<![CDATA[Mathematical critical thinking in digital learning requires purposeful interaction among pedagogical tasks, digital tools, and students' interpretation and justification of mathematical ideas. This systematic literature review examines the complementary functions of GeoGebra, Problem-Based Learning (PBL), Artificial Intelligence (AI), Meaningful Learning, and Design Thinking. The manuscript reports a qualitative thematic synthesis of 15 primary empirical studies published within the 2020–2026 search period and identified through Scopus, ERIC, Google Scholar, DOAJ, and Garuda. The available reporting record does not preserve complete database-specific retrieval and screening counts or item-level methodological appraisal results; the review therefore does not claim a fully reproducible PRISMA 2020 selection record. Across the cited evidence, GeoGebra provides dynamic mathematical representations; PBL structures problem-centred inquiry; AI offers feedback and alternative approaches that require mathematical verification; and Meaningful Learning emphasizes connections with prior knowledge. Design Thinking is proposed as a learner-centred organizing process through Empathize, Define, Ideate, Prototype, and Test. These differentiated functions support a conceptually coherent, potentially testable instructional pathway rather than a demonstrated effect of the combined intervention. Future research should verify the primary-study corpus, document review procedures in full, and test the proposed relationships in classroom settings.]]>
Copyrights © 2026
