RESEARCH TRENDS IN THE USE OF DIGITAL TOOLS IN SCHOOL MATHEMATICS EDUCATION: A SYSTEMATIC REVIEW OF SCOPUS-INDEXED STUDIES (2012-2025)
Huynh Trong Duong, Pham Nguyen Hong Ngu, Bui Xuan Dieu
Source record
Source: Crossref
Published: Oct 8, 2026
DOI: 10.18173/2354-1075.2026-0089
Open original source ↗Source abstract
The use of digital tools is becoming increasingly prevalent in mathematics education across different levels of education. In this study, a systematic review is conducted with 23 articles published between 2012 and 2025, indexed in the Scopus database, and based on the PRISMA criteria, to explore research trends in the use of digital tools in mathematics teaching in schools. Results highlight a considerable increase in the volume of publications after 2021; the main contexts including Europe and Asia; lower and upper secondary education, focusing on the use of dynamic mathematics software, augmented reality, and programming as digital tools, with a shift from visualization to modeling and computation at higher education levels. Research findings imply a change in the pedagogical approach to using technology, from an auxiliary to a cognitive partner in deepening conceptual knowledge and critical thinking. However, several limitations exist, such as small sample sizes, short-term interventions, a lack of comparison between different digital tools, and limited consideration of teachers’ technological expertise.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.