COGNITIVE DIMENSIONS OF MATHEMATICS LEARNING IN DIGITAL TECHNOLOGY MEDIATED ENVIRONMENTS: A SCOPING REVIEW

Abstract

This scoping review aims to map and analyze how scientific literature addresses the cognitive processes involved in mathematics learning within digitally mediated environments, with a particular focus on executive functions, visualization, self-regulation, and neurodiversity. The study follows the methodological framework proposed by Arksey and O’Malley, as updated by Levac et al. and Pollock et al. A comprehensive search was conducted across the Scopus, Web of Science, ERIC, and Google Scholar databases, covering the period from 2010 to 2024. The final corpus underwent qualitative thematic analysis based on Bardin’s content analysis principles. The findings reveal five central thematic axes: (1) the structural role of executive functions in mathematical reasoning; (2) the importance of dynamic visualization and multiple representations for conceptual abstraction; (3) digital technologies as cognitive mediators that can redistribute cognitive load; (4) the emerging relevance of neurodiversity (specifically ADHD and Giftedness) in mathematical performance; and (5) significant theoretical and methodological gaps. Although there is growing recognition of the role of cognition in digital mathematics education, the literature remains fragmented. Most studies still treat technology instrumentally, lacking robust integrative models that articulate cognitive mechanisms with pedagogical foundations. This study suggests that incorporating neuropsychological perspectives into teacher training is essential for developing more inclusive and cognitively grounded pedagogical practices.