BLENDED LEARNING AND EMERGING TECHNOLOGIES IN MATHEMATICS EDUCATION: A COMPREHENSIVE STRUCTURED REVIEW

Studies on blended learning and emerging technologies have transformed mathematics teaching and learning through innovative educational approaches. However, integrating these methods presents challenges, including technological hardships, instructional design complexities, and the need for appropriate digital tools. This study conducted a systematic literature review to analyse the features, issues, and prospects of implementing new technologies in mathematics education using thematic analysis. An empirical review was conducted using Scopus and Web of Science (WoS) databases, selecting scholarly publications from 2023 to 2024. The study followed the PRISMA framework, identifying 33 primary studies, which were categorized into three themes using data analysis: (1) blended learning and flipped classroom models, (2) virtual and embodied learning environments, and (3) teacher perspectives, professional development, and student learning experiences. Findings indicate that blended learning enhance student interest, attitude, and achievement, yet their effectiveness critically depends on teachers' technological and pedagogical content knowledge (TPACK) and institutional support. Additionally, the increasing use of artificial intelligence (AI) in mathematics education presents opportunities but also challenges, including implementation limitations, expertise gaps, and funding constraints. This study highlights the critical role of professional development in preparing educators to support blended learning effectively. Several recommendations are proposed for stakeholders to overcome challenges and maximize the benefits of emerging technologies. Findings provide valuable insights for researchers, educators, and policymakers in enhancing mathematics education to meet 21st-century learning demands.