Enhancing mathematical reasoning through digital media: A meta-analysis

This meta-analysis investigated the effect of digital media on mathematical reasoning across 18 studies involving primary, secondary, and higher education students. A random model revealed a significant overall effect size (ES = 2.53, 95% CI: [1.44, 3.62]), indicating that digital media interventions substantially enhance mathematical reasoning abilities. However, significant heterogeneity was observed among the studies (Q = 1089.8704, df = 17, p < 0.0001, I² = 98.44%). Subgroup analyses showed that the effectiveness of digital media varied across mathematical content (numbers and geometry) (Qb = 237.2527, df = 5, p < 0.0001) and educational levels (primary and secondary) (Qb = 73.0728, df = 2, p < 0.0001), but not across sample sizes (Qb = 0.0050, df = 1, p = 0.9435). Potential publication bias was suggested, but Egger's test did not provide strong evidence for it. The findings support the use of digital media to enhance mathematical reasoning skills, highlighting the importance of considering content area and educational level when designing interventions.