Technology-enhanced mathematics learning: review of the interactions between technological attributes and aspects of mathematics education from 2013 to 2022
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Resumo
As the body of research surrounding technology-enhanced mathematics learning (TEML) continues to increase, there is a need to investigate the trends in the field. This study reviewed a decade (2013–2022) of research, and synthesized the findings of TEML interventions to inform future practice and research directions. Content of 44 articles on TEML from the Web of Science database for the period 2013–2022 was analyzed. Results indicated that dynamic mathematics software affords visualization and exploration which, when coupled with inquiry-based learning, is best suited for advanced thinking and conceptual development. Significant affective outcomes were attained when online assessment software, dynamic mathematics software, intelligent tutoring systems, and a combination of different software were incorporated into mathematics classrooms. According to the results, recommendations are provided for mathematics teachers regarding approaches to ensure the most effective TEML.
Dados da obra
- Tipo
- Artigo
- Periódico
- Humanities and Social Sciences Communications, v. 12, n. 1
- Editora
- Palgrave Macmillan
- Ano
- 2025 (2025-07-12)
- Idioma
- en
- Palavras-chave
- technology in mathematics teaching; dynamic mathematics software; inquiry-based learning; visualization; intelligent tutoring systems; affective learning outcomes; conceptual development; mathematics education research trends
- Temas
- Avaliação, Tecnologias Digitais
- DOI
- 10.1057/s41599-025-05475-7
- ISSN
- 2055-1045, 2662-9992
- Licença
- cc-by-nc-nd
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
OMER, Sherine Menella St et al.. Technology-enhanced mathematics learning: review of the interactions between technological attributes and aspects of mathematics education from 2013 to 2022. Humanities and Social Sciences Communications, v. 12, n. 1, 2025. DOI: https://doi.org/10.1057/s41599-025-05475-7.
APA
Omer, S. M. S., Evers, K., Wang, C. Y., & Chen, S. (2025). Technology-enhanced mathematics learning: review of the interactions between technological attributes and aspects of mathematics education from 2013 to 2022. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-05475-7
BibTeX
@article{omer2025,
author = {Omer, Sherine Menella St and Evers, Katerina and Wang, Chia-Yu and Chen, Sufen},
title = {Technology-enhanced mathematics learning: review of the interactions between technological attributes and aspects of mathematics education from 2013 to 2022},
year = {2025},
journal = {Humanities and Social Sciences Communications},
volume = {12},
number = {1},
publisher = {Palgrave Macmillan},
doi = {10.1057/s41599-025-05475-7},
language = {en}
}RIS
TY - JOUR AU - Omer, Sherine Menella St AU - Evers, Katerina AU - Wang, Chia-Yu AU - Chen, Sufen TI - Technology-enhanced mathematics learning: review of the interactions between technological attributes and aspects of mathematics education from 2013 to 2022 PY - 2025 JO - Humanities and Social Sciences Communications VL - 12 IS - 1 DO - 10.1057/s41599-025-05475-7 LA - en ER -
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