Mathematical problem solving in elementary school students: a systematic review of the literature

Abstract

Mathematical problem solving constitutes a fundamental competence in elementary education; however, students face persistent difficulties in its development. The objective of this systematic review was to analyze and synthesize the available scientific evidence on mathematical problem solving in elementary school students, considering effective strategies, the most frequent difficulties, and the impact of didactic interventions. A structured search was conducted in Scopus, Scielo, Dialnet, ScienceDirect, ERIC, and Google Scholar databases, considering studies published between January 2019 and May 2025, following PRISMA 2020 guidelines. The final sample comprised 42 studies that met the inclusion criteria. Results reveal that Pólya’s heuristic approach and metacognitive strategies are the most frequently used theoretical frameworks, demonstrating consistent positive effects on student performance. Recurring difficulties were identified in understanding statements, translating natural language into symbolic language, and selecting appropriate strategies. Problem-based learning, digital tools, and heuristic strategy interventions show moderate to strong effects (Hedges’ g between 0.52 and 0.95), particularly when implementation fidelity and motivational components are included. It is concluded that mathematical problem solving requires a multifaceted approach integrating cognitive, metacognitive, and affective skill development, emphasizing teacher training and the design of learning environments that promote critical thinking and autonomy. Evidence supports the need for tiered support systems and the integration of digital technologies as mediators of the teaching-learning process. The protocol of this review was not registered in PROSPERO due to its exploratory nature and the specific scope in elementary education, but it is available upon request.