Mathematical development through non-digital instruction: a meta-analysis of primary and middle school education

Source abstract

This meta-analysis explores the impact of non-digital tools and games on the development of mathematical thinking and problem-solving skills among elementary and middle school students. Through a systematic literature review, studies were selected that specifically evaluated physical instructional aids – such as board games, manipulatives, and puzzles- designed to foster cognitive engagement with mathematical concepts. The primary aim of the analysis was to assess how these tools influence students' ability to reason through problems and apply logical thinking in mathematics. Findings reveal that non-digital interventions with physical activity positively contribute to students' problem-solving abilities, particularly when used consistently and integrated into classroom instruction. The result support incorporating non-digital methods into mathematics education as effective complements to traditional approaches. These tools not only boost engagement but also help build foundational skills in analytical thinking.