary school teachers from the Prefecture of Kavala. Primary data were collected through semi-structured interviews and analyzed using thematic analysis (Flick, 2022). The results indicated that teachers consider active listening and empathy to contribute decisively to creating a positive classroom climate, reducing conflicts, and enhancing student participation. Furthermore, it was confirmed that communication competence is directly linked to teachers' professional efficiency and psychosocial well-being.
In conclusion, communication techniques were evaluated positively as essential skills. This study highlights the need for teacher professional development in interpersonal communication issues to upgrade the overall educational work.
Manouilidou Evmorfia, Eleni Mpapka, George Giannakopoulos· European Journal of Contempo...· 0 citations
This study systematically reviews 36 recent research articles (2020–2024) on the development of critical thinking in teacher education for English as a foreign language. Although critical thinking is widely recognized as a core competency, recent studies remain fragmented regarding how it is conceptualized, taught, and assessed in English teacher education. This fragmentation makes an updated synthesis urgent amid recent pedagogical, intercultural, and digital transformations in teacher education. The PRISMA protocol was followed, and databases such as Scopus, Web of Science, and Redalyc were consulted, enabling an analysis of the geographical, methodological, theoretical, didactic, and contextual characteristics of the studies. Qualitative approaches predominate (61%), with a significant concentration in Asia (18 cases), followed by the Americas (8) and Europe (6). Among the theoretical frameworks identified, the cognitive approach (25%) and the sociocultural/sociocognitive approach (22%) stand out, highlighting the importance of connecting thinking with context and social interaction. Regarding didactic strategies, experiential learning (39.6%) is prominent, followed by critical or argumentative reflection (33.9%). However, major challenges remain: limited specialized training, curricular rigidity, and a persistent gap between theory and practice. The review maps recent trends, identifies persistent gaps, and offers pedagogical implications for strengthening critical thinking in English teacher education.
Nelson Rafael Toncel Herrera, Ángel Alfonso Jiménez Sierra· Frontiers in Education· 0 citations
The science learning process in elementary schools still experiences various obstacles in presenting abstract material for students at the concrete operational stage. This study aims to examine trends, effectiveness, and various factors that support and hinder the use of Canva in science learning in elementary school. The research method used is Systematic Literature Review (SLR) with reference to the PRISMA guidelines, through an analysis of 10 relevant articles published in 2021–2025 and obtained from the Google Scholar database. The results of the analysis showed that Canva made a positive impact by helping to visualize materials for easier understanding, increasing students' active participation and critical thinking skills, and supporting increased motivation and learning outcomes (outcomes). The results show that Canva has the potential to be used as an innovative learning media alternative to support more interactive and contextual science learning. Therefore, Canva has the potential to be used more widely in elementary school learning. However, it is necessary to increase digital literacy as well as support for facilities and infrastructure so that its use can run optimally.
Ayu Meita Sari Solehah, Rohmani Rohmani· Berkala Ilmiah Pendidikan· 0 citations
The world education systems are compulsory and Mathematics can be significant in enabling the students to gain analytical and critical thinking profiles. However, there are many concerns regarding the performance of learners in Mathematics in the secondary schools in most countries and even in the global performance tests such as PISA and TIMSS, the gaps have been maintained. Increased rate of information and communication technology (ICT) development has resulted in integration of various digital learning tools to teaching and learning activities in Mathematics. Relying solely on conventional teaching methods is increasingly not considered a sufficient means of meeting the multiple and active learning requirements of 21st century learners. Thus, it is a Systematic Literature Review (SLR) research paper that explores deeper the effects of the use of digital learning tools on the achievement of Mathematics among the secondary students. The major aims of this paper are to identify the most common form(s) of digital learning tool(s) discussed in the literature, analyse the impact of digital learning tool(s) on student achievement and make recommendations and interventions to improve student achievement in Mathematics from low to high levels in secondary schools. This was done using PRISMA (Preferred Reporting Items of systematic Reviews and meta-Analyses) flow diagram methodology and carried out in Google Scholar, ERIC and Web of Science. One hundred and sixteen articles were analysed and 10 articles were selected by the selection criteria. The results of the study indicate that the digital learning tools have a generally positive impact on students' performance, especially when used in an active manner, with a good feedback system and with the support of the teacher. The critical moderating variables consist of the quality of technology access, digital competency of teachers, student motivation and the quality of instruction design. The proposed solutions to the holistic approach to the realization of Mathematics among high school students are numerous online teaching techniques and the participation of technology-savvy teachers and equal availability of technology as the key recommendations. One would hope that the findings of this study will contribute greatly towards the national education agenda of narrowing achievement gaps and enhancing quality of Mathematics teaching and learning in the secondary schools.
Thilagam Karadan, Jong-Shing Liang, Zamri Mahamod· International journal of res...· 0 citations
