Leveraging Differentiated Instruction to Foster Critical Thinking, Creativity, Collaboration and Communication In 21st Century Mathematics Classroom: A Systematic Literature Review

This systematic review aims to examine existing research on how differentiated instruction in mathematics classrooms helps develop learners’: critical thinking through problem solving and reasoning, creativity through multiple and open-ended solution paths, collaboration through structured group work and communication through mathematical discussion and explanation.
This study looks at how the 4Cs critical thinking, creativity, collaboration, and communication are developed in 21st-century math classrooms through differentiated instruction (DI). In order to identify instructional practices and outcomes related to differentiated mathematics instruction, empirical studies published between 2020 - 2025 were analyzed using a systematic literature review that was guided by the PRISMA framework. Results show that DI strategies like flexible grouping, tiered tasks, and a variety of instructional materials have a positive impact on students' capacity for higher-order thinking, creative problem-solving, teamwork, and mathematical communication. The review emphasizes how differentiated instruction is becoming more and more important in addressing learner diversity and fulfilling the demands of modern mathematics education. Future research and its implications for classroom instruction are examined.
The 4Cs critical thinking, creativity, collaboration, and communication are fostered by differentiated instruction (DI) in 21st-century math classrooms between 2020 - 2025, According to this systematic literature review. Twelve studies were examined using PRISMA guidelines, demonstrating the beneficial effects of DI through specialized tactics like technology integration and flexible grouping. Results show increased student involvement and skill development, which has implications for teacher preparation.

Differentiated instruction, critical thinking, creativity, collaboration, communication

1. Bicer, A., Capraro, R. M., & Capraro, M. M. (2021). A systematic literature review: Discipline- specific and general instructional practices fostering the mathematical creativity of students. International Journal of Education in Mathematics Science and Technology, 9(2), 252-281. [Google Scholar] [Crossref]

2. Sithole, Z. (2022). Mathematics teacher experiences in differentiated instruction in South African township schools [Unpublished master’s thesis]. University of Johannesburg. [Google Scholar] [Crossref]

3. Fajri, H. M., Marini, A., & Zakiah, L. (2023). Pembelajaran berdiferensiasi dalam implementasi kurikulum merdeka pada pendidikan matematika. JMIE (Journal of Madrasah Ibtidaiyah Education), 7(2), 201-215. [Google Scholar] [Crossref]

4. Whyuni, S., Ismail, R., & Faisal, A.(2023). Differentiated learning activities: Effects on students’ motivation and involvement in mathematics. International Journal of Research in Innovative Teaching and Learning, 15(1), 45-62. [Google Scholar] [Crossref]

5. Insorio, A.O., & Ceraon, J.M. (2024). Integrating differentiated instruction to improve STEM students’ mathematical engagement and academic performance. International Journal of Research and Innovation in Social Science, 8(9), 123-135. [Google Scholar] [Crossref]

6. Laili, A., & Istikomah, I. (2024). Impact of differentiated learning management on enhancing students’ creative thinking in mathematics. AL-ISHLAH: Jurnal Pendidikan, 16(1), 45-58. [Google Scholar] [Crossref]

7. Lestari, F., Alim, J. A., & Noviyanti, M. (2024). Implementation of differentiated learning to enhance elementary school students’ mathematical critical and creative thinking skills. International Journal of Elementary Education, 8(3), 412-425. [Google Scholar] [Crossref]

8. Miral-Benecario, M. A., Santos, R. L., & Cruz, J. P. (2024). The effectiveness of differentiated instruction in improving math achievement for students with diverse learning needs. International Journal of Innovative Science and Research Technology, 9(4), 1234-1245. [Google Scholar] [Crossref]

9. Msorai, A.M. (2024). Bridging gaps: Enhancing holistic support in mathematics learning for first-year students. Perspectives in Education, 42(2), 1-15. https://doi.org/10.38140/pie.v42i2.5281. [Google Scholar] [Crossref]

10. Noviyanti, R., Mariana, N., & Wiryanto, W. (2025). Critical thinking skills in mathematics learning through a differentiated learning approach in the era of independent curriculum: Systematic literature review. Journal of Innovation and Research in Primary Education, 6(1), 15-32. [Google Scholar] [Crossref]

11. Ozgur, S., & Akin, S. (2024). Differentiated instruction in multigrade classrooms: Bridging theory and practice. International Journal of Educational Methodology, 10(3), 567-580. [Google Scholar] [Crossref]

12. Ringo, S. S., Pratama, D., & Wijaya, A. (2025). Systematic literature review dengan metode prisma: Pembelajaran berdiferensiasi pada pendidikan dasar. Jurnal Didaktika Pendidikan Dasar, 9(1), 210-228. [Google Scholar] [Crossref]

13. Setambah, M. A., Appalanaidu, S. R., Zaini, S. H., Othman, M. S., Ridwan, A., & Ibrahim, M. A. (2025). Differentiated instruction: A systematic literature review on implementation guidelines in mathematics education. International Journal of Advances in Applied Sciences, 12(2), 89-104. [Google Scholar] [Crossref]

• Peer-Assisted Learning as a Pathway to Academic Success: Unpacking the Mediating Role of Mathematics Attitude and the Moderating Effects of Interest.
• The Role of Teacher Preparation, Instructional Materials, and Assessment Practices on Student Performance in Mathematical Literacy Based on the PISA Framework: A Systematic Literature Review
• The Impact of Examination-Oriented Teaching on Students’ Conceptual Understanding of Mathematics in Senior High Schools in the Volta Region of Ghana
• Path Analysis of Teaching Approaches on Mathematics Performance Via Motivation: A Systematic Literature Review