A systematic Review of Mathematical Communication in Secondary and University Students
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Abstract
Mathematical communication is an important tool in the process of teaching and learning mathematics, as it promotes conceptual understanding, critical thinking, and problem-solving; however, there are gaps that hinder its promotion in secondary and higher education. The objective of this study was to identify effective strategies for promoting mathematical communication through a systematic review. A search for articles was conducted in the Scopus scientific database, following the PRISMA 2020 protocol. Studies evaluated using the MMAT tool were analyzed, and studies published between 2019 and 2025 that met the established inclusion criteria were considered. Of the 75 articles identified, 41 were included. The findings highlight the effectiveness of collaborative strategies, educational technology, and reflective mathematical writing. However, limitations were identified regarding the duration of the studies, sample sizes, and the geographical concentration in Asia. It is concluded that mathematical communication is a fundamental tool in mathematics learning, the effectiveness of which depends on pedagogical, technological, and contextual factors; therefore, longitudinal, comparative, and cross-cultural studies are recommended. It is recommended to strengthen teacher training and implement multimodal approaches to optimize educational outcomes.
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