Global Teaching Approaches in Mathematics: Addressing Learning Domains for Holistic Student Development
Abstract
To promote student learning in mathematics education, the three learning domains, namely the cognitive, affective, and psychomotor domains, must be addressed to encourage overall development and prepare students for life's challenges. This paper is a literature review of diverse studies and practices across the globe on raising student achievement, considering the three learning domains employing a systematic literature review and following the PRISMA approach, the Preferred Reporting Item for Systematic Reviews, and Meta-Analyses. Of the 200 identified research studies, 33 qualified and were included in the analyses. Findings showed that technology-based learning is the most appropriate teaching strategy for developing cognitive and psychomotor skills when learning mathematical concepts. It provides virtual and controlled settings that foster knowledge assimilation and application. In the affective learning domain, inquiry-based, representation learning, and culturally responsive learning are most effective as they increase students' involvement, learning participation, and thinking through collaborative and blended learning environments. The study recommends integrating blended learning, multiple representations, and meaningful assessments to enhance students' cognitive and problem-solving skills. Culturally responsive teaching, digital tools, and experiential learning activities to improve students' engagement, motivation, and practical application. The study recommends further research on these approaches to validate their effect on students' holistic development in mathematics education.
Keywords
Cognitive, Affective, Psychomotor, Learning Domains, Teaching Approaches
Supporting Institution
Bicol State College of Applied Sciences and Technology, Department of Education, and Camarines Norte State College
Project Number
2
Ethical Statement
The study followed ethical protocols and standards.
Thanks
The researcher is grateful to all of the supporting institutions and authors of the research studies who have been cited and contributed knowledge to the present study.
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