Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature

Abstract EN

This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education.

This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education.

Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school).

This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools.

Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics.

All studies reported positive effects on mathematical and/or metacognitive learning outcomes.

This review ends with a discussion of issues for further theoretical reflection and empirical research.