Technology-Integrated Problem-Based Learning in Mathematics Education: A Scoping Review of Technological Trajectories, Pedagogy, Learning, and Challenges

Resumo

Technology-Integrated Problem-Based Learning (TI-PrBL) is gaining attention as an approach that combines digital tools, artificial intelligence, and real-world problems to enhance mathematics teaching and learning. This scoping review evaluates existing theoretical and empirical evidence on TI-PrBL in mathematics education to examine its pedagogical foundations, impact on students’ problem-solving skills, and the challenges faced in its implementation. A scoping review design was adopted, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, to identify and map relevant studies. The review revealed four key themes. First, the evolution of technology use shows a shift from tools that emphasized efficiency, such as calculators and spreadsheets, toward platforms that foster inquiry, collaboration, and visualization, including GeoGebra, Desmos, and generative AI. Second, TI-PrBL is anchored in constructivist, self-regulated, and transformative learning theories, highlighting its capacity to strengthen higher-order thinking, autonomy, and reflective engagement. Third, consistent findings point to its positive impact on mathematical problem-solving, with students demonstrating deeper conceptual understanding, flexible strategies, and collaborative reasoning in TI-PrBL environments. Finally, challenges persist, including limited teacher preparedness, an accelerating digital divide due to inequitable access to technology, and gaps in student digital literacy, which raise concerns about the long-term sustainability and inclusivity of the TI-PrBL framework. Overall, the findings suggest that TI-PrBL holds strong potential to enhance mathematical problem-solving when aligned with authentic, real-world tasks and supported by inclusive technological access, institutional investment, and hybrid instructional models that balance inquiry-based and teacher-guided learning.

Dados da obra

Tipo

Artigo

Periódico

Davao Research Journal, v. 17, n. 1, p. 30-43

Editora

Davao Oriental State University

Ano

2026 (2026-03)

Idioma

en

Palavras-chave

digital divide; generative ai; mathematics education; problem-based learning; mathematical problem solving; generative AI in education; GeoGebra; Desmos; teacher readiness; digital literacy; constructivist learning; student self-regulation; higher-order thinking skills; cooperative learning; real-world tasks; hybrid instruction

Temas

Geometria, Resolução de Problemas, Tecnologias Digitais

DOI

10.59120/drj.v17i1.490

ISSN

2244-4432, 2984-7125

Licença

cc-by-nc

Acesso

Download disponível

Fontes

DOAJ — Directory of Open Access Journals; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026