<![CDATA[The integration of interactive learning technologies has become an important strategy for improving mathematics learning in elementary schools by creating more engaging, student-centered, and technology-enhanced instructional environments. However, existing studies have predominantly examined individual instructional technologies, resulting in limited understanding of their collective pedagogical contributions to mathematics learning. This study aimed to synthesize empirical evidence regarding the implementation of interactive learning technologies and their contribution to enhancing mathematics learning outcomes among elementary school students. A SLR was conducted following the PRISMA 2020 guidelines. Relevant studies published between 2015 and 2026 were identified through Google Scholar, SINTA-indexed journals, and reputable international journals. Eleven eligible studies were selected and analyzed using thematic content analysis. The findings revealed four major themes: (1) the diverse types of interactive learning technologies employed in elementary mathematics education, including Interactive Flat Panels, interactive multimedia, digital applications, interactive videos, virtual manipulatives, and gamification-based media; (2) their positive contributions to conceptual understanding, learning motivation, classroom engagement, and mathematics achievement; (3) the pedagogical factors supporting effective technology integration, including teacher competence, instructional strategies, learning environments, and student readiness; and (4) the implementation challenges related to infrastructure, digital competence, equitable technology access, and sustainability. Based on these findings, this study proposes a conceptual framework illustrating the interrelationship between interactive learning technologies, pedagogical integration, and mathematics learning outcomes. The review contributes to educational technology research by providing evidence-based insights for teachers, school leaders, and policymakers seeking to implement technology-enhanced mathematics instruction effectively.]]>
