Proficiency in mathematical discourse constitutes a critical vector in catalyzing cognitive development and epistemic consolidation among secondary-level learners. These skills extend beyond problem-solving and comprehension to formally explicate mathematical constructs with clarity and logic, using appropriate mathematical symbols and language. Despite its importance, a systematic review of existing research on high school students' mathematical communication skills has not yet been conducted, presenting challenges for researchers in keeping pace with the latest developments. This paper seeks to provide an in-depth review of the current practices, key factors, obstacles, and future directions related to these skills. Employing the PRISMA methodology, the study reviews 50 publications between 2017 and 2024 from various data sources. The publications are analyzed to uncover major findings, publication trends, geographical distribution of research, common topics, and research methodologies. The review also identifies challenges and gaps, concurrently isolating prospective research vectors through a meta-analytic interrogation of the surveyed corpus. © 2025 Hang Thi My Nguyen et al; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.
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