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Abstract
Technological advancements have progressively integrated digital applications into mathematics learning at the secondary level, providing students with interactive tools to support learning and feedback. However, the existing literature presents heterogeneous pedagogical approaches and dispersed results, making it difficult to understand under which conditions these tools generate educational benefits. This systematic literature review aims to analyze recent scientific literature on the use of digital applications in mathematics learning among secondary school students. Using the preferred reporting items for systematic reviews and meta-analyses methodology, 49 studies published between 2020 and 2024 were identified and analyzed across three databases: Web of Science, Scopus, and Springer. The analysis enabled the identification of five major analytical dimensions: (1) types of digital applications employed, (2) teaching methodologies adopted, (3) reported impacts on learning outcomes, (4) implementation challenges, and (5) theoretical models underpinning technological integration. The findings show that active learning methodologies, collaborative work, and problem-based learning are the most effective when combined with interactive simulations, gamification, and augmented/virtual reality tools, enhancing students’ understanding of abstract mathematical concepts and generating greater cognitive benefits. In the absence of such pedagogical intentionality, their use tends to be superficial. As the main contribution, this review proposes an integrated analytical framework that classifies current practices, identifies critical gaps, and offers concrete guidance for the pedagogical selection and implementation of digital applications in secondary mathematics education.
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Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 1, January 2026, Article No: em2768
https://doi.org/10.29333/ejmste/17760
Publication date: 20 Jan 2026
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