Teaching Aids in Mathematical Problem Solving: A Systematic Literature Review

Abstract

Teaching aids (TA) has been widely recognized as an effective tool in improving instructional quality and facilitating students’ achievements. The purpose of this systematic literature review (SLR) aims to focus on the use of TA in enhancing students’ achievements in Mathematics, .Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework proposed by Moher et al. (2015), this review systematically identifies, evaluate and synthesizes relevant studies. A comprehensive search was conducted across academic databases including Scopus and Science Direct. The data were analyzed quantitatively to describe the research's findings and trends. The review identified two primary research themes: (a) the role of TA in mathematical problem solving; and (b) the impact on students’ achievement in Mathematics. The findings indicate that the use of TA in Mathematics education in Malaysia is currently at a moderate level and is ineffective at fostering students' achievement in Mathematic Education. These insights highlight the need for more interactive and engaging teaching strategies. The results of this study provide valuable implications for educators, students, schools, and policymakers, particularly the Ministry of Education, in designing and implementing more effective Mathematics learning approaches.