Educational Technologies in Financial Mathematics Learning: A Systematic Review in Higher Education
DOI:
https://doi.org/10.70577/8g3bd773Keywords:
Educational Technology; Universities; Mathematics; Academic Performance; Problem Solving.Abstract
Financial Mathematics requires students to understand the time value of money, select appropriate models, interpret rates and cash flows, and solve situations involving savings, credit, investment, and financing, therefore, this systematic review analyzed the effect of educational technologies on academic performance, conceptual understanding, and problem solving among higher education students. A structured search of publications from 2021 to 2026 was conducted in SCOPUS, Web of Science, SciELO, and Google Scholar, 15 open-access articles were selected, and information was extracted regarding population, design, technology, pedagogical strategy, comparators, outcomes, effect estimates, and limitations. The findings show a favorable trend toward flipped classrooms, practice platforms, online quizzes, spreadsheets, augmented reality, projects, and artificial intelligence, particularly when these resources incorporate feedback, teacher guidance, collaboration, and contextualized financial problems, whereas the simple digitization of content does not guarantee equivalent improvements. Academic performance increased through structured practice, conceptual understanding was strengthened through visualization and explanation of financial relationships, and problem solving improved when technology was integrated with modeling, projects, and peer discussion, it should be emphasized that methodological heterogeneity, the predominance of single-institution samples, and the frequent use of perceptual measures limit generalizability, consequently, technology should be understood as cognitive support within active pedagogical planning.
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