Digital Mathematics Learning Environments for Enhancing Conceptual Understanding and Technological Pedagogical Competence among Pre-Service Mathematics Teachers: A Literature Review
Abstract
The rapid development of digital technology has transformed mathematics learning environments by enabling dynamic visualization, interactive exploration, multiple representations, collaborative learning, and immediate feedback. In mathematics teacher education, digital learning environments are not only used to support students’ understanding of mathematical concepts but also to prepare pre-service teachers to integrate technology meaningfully into future teaching practices. This article aims to examine the role of digital mathematics learning environments in enhancing conceptual understanding and technological pedagogical competence among pre-service mathematics teachers. This study used a literature review approach by synthesizing relevant theoretical and empirical studies on digital mathematics learning environments, GeoGebra, technology-enhanced mathematics learning, digital learning ecosystems, conceptual understanding, and technological pedagogical content knowledge. The review was guided by four questions: what are the characteristics of digital mathematics learning environments, how do they contribute to conceptual understanding, how do they support technological pedagogical competence among pre-service mathematics teachers, and what challenges affect their implementation. The findings indicate that digital mathematics learning environments can support conceptual understanding through visualization, manipulation of mathematical objects, multiple representations, exploratory tasks, collaborative interaction, and feedback. In teacher education, such environments also strengthen technological pedagogical competence through technology-rich learning experiences, digital task design, microteaching, reflection, and TPACK development. However, their effectiveness depends on meaningful task design, teacher educator competence, infrastructure readiness, students’ digital adaptation, and assessment models that capture both conceptual and pedagogical dimensions. This review concludes that digital mathematics learning environments should be positioned as pedagogical ecosystems rather than merely as technological tools.
References
Agyei, D. D., & Voogt, J. M. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547–564. https://doi.org/10.14742/ajet.827
Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Sánchez-Aguilar, M. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM–Mathematics Education, 48(5), 589–610. https://doi.org/10.1007/s11858-016-0798-4
Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research: A systematic review of recent trends. Computers & Education, 114, 255–273. https://doi.org/10.1016/j.compedu.2017.07.004
Bueno, R. W. da S., Lieban, D., & Ballejo, C. C. (2021). Mathematics teachers’ TPACK development based on an online course with GeoGebra. Open Education Studies, 3(1), 110–119. https://doi.org/10.1515/edu-2020-0143
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K–12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.001
Dinçer, B. (2025). Digitalization in mathematics education: How distance and online learning shape pre-service teachers’ career perceptions. Frontiers in Education, 10, Article 1639893. https://doi.org/10.3389/feduc.2025.1639893
Drijvers, P., & Sinclair, N. (2024). The role of digital technologies in mathematics education: Purposes and perspectives. ZDM–Mathematics Education, 56(2), 239–248. https://doi.org/10.1007/s11858-023-01535-x
Engelbrecht, J., & Borba, M. C. (2024). Recent developments in using digital technology in mathematics education. ZDM–Mathematics Education, 56(2), 281–292. https://doi.org/10.1007/s11858-023-01530-2
Engelbrecht, J., Llinares, S., & Borba, M. C. (2020). Transformation of the mathematics classroom with the internet. ZDM–Mathematics Education, 52(5), 825–841. https://doi.org/10.1007/s11858-020-01176-4
Engin, R. A., Karakuş, D., & Niess, M. L. (2023). TPACK development model for pre-service mathematics teachers. Education and Information Technologies, 28(4), 4769–4794. https://doi.org/10.1007/s10639-022-11381-1
Fabian, K., Topping, K. J., & Barron, I. G. (2018). Using mobile technologies for mathematics: Effects on student attitudes and achievement. Educational Technology Research and Development, 66(5), 1119–1139. https://doi.org/10.1007/s11423-018-9580-3
Hevardani, K. A., Yerizon, Yarman, Bentri, A., & Harisman, Y. (2026). Innovative digital pedagogical strategies in mathematics learning: Implications for teaching and learning in higher education. Journal of Applied Research in Higher Education. Advance online publication. https://doi.org/10.1108/JARHE-03-2026-0533
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, Article 103897. https://doi.org/10.1016/j.compedu.2020.103897
Hwang, S., Flavin, E., & Lee, J.-E. (2023). Exploring research trends of technology use in mathematics education: A scoping review using topic modeling. Education and Information Technologies, 28(8), 10753–10780. https://doi.org/10.1007/s10639-023-11603-0
Juhari, A., & Habibah, S. (2026). Mathematics education students’ adaptation to the digital learning ecosystem. ETDC: Indonesian Journal of Research and Educational Review, 5(3), 1934–1946. https://doi.org/10.51574/ijrer.v5i3.5002
Latri, L., & Juhari, A. (2025). Learning transformation: Effective strategies for transforming ordinary elementary school classrooms into interactive math labs. ETDC: Indonesian Journal of Research and Educational Review, 5(1), 290–303.
Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215–243. https://doi.org/10.1007/s10648-010-9125-8
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Nguyen, L. T., Tran, T., & Nguyen, T. T. (2022). Digital learning ecosystem at educational institutions: A systematic literature review. Cogent Education, 9(1), Article 2111033. https://doi.org/10.1080/2331186X.2022.2111033
Paivio, A. (2014). Intelligence, dual coding theory, and the brain. Intelligence, 47, 141–158. https://doi.org/10.1016/j.intell.2014.09.002
Rezat, S., & Sträßer, R. (2012). From the didactical triangle to the socio-didactical tetrahedron: Artifacts as fundamental constituents of the didactical situation. ZDM–Mathematics Education, 44(5), 641–651. https://doi.org/10.1007/s11858-012-0448-4
Sacristán, A. I., Calder, N., Rojano, T., Santos-Trigo, M., Friedlander, A., & Meissner, H. (2010). The influence and shaping of digital technologies on the learning—and learning trajectories—of mathematical concepts. International Journal of Computers for Mathematical Learning, 15(3), 179–226. https://doi.org/10.1007/s10758-010-9165-5
St Omer, S. M., Evers, K., Wang, C.-Y., & Chen, S. (2025). Technology-enhanced mathematics learning: Review of the interactions between technological attributes and aspects of mathematics education from 2013 to 2022. Humanities and Social Sciences Communications, 12, Article 1079. https://doi.org/10.1057/s41599-025-05475-7
Takdirmin, T., & Juhari, A. (2026). Visual and auditory learning styles in mathematics learning in the digital era for college students. ETDC: Indonesian Journal of Research and Educational Review, 5(3), 1825–1838. https://doi.org/10.51574/ijrer.v5i3.5003
Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9(3), 281–307. https://doi.org/10.1007/s10758-004-3468-5
Valtonen, T., Sointu, E., Kukkonen, J., Mäkitalo, K., Hoang, N., Häkkinen, P., Järvelä, S., Näykki, P., Virtanen, A., Pöntinen, S., Kostiainen, E., & Tondeur, J. (2019). Examining pre-service teachers’ technological pedagogical content knowledge as evolving knowledge domains: A longitudinal approach. Journal of Computer Assisted Learning, 35(4), 491–502. https://doi.org/10.1111/jcal.12353
Yıldız, E., & Arpaci, I. (2024). Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge. Education and Information Technologies, 29(14), 18817–18838. https://doi.org/10.1007/s10639-024-12614-1
Yohannes, A., & Chen, H.-L. (2023). GeoGebra in mathematics education: A systematic review of journal articles published from 2010 to 2020. Interactive Learning Environments, 31(9), 5682–5697. https://doi.org/10.1080/10494820.2021.2016861
Ziatdinov, R., & Valles, J. R., Jr. (2022). Synthesis of modeling, visualization, and programming in GeoGebra as an effective approach for teaching and learning STEM topics. Mathematics, 10(3), Article 398. https://doi.org/10.3390/math10030398
.png)
Contact Person +6282139474255
Email : ijeterjournal@gmail.com
