Exploring Blended Learning Approaches in School Mathematics: A Systematic Review of Implementation Patterns, Learning Outcomes, and Pedagogical Models

Abstract

Blended learning has emerged as an innovative approach in school mathematics, integrating traditional face-to-face instruction with digital and online resources to enhance students’ learning outcomes. However, despite its widespread adoption, there remains a lack of synthesized evidence on how blended learning approaches are designed and implemented in mathematics contexts, particularly within school settings. This systematic review aims to examine existing empirical studies on blended learning in school mathematics to identify implementation patterns, mathematics learning outcomes, and the role of the pedagogical models associated with blended learning implementation. Following PRISMA guidelines, a structured search was conducted in the Scopus and Web of Science databases, covering publications from 2023 to 2025, resulting in 27 studies included in the review. The findings indicate that the flipped classroom model is the most frequently adopted blended learning design, with research predominantly focused on secondary school students. In terms of learning outcomes, blended learning demonstrates consistent positive effects on students’ achievement, knowledge retention, higher order thinking skills, and motivation. Effective implementation of blended learning in mathematics is also associated with the integration of pedagogical approaches such as project-based, inquiry-based, gamification and collaborative learning. Future research should focus on underexplored populations, integration of other blended learning models with established pedagogical models and explore the potential of emerging technologies in blended mathematics learning. In conclusion, this review provides evidence-based insights into the strategic integration of blended learning in school mathematics, offering practical implications for educators, curriculum developers, and policymakers to enhance pedagogical practice and optimise student learning experiences.