Summary  A mathematics laboratory is a space that combines manipulative materials, technological resources and practical strategies for students to explore mathematical concepts in an active and experimental way. This article aims to synthesize the literature of the last five years on the combined use of manipulative didactic materials and technological tools in the teaching of polynomials and their educational properties. The methodology used follows the guidelines of the PRISMA protocol, in the interest of guaranteeing rigor and transparency in the selection of studies. For this purpose, searches were carried out in two academic databases (Google Scholar and Redalyc) by means of specific bibliographic equations, which resulted in an initial total of 505 studies that were then filtered by means of the PRISMA flowchart until a list of 27 articles was established, taking into account thematic criteria, year of publication and language of writing. The selected studies allow comparisons to be made on the impact of mathematics laboratories as a pedagogical strategy to improve the understanding of mathematical concepts in high school students. The results of the review suggest that the use of mathematics laboratories promotes active learning and the development of criticality, in addition to fostering greater applicability of abstract concepts in practical situations, with significant improvement for students’ academic performance.

Key words:
laboratory; mathematics; didactic materials; polynomials; technology