<![CDATA[Active learning is often associated with increased student participation, yet its contribution to mathematics learning quality depends on whether participation generates substantive mathematical thinking. This conceptual review develops an integrative framework explaining how active learning can support higher-quality mathematics learning. Relevant literature on active learning, mathematical activities, student engagement, teacher facilitation, and mathematics learning quality was synthesized to identify their conceptual relationships. The synthesis conceptualizes active learning as a pedagogical orientation enacted through purposeful mathematical activities involving problem solving, representation, reasoning, communication, and reflection. Student engagement functions as the core mechanism through which these activities become meaningful learning experiences, while teacher facilitation operates as a cross-cutting condition that designs, supports, monitors, and adapts learning processes. Mathematics learning quality is conceptualized as an emergent consequence reflected in deeper understanding, mathematical reasoning, problem solving, communication, representation, and meaningful application of knowledge. The resulting framework integrates five interrelated components and five conceptual propositions. Rather than proposing a fixed causal sequence, it represents a dynamic pedagogical system in which purposeful activity, sustained engagement, and responsive facilitation interact to create conditions for meaningful mathematical learning. The framework offers a conceptual basis for designing active mathematics learning and guiding future empirical investigation.]]>
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