ONLINE MATHEMATICS EDUCATION: A COMPREHENSIVE DECADE LONG REVIEW BETWEEN 2013 AND 2023

Online mathematics instruction has been growing significantly between 2013 and 2023 due to the development
of digital solutions and a sudden shift to distance learning caused by the COVID-19 pandemic [5], [24]. The
current article is an extensive synthesis of 41 empirical works, thus, mapping the benefits, challenges and
effective design practices in K-12 and higher education environments. Among the benefits reported are
flexibility of access, interactive resources, community scaffolds that promote engagement and persistence [3],
[15], [25], persistent barriers as experienced by learners and teachers are reported as unequal access, motivation,
integrity of assessment, and workload strain [14], [19], [24], [27], [28]. Positive outcomes of mathematics
proficiency, self-efficacy, and discourse have been shown with pedagogical models of flipped classroom and
communities of inquiry when they are designed purposely with feedback and structure [7], [35]. The domainspecific affordances are created in the context of modelling and problem solving activities where digital tools
allow visualisation, iteration, and collaboration, but also create orchestration complexity at the same time [18],
[41]. The acceptance and knowledge practices are affected by social and media ecosystems, posing the idea that
the characteristics of the platform and its norms contribute to the adoption of e-learning in mathematics settings
[1], [6], [11]. Theoretically, the corpus is biased in terms of cross sectional surveys and case studies and few
longitudinal or experimental designs, so reflexive thematic analysis has been used to combine results and
surface design principles and gaps in the research [17], [29]. The review suggests (i) the structured interaction as
opposed to discussion boards [22]; (ii) the evaluation designs that are aligned to mathematical reasoning as
opposed to simple recall [33], [40]; (iii) the teacher development that is geared towards the alignment of the
technology with the pedagogy and ensuring equitable participation [30], [34]. These have implications on
curriculum design, platform choice, and policy geared towards a continuation of inclusive online mathematics
learning.