Students’ Mathematical Reasoning: A Systematic Literature Review with a Focus on Metaphorical Thinking-Based Learning Approaches

Annisa Desti Fahjri, Siti Fatimah, Jarnawi Afgani Dahlan

Abstract


Mathematical reasoning is a fundamental component of meaningful mathematics learning; however, research on instructional approaches that systematically support its development remains fragmented. In particular, studies on mathematical reasoning and metaphorical thinking have largely evolved independently, resulting in limited integrative insights. Studies on mathematical reasoning and metaphorical thinking have often developed separately, resulting in limited understanding of how metaphorical-thinking-based learning contributes to reasoning development. This systematic literature review (SLR) aims to synthesize research trends on students’ mathematical reasoning in mathematics education and to examine how metaphorical-thinking-based learning approaches support the development of mathematical reasoning. Following the PRISMA 2020 framework, a systematic search of the Scopus and ERIC databases identified 36 peer-reviewed journal articles published between 2017 and 2025. The selected studies were analyzed using reflexive thematic analysis focusing on research trends, instructional implementations, metaphor types, learning models, and reported effects on students’ mathematical reasoning. The findings indicate that mathematical reasoning is increasingly viewed as a multidimensional construct involving cognitive, representational, social, and contextual aspects. The review also reveals that metaphorical thinking functions as a cognitive bridge that connects abstract mathematical concepts with students’ concrete experiences through conceptual, structural, orientational, cultural, and embodied metaphors. These metaphorical approaches are integrated into various instructional models, including Realistic Mathematics Education, ethnomathematics, problem-based learning, embodied learning, and technology-supported learning environments. Furthermore, the findings highlight several research gaps, including limited empirical studies explicitly linking metaphorical thinking and mathematical reasoning, insufficient longitudinal evidence, and limited comparative analysis across metaphor types. Overall, this review emphasizes the need for more theoretically integrated and empirically grounded studies on metaphor-based mathematical reasoning in mathematics education.

Keywords


Conceptual metaphors; Instructional models; Mathematics education; Mathematical reasoning; Metaphorical thinking

Full Text:

PDF

References


Adelia, V., Putri, R. I. I., Zulkardi, & Doorman, M. (2025). The development of web-based learning environment to enhance students’ numeracy and reasoning. Journal on Mathematics Education, 16(2), 651–670. https://doi.org/10.22342/jme.v16i2.pp651-670

Alcaraz-Carrión, D., Alibali, M. W., & Valenzuela, J. (2022). Adding and subtracting by hand: Metaphorical representations of arithmetic in spontaneous co-speech gestures. Acta Psychologica, 228(April). https://doi.org/10.1016/j.actpsy.2022.103624

Bakar, M. T., Suryadi, D., Darhim, Tonra, W. S., & Noto, M. S. (2018). The association between conceptual understanding and reasoning ability in mathematics: An analysis of DNR-based instruction models. Journal of Physics: Conference Series, 1088, 0–5. https://doi.org/10.1088/1742-6596/1088/1/012107

Braun, V., & Clarke, V. (2022). Thematic analysis. APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological., 2, 57–71. https://doi.org/10.1037/13620-004

Cervantes-Barraza, J. A., & Araujo, A. A. (2023). Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. Journal on Mathematics Education, 14(3), 469–482. https://doi.org/10.22342/jme.v14i3.pp469-482

Connett, D. F. (2018). A guide to qualitative meta-synthesis. New York, NY, USA:: Routledge.

Dhlamini, Z. B., Chuene, K., Masha, K., & Kibirige, I. (2019). Exploring grade nine geometry spatial mathematical reasoning in the South African annual national assessment. Eurasia Journal of Mathematics, Science and Technology Education, 15(11).

https://doi.org/10.29333/ejmste/105481

Falani, I., Supriyati, Y., Marzal, J., Iriani, D., & Simatupang, G. M. (2023). Metaphor Studies Investigation in Mathematics Education: A Systematic Review. Indonesian Journal of Mathematics Education, 6(1), 40–62. https://doi.org/10.31002/ijome.v6i1.554

Fraihat, M. A. K., Khasawneh, A. A., & Al-Barakat, A. A. (2022). The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. Eurasia Journal of Mathematics, Science and Technology Education, 18(6). https://doi.org/10.29333/ejmste/12088

Ghifari, M. (2025). Systematic literature review: The metaphorical thinking approach in mathematics in indonesia from 2020 to 2025. Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya, 5(2), 536–546. https://doi.org/10.58218/lambda.v5i2.1428

Hamidah, D., Susiswo, Susanto, H., Hakim, Z. A., & Osman, S. (2025). Exploring the mathematical reasoning skills across different levels of prospective mathematics teachers: A mixed-methods investigation. Mathematics Education Journal, 19(2), 389–412. https://doi.org/10.22342/mej.v19i2.pp389-412

Hansen, E. K. S., & Naalsund, M. (2025). Toward an analytical model for noticing interaction patterns in creative collaborative mathematical reasoning. Mathematical Thinking and Learning, 00(00), 1–19. https://doi.org/10.1080/10986065.2025.2452222

Hasanah, U., Putrawangsa, S., Purwanta, E., Setiawati, F. A., & Purnomo, Y. W. (2024). Primary student spatial reasoning abilities: Progression and challenges. Mathematics Education Journal, 18(3), 329–348. https://doi.org/10.22342/jpm.v18i3.pp329-348

Hendriana, H., Eti Rohaeti, E., & Hidayat, W. (2017). Metaphorical thinking learning and junior high school teachers’ mathematical questioning ability. Journal on Mathematics Education, 8(1), 55–64. https://doi.org/10.22342/jme.8.1.3614.55-64

Hicks, M. D. (2024). “I’ll just try to mimic that”: an exploration of students’ analogical structure creation in abstract algebra. Educational Studies in Mathematics, 117(2), 303–327. https://doi.org/10.1007/s10649-024-10345-1

J. McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., & Mulrow, C. D. (2017). PRISMA_2020_flow_diagram_new_SRs_v1. In Bmj (Vol. 372, Nomor n71). http://www.prisma-statement.org/PRISMAStatement/FlowDiagram

Jeannotte, D., & Kieran, C. (2017). A conceptual model of mathematical reasoning for school mathematics. Educational Studies in Mathematics, 96(1), 1–16. https://doi.org/10.1007/s10649-017-9761-8

Kertil, M. (2020). Covariational reasoning of prospective mathematics teachers: How do dynamic animations affect? Turkish Journal of Computer and Mathematics Education, 11(2), 312–342. https://doi.org/10.16949/turkbilmat.652481

Martins, M., da Ponte, J. P., & Mata-Pereira, J. (2023). Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education. Eurasia Journal of Mathematics, Science and Technology Education, 19(5). https://doi.org/10.29333/EJMSTE/13127

Masfingatin, T., Murtafiah, W., & Maharani, S. (2020). Exploration of creative mathematical reasoning in solving geometric problems. Mathematics Education Journal, 14(2), 155–168. https://doi.org/10.22342/jpm.14.2.7654.155-168

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847

Pantsar, M. (2018). Early numerical cognition and mathematical processes. Theoria (Spain), 33(2), 285–304. https://doi.org/10.1387/theoria.17682

Purwasi, L. A., & Fitriyana, N. (2021). The enhancement of mathematical reasoning and problem solving ability through metaphorical thinking approach. Journal of Physics: Conference Series, 1731(1). https://doi.org/10.1088/1742-6596/1731/1/012040

Scheiner, T., Godino, J. D., Montes, M. A., Pino-Fan, L. R., & Climent, N. (2022). On metaphors in thinking about preparing mathematics for teaching: In memory of José (“Pepe”) Carrillo Yáñez (1959–2021). Educational Studies in Mathematics, 111(2), 253–270. https://doi.org/10.1007/s10649-022-10154-4

Schindler, M., Hußmann, S., Nilsson, P., & Bakker, A. (2017). Sixth-grade students’ reasoning on the order relation of integers as influenced by prior experience: an inferentialist analysis. Mathematics Education Research Journal, 29(4), 471–492. https://doi.org/10.1007/s13394-017-0202-x

Setiani, C., Waluya, S. B., & Wardono. (2018). Analysis of mathematical literacy ability based on self-efficacy in model eliciting activities using metaphorical thinking approach. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-

/983/1/012139

Siregar, G. M. A., Wahyudin, & Herman, T. (2025). Case study in a grounded theory perspective: Students’ reasoning abilities in Lithner’s framework across self-regulated. Infinity Journal, 14(1), 259–282. https://doi.org/10.22460/infinity.v14i1.p259-282




DOI: https://doi.org/10.20527/jmscedu.v6i1.18801

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

 

Creative Commons License

Journal Of Mathematics Science and Computer Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.