Agung Firmansyah, St. Budi Waluya, I. Isnarto
Background: Strategic thinking in mathematical problem-solving is a crucial aspect of mathematics learning for students with special educational needs, as it relates to the ability to understand problems, determine strategies, and evaluate solutions. However, students with special educational needs still face difficulties in cognitive regulation and the systematic application of problem-solving strategies. Objective: This study aims to examine the development of strategic thinking in mathematical problem-solving among students with special educational needs based on previous empirical research. Method: This study employed a Systematic Literature Review (SLR) using the PRISMA approach, supported by bibliometric analysis using VOSviewer. The literature search was conducted via the Scopus and ScienceDirect databases using keywords related to Strategic Thinking, metacognition, Mathematical Problem Solving, and Special Educational Needs. Following a screening and eligibility process, a total of 14 articles were analysed descriptively. Results and Discussion: Strategic Thinking in mathematics learning is closely related to metacognitive regulation, instructional strategy, as well as mathematical reasoning and problem solving. The components of self-monitoring and self-regulation are the most dominant aspects in supporting students’ mathematical problem-solving processes. Furthermore, approaches such as Self-Regulated Strategy Development (SRSD), scaffolding, schema-based instruction, and discourse-based instruction have proven effective in helping students understand problems, organise information, and apply problem-solving strategies systematically. Research also indicates that the use of technology-based instruction and visual supports makes a positive contribution to the engagement and conceptual understanding of mathematics among students with special educational needs. This review identifies several research gaps, including the limited number of longitudinal studies, the lack of representation of students with ASD and ADHD, and the lack of technology-integrated approaches in developing Strategic Thinking within inclusive mathematics education. Conclusions and Implications: Strategic Thinking in students with special educational needs can be developed through the support of metacognitive strategies and structured learning. Hence, mathematics education needs to emphasise the development of strategic thinking skills in addition to the mastery of mathematical procedures. © 2026 Authors.
Universitas Negeri Semarang, Indonesia
