Mathematical induction is a powerful method of proof, taught in most undergraduate programs involving mathematics and in secondary schools in some countries. It is also commonly known to be complex and difficult to comprehend. During the last five decades, mathematics education research has produced numerous studies on the learning and teaching of mathematical induction. In this systematic literature review, we consider important features of this body of research. First, we investigate how the nature of mathematical induction is presented in the research literature. Then, we synthesize the findings of the research. In particular, we pay attention to the approaches and findings of teaching interventions and establish the current state of the art.