Didactic strategies for conceptual understanding and motivation in university mathematics
A systematic review
Bibliographic Data
| ID | 22167137 |
|---|---|
| Authors | Darwin Castillo (0000-0002-1800-1189), Javier Carrión, Cristian Chamba, Yuliana Jiménez-Gaona (0000-0001-7155-5546), María José Rodríguez-Álvarez, Vasudevan Lakshminarayanan (0000-0002-3473-1245) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-10-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1536470 |
| Language | EN |
| References cited | 74 |
The conceptual understanding and motivation for learning and teaching math constitute a challenge for didactic research at all levels of education. However, it is essential in higher education levels like the university, where achieving advanced reasoning and connecting the nature of math with professional applications is important. This systematic literature review analyzes peer-reviewed research published between 2000 and 2023, focusing on didactic and instructional strategies applied that enhance comprehension and engagement in undergraduate and higher mathematics education. Following PRISMA guidelines, we get a final analysis of 30 studies where the semiotic representations and gamification strategies are considered key strategies to achieve conceptual and motivated understanding of math in the context of higher education. Semiotic methods from Duval’s theoretical framework emphasize the coordination of symbolic, graphical, and algebraic registers to promote deep conceptual learning. As an active learning method, gamification is highly effective for enhancing student engagement and motivation, helping students overcome their apprehension toward mathematics. While most studies explored these strategies independently, this review identifies gaps in integrative approaches. It highlights the need for further research on their combined impact, especially when representational depth is aligned with motivational design. The 2000–2023 window captures the consolidation of semiotic frameworks and the expansion of ICT and gamification in higher mathematics education
A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics
Development and use of the ARCS model of instructional design
Visualizing Bibliometric Networks
Gamification and student motivation
STEAM in practice and research
Constructing bibliometric networks
The PRISMA 2020 statement
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Intrinsic Motivation and Self-Determination in Human Behavior
Mathematics education research on algebra over the last two decades
Evaluating a gamification proposal for learning usability heuristics
Gamification and e-learning for young learners
Influences of Flipped Teaching in Electronics Courses on Students’ Learning Effectiveness and Strategies
Engaging in Disciplinary Literacy Instruction
Teachers’ working time from time-use data
How and why learning theories are taught in current Dutch teacher education programs. Identifying a gap between paradigm and reality in teacher education
Software survey
| Citation velocity | historical |
|---|---|
| Highly cited | No |