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This study aims to analyze the existing literature on the application of didactic transposition in the teaching of variational thinking. A systematic review was done following PRISMA guidelines, involving searches in Scopus, Google Scholar, Redalyc, Scielo, and Dialnet. Studies were retrieved using keywords related to didactic transposition and variational thinking. The inclusion criteria comprised documents published between 2013 and 2025, written in either Spanish or English. Articles not directly related to the topic or outside the specified period were excluded. Twenty-five documents met the eligibility criteria, enabling the identification of four main categories: (i) impact of didactic transposition, (ii) mathematical representation and comprehension, (iii) strategies for developing mathematical competencies, and (iv) study of variational thinking. Bibliometric analysis revealed that three Q1-ranked papers account for 96% of all citations, whereas 56% of the output originates from Colombia, underscoring the need to enhance the visibility and impact of Latin American research. The findings indicate that didactic transposition substantially improves teaching by transforming complex knowledge into accessible learning, thereby strengthening variational thinking across diverse representations and contexts. This transformation fosters holistic student development and cultivates fundamental mathematical skills.
