Collaborative Learning Supported by Digital Technologies in Mathematics Education at the Secondary Level: A Systematic Literature Review
Keywords:
Collaborative learning; computer-supported collaborative learning; mathematics education; Secondary education; Digital technologiesAbstract
The growing integration of digital technologies in educational systems has heightened research interest in understanding how technology-mediated collaborative learning impacts mathematics instruction in secondary education. However, the scientific literature remains fragmented and lacks updated syntheses that systematically integrate the available evidence. This article presents a systematic literature review aimed at analyzing and synthesizing empirical evidence on collaborative learning supported by digital technologies in secondary mathematics education. Following the PRISMA 2020 guidelines, Scopus, Web of Science, and ERIC were consulted for the period 2020–2026. After a four-phase screening process, including methodological quality assessment, nine peer-reviewed empirical articles were selected. The results reveal a scientific production concentrated in Europe, North America, and Oceania, but limited representation from Latin America. Quantitative and quasi-experimental approaches predominate, alongside a growing presence of mixed methods designs. Socio-constructivism and the computer-supported collaborative learning framework underpin the majority of studies. Reported effects on mathematical performance and conceptual understanding are predominantly positive, although their magnitude depends on the degree of pedagogical structuring of collaboration, rather than technological sophistication. This study found that digital technology enhances collaborative learning in mathematics when pedagogical design explicitly structures interaction, shifting the research focus from technological efficacy to the pedagogical conditions of implementation.
https://doi.org/10.26803/ijlter.25.6.22
References
Acosta Marino, A. A., Cobena Cedeno, A. A., Peralta Jimenez, M. L., Rosado Garcia, T. L., & Chancay, M. M. (2025). Digital tools and the learning of mathematics in basic education. Minerva, 6(17), 29–38. https://doi.org/10.47460/minerva.v6i17.191
Aksu, N., & Zengin, Y. (2021). Disclosure of students’ mathematical reasoning through collaborative technology-enhanced learning environment. Education And Information Technologies, 27(2), 1609-1634. https://doi.org/10.1007/s10639-021-10686-x
Bakar, D. N. N. P. A., Shahrill, M., & Zakariya, Y. F. (2023). Digital escape game and students’ learning outcomes in mathematics: experience from Brunei. SAGE Open, 13(4). https://doi.org/10.1177/21582440231216838
Birgin, O., & Acar, H. (2020). The effect of computer-supported collaborative learning using GeoGebra software on 11th grade students’ mathematics achievement in exponential and logarithmic functions. International Journal of Mathematical Education in Science and Technology, 53(4), 872-889. https://doi.org/10.1080/0020739x.2020.1788186
Bringula, R. P., & Atienza, F. A. L. (2022). Mobile computer-supported collaborative learning for mathematics: A scoping review. Education and Information Technologies, 28, 4893–4918. https://doi.org/10.1007/s10639-022-11395-9
Burke, P. F., Kearney, M., Schuck, S., & Aubusson, P. (2021). Improving mobile learning in secondary mathematics and science: Listening to students. Journal of Computer Assisted Learning, 38(1), 137-151. https://doi.org/10.1111/jcal.12596
Chilan Bravo, M. J., & Cedeño Loor, F. O. (2023). Aprendizaje cooperativo para potenciar la enseñanza – aprendizaje de las matemáticas para los estudiantes de educación básica (Coperative learning to enhance the teaching-learning of mathematics for basic education students). Latam : Revista Latinoamericana de Ciencias Sociales Y Humanidades, 4(2), 362. https://dialnet.unirioja.es/descarga/articulo/9586208.pdf
Demir, M., & Zengin, Y. (2023). Investigation of generalisation processes of secondary school students using multiple representations in a pattern task. International Journal of Mathematical Education in Science and Technology, 56(3), 417-444. https://doi.org/10.1080/0020739x.2023.2240795
Filiz, A. (2025). The use of digital tools in mathematics teaching: Bibliometric approach. International Electronic Journal of Mathematics Education, 20(4), em0844. https://doi.org/10.29333/iejme/16637
Gurmu, F., Tuge, C., & Hunde, A. B. (2024). Effects of GeoGebra-assisted instructional methods on students’ conceptual understanding of geometry. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2379745
Haataja, E. S. H., Koskinen-Salmia, A., Salonen, V., Toivanen, M., & Hannula, M. S. (2024). Student visual attention during group instruction phases in collaborative geometry problem solving. Educational Studies in Mathematics, 118(3), 387-407. https://doi.org/10.1007/s10649-024-10337-1
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and shiny app for producing PRISMA 2020?compliant flow diagrams, with interactivity for optimised digital transparency and open synthesis. Campbell Systematic Reviews, 18(2). Wiley. https://doi.org/10.1002/cl2.1230
Hochmuth, R., Peters, J., Frode Rønning, & Winsløw, C. (2024). Modelling mathematics for educational research and practice: a comparison of two theoretical approaches. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-024-10368-8
Lindenbauer, E., Infanger, E.-M., & Zsolt Lavicza. (2024). Enhancing mathematics education through collaborative digital material design: Lessons from a national project. European Journal of Science and Mathematics Education, 12(2), 236–256. https://doi.org/10.30935/scimath/14323
Mahmuti, A., & Arifi, A. (2025). Integration of Virtual Manipulatives for Teaching and Learning Perimeter and Area in Lower Secondary Education. Innovaciencia Facultad de Ciencias Exactas Físicas y Naturales, 13(1). https://doi.org/10.15649/2346075x.5051
Mohammed, I. A., & Bello, A. (2024). Performance of mathematics students use video learning in flipped and flipped collaborative learning settings. Pedagogical Research, 9(3), em0213. https://doi.org/10.29333/pr/14699
Mor, Y., & Abdu, R. (2018). Responsive learning design: Epistemic fluency and generative pedagogical practices. British Journal Of Educational Technology, 49(6), 1162-1173. https://doi.org/10.1111/bjet.12704
Mulatillo Ruiz, C. (2024). Herramientas digitales y aprendizaje colaborativo en el ámbito universitario. Yachaq, 7(2), 80–89. https://doi.org/10.46363/yachaq.v7i2_6
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & McGuinness, L. A. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. British Medical Journal, 372(71). https://doi.org/10.1136/bmj.n71
Ran, H., Kim, N. J., & Secada, W. G. (2021). A meta?analysis on the effects of technology’s functions and roles on students’ mathematics achievement in K?12 classrooms. Journal Of Computer Assisted Learning, 38(1), 258-284. https://doi.org/10.1111/jcal.12611
Sanchez Meca, J., & Botella Ausina, J. (2026). Revisiones sistemáticas y meta-análisis: Herramientas para la práctica profesional (Systematic reviews and meta-analyses: tools for professional practice). Papeles Del Psicólogo, 31(1), 7–17. https://dialnet.unirioja.es/servlet/dcart?info=link&codigo=3150797&orden=239239
Talkhan, E., Alhubaidah, S., Muthanna, A., & Qadhi, S. (2025). The effect of cooperative learning toward mathematics achievement of primary students: A systematic review using meta-analysis. Social Sciences & Humanities Open, 12, 102247–102247. https://doi.org/10.1016/j.ssaho.2025.102247
Tang, J. T., Mo, D., & Lan, W. C. (2025). Exploring the integration of cooperative learning in blended teaching environments. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13791-3
Walkington, C., Washington-Henderson, J., Hunnicutt, J., & Nathan, M. J. (2025). The impact of different collaboration formats on mathematical problem-solving in augmented reality. Computers & Education, 242, 105491. https://doi.org/10.1016/j.compedu.2025.105491
Xu, E., Feng, X., Ning, K., Wang, Y., Zhou, L., & Li, H. (2025). The effectiveness of technical-supported collaboration in promoting students’ learning outcomes: a meta-analysis based on empirical literature. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-05766-z
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Karen Diana Valencia Mendoza, Maycol Angel Colque Ticona, Fabiola Mary Talavera Mendoza, Fabian Hugo Rucano Paucar
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
