<![CDATA[Mathematical problem solving places heavy demands on students' working memory capacity, particularly when they learn abstract geometric concepts such as three-dimensional curved shapes. Rather than reporting empirical findings, this theoretical synthesis examines the intersection of cognitive load theory, culturally responsive digital scaffolding, and technology-enhanced mathematics learning. Drawing on empirical evidence from cognitive science and mathematics education, we synthesize previous findings and distinguish them from the theoretical propositions developed in this paper. We propose a framework for designing culturally responsive digital scaffolds that reduce extraneous cognitive load while freeing working memory resources for deeper conceptual engagement. The paper synthesizes findings from three interconnected research strands: (1) cognitive load theory and its applications in digital learning environments, (2) culturally responsive mathematics education and ethnomathematics as cognitive scaffolds, and (3) augmented reality (AR) as a tool for reducing cognitive load in spatial reasoning tasks. We argue that culturally familiar contexts reduce the need for effortful translation of abstract symbols, thereby freeing cognitive resources for problem-solving. Furthermore, AR-enabled visualizations externalize abstract mathematical structures, minimize extraneous processing, and facilitate germane cognitive engagement. The proposed Techno-Ethno-Realistic Mathematics Education (TE-RME) framework, which synthesizes digital tools, cultural and ethnomathematical contexts, and realistic problem-solving, integrates these insights to support inclusive, equitable, and meaningful mathematics learning.]]>
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