A Systematic Literature Review of Mathematics Teaching Methods in Primary and Secondary Education

Bambang Winarto; Muh. Irfan Mukhlishin; Rahma Wahyu; Ruvita Iffahtur Pertiwi; Nanta Sigit

doi:10.63922/ijevss.v5i03.5160

Bambang Winarto Universitas Wisnuwardhana, Malang, Indonesia
Muh. Irfan Mukhlishin Universitas Wisnuwardhana, Malang, Indonesia
Rahma Wahyu Universitas Wisnuwardhana, Malang, Indonesia
Ruvita Iffahtur Pertiwi Universitas Wisnuwardhana, Malang, Indonesia
Nanta Sigit Universitas Wisnuwardhana, Malang, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5160

Keywords: mathematics teaching methods; mathematics education; primary education; secondary education; systematic literature review; PRISMA 2020; learner-centered learning; instructional strategies

Abstract

Mathematics teaching methods have evolved significantly in response to educational reforms, technological advancements, and the increasing emphasis on student-centered learning. This study presents a systematic literature review of mathematics teaching methods implemented in primary and secondary education between January 2015 and December 2025 following the PRISMA 2020 guidelines. Relevant studies were identified through comprehensive searches of major academic databases using predefined inclusion and exclusion criteria. After a rigorous screening and eligibility assessment, 126 empirical studies were included in the qualitative synthesis. The review found that learner-centered approaches, including Problem-Based Learning, Project-Based Learning, Inquiry-Based Learning, Discovery Learning, Cooperative Learning, Realistic Mathematics Education, Flipped Classroom, and technology-enhanced learning, generally improved students' conceptual understanding, mathematical reasoning, problem-solving skills, critical thinking, and learning motivation. However, instructional effectiveness varied according to educational context, teacher competence, curriculum implementation, and technological resources. The findings provide evidence-based recommendations for educators, researchers, and policymakers while identifying research gaps and future directions for advancing mathematics education.

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