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Integrating Mathematical Communication and Habits of Mind in Trigonometry Learning: A Systematic Literature Review Universitas Sebelas Maret Abstract This study aimed to synthesize literature findings related to mathematical communication and habits of mind (HoM) in trigonometry learning. The method used was a Systematic Literature Review (SLR) following the PRISMA process, with stages of identification, screening, feasibility testing, and inclusion. Data were taken from journal articles indexed in databases such as Scopus, Google Scholar, and ERIC, and then thirteen relevant articles published between 2015 and 2025 were obtained. Thematic analysis was used to answer three research questions: how mathematical communication was studied in trigonometry, how previous research examines the role of HoM in mathematics learning, and to what extent the integration of the two had been discussed in the literature. The results of the synthesis indicated that students^ errors were most common at the transformation, processing, and understanding stages, which were closely related to weak mathematical communication. The use of language, symbols, and graphical representations was improved by using analogy strategies, worked examples, ACODESA, and mind mapping. On the other hand, HoM was shown to increase motivation, critical thinking, creativity, and self-regulation through gamification, VRI, and digital feedback. The use of technologies such as GeoGebra, TUI, and generative AI also showed great potential in supporting communication skills while shaping regulatory mindsets. This study concluded that mathematical communication and HoM were two complementary dimensions, and their integration produced a more comprehensive trigonometry learning framework relevant to the demands of the 21st century Keywords: mathematical communication, habits of mind, trigonometry, ACODESA, systematic literature review, generative AI Topic: Mathematics and Mathematics Education |
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