Johanna SchoenherrAnselm R. StrohmaierStanislaw Schukajlow2025-12-082025-12-082024-11doi.org/10.1016/j.edurev.2024.100639https://rims.khazar.org/handle/123456789/461Visualization has a long tradition in mathematics education and research on this topic has become more widespread in recent decades. In a meta-analysis (41 studies, N = 10,562), we aimed to synthesize the effects of learning with external visualizations on mathematics outcomes. We analyzed intervention, learner, and outcome characteristics as moderators. Overall, results of a random-effects model indicated a medium effect (g = 0.504, 95% CI [0.379, 0.630]) of visualization interventions on mathematics learning, with significant heterogeneity. Moderator analyses revealed that effect sizes were higher in quasi-experimental studies and when compared with business-as-usual conditions. These results emphasize the effectiveness of external visualization as a powerful tool to support mathematics learning, with positive and lasting effects across age groups and mathematical topics.enVisualization Mathematics Learning Interventions Meta-analysisjournal-article