abstract

Background: The introduction of digital technologies into primary mathematics education has become a paradigm shift, which is expected to increase student interactions, conceptual learning, and learning outcomes. Nevertheless, the research on the effectiveness of different digital strategies is still divided into different learning settings.

Objectives: The systematic review focuses on the effects of digital pedagogy on primary mathematics education by synthesizing the current studies on the topic of digital game-based learning, technology integration models, and constructivist methods of teaching mathematics.

Methods: This review was based on the PRISMA guidelines; it examined empirical research in Scopus, ERIC, and Web of Science databases published between 2020 and 2025. The articles that concentrated on the integration of digital technology in primary mathematics classrooms were considered, and specific emphasis was made on learning outcomes, student engagement indicators, and pedagogical models.

Results: The results suggest that digital technologies have moderate-size positive impacts on mathematical performance (g = 0.65, p<0.001) in integration based on well-established pedagogic frameworks like Technological Pedagogical Content Knowledge (TPACK). The use of game-based learning applications and interactive online platforms shows a great potential of improving conceptual knowledge and problem solving. Teacher preparedness, availability of infrastructure and agreement with curriculum goals mediate the results however.

Conclusions: Digital transformation in primary mathematics education must be carefully implemented by considering the use of technology as an element of constructivist pedagogies with the help of a thorough teacher development program. More studies are required in the future to deal with the longitudinal effects and contextual adjustments in different educational environments.