A Systematic Review of the Integration of Collaborative Learning and Polya’s Problem-Solving Strategy for Enhancing Pre-service Teachers’ Critical Thinking

Abstract

Critical thinking is essential in mathematics education, yet traditional methods often fail to develop it effectively. This systematic review examines the integration of collaborative learning and Polya’s problem-solving strategy to enhance critical thinking in mathematics instruction. A comprehensive search of ERIC, SAGE, Taylor & Francis, and Google Scholar was conducted for peer-reviewed studies published between 2021 and 2025. Inclusion criteria required studies to focus on mathematics instruction, apply both strategies, measure critical thinking outcomes, and be in English. Eighteen studies met these criteria. A narrative synthesis approach was used due to methodological diversity, and study quality was assessed using the CASP checklist. Findings reveal that the integrated approach improves Pre-service teachers’ critical thinking, engagement, and problem-solving skills, though its effectiveness depends on factors such as facilitator competence, instructional design, and learner characteristics. Despite growing use of both strategies, limited empirical research exists on their combined impact on pre-service teachers’ critical thinking. Additionally, critical thinking remains an underemphasized focus in teacher training programs. The review was not registered in a systematic review protocol database. Future research should explore varied educational levels and contexts to strengthen the evidence base and guide the development of effective instructional models.