A systematic literature review of joyful learning in mathematics: an implication for teaching and learning in elementary school

Elementary Students often perceive mathematics as difficult and disengaging. Joyful mathematics learning has been progressively explored as an instructional approach to make mathematics more meaningful and enjoyable. This study presents a systematic literature review (SLR) of 30 articles published between 2017 and 2024, aiming to describe how joyful learning is conceptualized, implemented, and investigated within mathematics education. The analysis of the reviewed studies is categorized by mathematical domains, research methods, school levels, technology integration, and pedagogical approaches. The findings reveal that joyful learning is most frequently applied in geometry and arithmetic, with classroom action research emerging as the dominant methodology. Technology, student worksheets, and game-based learning are often integrated to enhance engagement. While many studies suggest positive effects on student motivation and participation, further empirical research is needed to substantiate claims regarding learning outcomes. This review provides valuable insights into current practices and highlights opportunities for future research and instructional design in joyful mathematics learning.