Elementary Students^ Experiences in Bruner-Based Mathematics Learning: A Systematic Literature Review of the Enactive-Iconic-Symbolic Framework
Abstract
Background: The global decline in elementary students^ mathematics achievement has become increasingly concerning, with persistent misconceptions and math anxiety shaping students^ learning experiences. Although Bruner^s enactive-iconic-symbolic (EIS) framework has demonstrated pedagogical effectiveness, a comprehensive understanding of how elementary students actually experience mathematics learning through these representational stages remains limited.
Purpose: This systematic literature review examines the lived experiences, perspectives, and meaning-making processes of elementary students within Bruner^s EIS framework across various mathematical topics, grade levels, and cultural contexts. Five research questions guided this investigation: (1) How do students experience each EIS stage? (2) What factors facilitate or hinder transitions between stages? (3) What are the cognitive and affective impacts? (4) How do individual and contextual factors influence these experiences? and (5) What differences emerge across mathematical topics and cultural settings?
Methods: Following the PRISMA 2020 protocol, a systematic search was conducted in the Scopus database on October 10, 2025, yielding 1,415 documents. Through a rigorous three-phase screening and full-text eligibility assessment applying five inclusion criteria (elementary level, mathematics focus, student experience emphasis, Bruner-based pedagogy, and empirical design), five high-quality studies published between 2021 and 2025 were included. A thematic narrative synthesis was employed using constant comparative methods.
Result: Five overarching themes emerged: (1) representational progression patterns showing students^ non-linear and integrative experiences- (2) challenges in concreteness fading requiring explicit scaffolding- (3) interrelated emotional and attitudinal factors shaping engagement- (4) effective practices involving differentiated instruction, technological integration, and cultural responsiveness- and (5) substantial cultural and contextual variation in implementation and student experiences.
Conclusion: Students^ experiences in Bruner-based mathematics learning are fundamentally multimodal and contextually situated, reflecting deeply intertwined cognitive and affective dimensions. Effective implementation requires responsive pedagogy that attends to representational transitions, individual differences, and cultural contexts. This review provides evidence-based insights for elementary mathematics instruction aligned with developmental learning theory.
