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Education Research International
Volume 2019, Article ID 3402035, 19 pages
Review Article

Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature

1Center for Instructional Psychology and Technology, KU Leuven, Leuven, Belgium
2David Yellin Academic College of Education, Jerusalem, Israel

Correspondence should be addressed to Lieven Verschaffel; eb.nevueluk@leffahcsrev.neveil

Received 4 March 2019; Revised 30 June 2019; Accepted 21 July 2019; Published 16 September 2019

Academic Editor: Christos Troussas

Copyright © 2019 Lieven Verschaffel et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.