Reorienting School Mathematics Learning: Integrating Active, Differentiated, and Technology-Enhanced Instruction
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Abstract
Scientific and technological developments highlight the need for school mathematics instruction that responds to students’ diverse characteristics and learning needs. This study synthesized concepts and research findings concerning the integration of active learning, differentiated instruction, and digital technology in mathematics education. A systematic literature review examined ten relevant scientific articles published between 2020 and 2026. Findings were analyzed thematically through identification, classification, comparison, and synthesis. The reviewed literature indicated that active learning supports students’ engagement in constructing understanding and developing mathematical thinking. Differentiated instruction accommodates variations in readiness, interests, abilities, and learning needs, while digital technology facilitates access to interactive, flexible, and adaptive learning resources. Their integration has the potential to support meaningful, inclusive, participatory, and responsive mathematics instruction. The study contributes an integrative pedagogical perspective that positions active learning, differentiation, and technology as complementary dimensions of instructional design. Further research should develop and empirically test integrated instructional models across educational levels, examining their implications for conceptual understanding, mathematical reasoning, problem-solving skills, motivation, and learning autonomy.
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References
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