In the post-pandemic context, current learning strategies are crucial for improving educational outcomes and equipping students to navigate modern learning challenges. This study aims to conduct a systematic literature review on mathematics learning strategies employed by secondary students post-2020. This study rigorously defined the inclusion criteria to ensure the analysis's relevance and quality and considered only peer-reviewed articles from January 2021 onward, incorporating the latest research developments in mathematics education. The review focuses on understanding how students learn mathematics by exploring effective cognitive and metacognitive learning strategies they employ. As revealed in this review, cognitive strategies such as connecting to prior knowledge and real-life experience, visual representation, deep learning, and mobile technology significantly enhance understanding and application of mathematical concepts. In addition, students effectively develop their analytical skills and procedural flexibility by breaking down complex problems through differentiated activities and heuristic problem-solving. Furthermore, students use learning strategies to engage in mathematical communication and collaboration. Metacognitive strategies such as creating a supportive learning environment among peers, exercising self-regulated learning, practicing reflective thinking, elaboration, organization, and orientation strategies, enhancing problem-solving skills through enrichment activities, and actively listening to teacher discussions, significantly improved students' ability to monitor, evaluate, and adapt their learning processes. This study concludes that cognitive and metacognitive strategies are crucial in enhancing academic performance in mathematics and fostering critical thinking and lifelong learning skills. This review will guide future researchers to explore the long-term impacts of integrating these strategies into mathematics education, specifically in designing a scale that accurately measures the effectiveness and frequency of learning strategies employed by students in mathematics education, ultimately supporting the modification of instructional methods and increasing learning performance.
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