Technology-Integrated Problem-Based Learning in Mathematics Education: A Scoping Review of Technological Trajectories, Pedagogy, Learning, and Challenges

Abstract

Technology-Integrated Problem-Based Learning (TI-PrBL) is gaining attention as an approach that combines digital tools, artificial intelligence, and real-world problems to enhance mathematics teaching and learning. This scoping review evaluates existing theoretical and empirical evidence on TI-PrBL in mathematics education to examine its pedagogical foundations, impact on students’ problem-solving skills, and the challenges faced in its implementation. A scoping review design was adopted, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, to identify and map relevant studies. The review revealed four key themes. First, the evolution of technology use shows a shift from tools that emphasized efficiency, such as calculators and spreadsheets, toward platforms that foster inquiry, collaboration, and visualization, including GeoGebra, Desmos, and generative AI. Second, TI-PrBL is anchored in constructivist, self-regulated, and transformative learning theories, highlighting its capacity to strengthen higher-order thinking, autonomy, and reflective engagement. Third, consistent findings point to its positive impact on mathematical problem-solving, with students demonstrating deeper conceptual understanding, flexible strategies, and collaborative reasoning in TI-PrBL environments. Finally, challenges persist, including limited teacher preparedness, an accelerating digital divide due to inequitable access to technology, and gaps in student digital literacy, which raise concerns about the long-term sustainability and inclusivity of the TI-PrBL framework. Overall, the findings suggest that TI-PrBL holds strong potential to enhance mathematical problem-solving when aligned with authentic, real-world tasks and supported by inclusive technological access, institutional investment, and hybrid instructional models that balance inquiry-based and teacher-guided learning.