Spatial thinking is important in learning Science, Technology, Engineering, and Mathematics. Numerous studies about spatial ability in various fields like mathematics, neuroscience and phycologist considered various factors such as gender, age, or demography. However, a few studies are still about enhancing spatial ability in the context of mediated pedagogies. This study aims to describe spatial research on mathematics education, especially related to the intervention or learning design of spatial reasoning. A bibliometric study is employed to determine the research trend of spatial reasoning, especially related to teaching practice. The review follows a structured design consisting of several stages of the PRISMA method. From 652 documents about spatial in mathematics education gathered from the Scopus data, it is reduced to 40 documents regarding spatial reasoning in mathematics education. Further, only 19 documents about intervention and practice in enhancing spatial reasoning exist. This study may benefit researchers in mathematics education by showing the development and trend of spatial reasoning research and suggesting new directions for future research.

Boria dance is an art from Penyengat Island that shows the skill of marching and dancing to the rhythm of music in various song rhythms. The dance is performed by paying attention to the floor pattern, appropriateness of Movement, and appropriate rhythm. All of this is done to achieve the beauty of the dance. This research examines the ethnomathematics of the Boria dance on Penyengat Island. This research is qualitative research with an ethnographic approach. The data source for this research is arts activists at the Penyengat Heritage Cultural Studio. Data was collected by observation, interviews, and documentation with the main instrument, the researcher himself. Next, data analysis was carried out using domain, taxonomy, component, and cultural theme analysis. The research results found that there were mathematical activities, namely counting the beats made by dancers, measuring the distance between dancers before and after entering the stage, and designing the movements and floor patterns of the Boria Dance. The mathematical concepts in this research are multiplication, non-standard units of measurement, angles, and flat figures.

Ethnomathematics is a science that studies the existence of mathematical concepts in social culture. One of the cultures in Indonesia is traditional games, which are a reflection of local wisdom. Traditional games can be linked to mathematics learning through an ethnomathematics approach. One example is the game of porok. The Porok game is among the most popular traditional games in Penaga Village, Bintan Bay and the Riau Islands. This game can potentially be explored regarding its use in mathematics learning. Thus, this research aims to dig deeper into the mathematical concepts and activities of the porok game as a form of ethnomathematics. This research uses a qualitative approach with an ethnographic design. The data source for this research is the head of the Dang Merdu studio in Penaga Village, Bintan Regency. Data collection was carried out through observation, interviews and documentation. The data analysis technique is carried out through 4 stages of analysis: domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis. The research found basic activities and mathematical concepts in this game. The mathematical activities obtained are counting, measuring, explaining, playing and planning. Apart from that, this game has mathematical concepts, namely, value comparison, addition, geometric figures and probability, arithmetic sequences and series, probability and rotation.

Students still have limited algebraic reasoning skills, so a learning model called Problem-Based Learning (PBL) is utilized as a teaching strategy to help student develop their algebraic thinking abilities. This study uses the learning model Problem-Based Learning (PBL) to the algebraic thinking skills of class VIII students. The method of research is descriptive qualitative research. The students in class VIII students of SMPN 1 Lahat participated in this study. Problem-Based Learning (PBL) worksheet in accordance with three algebraic thinking abilities: generational activities, transformational activities, and global, meta-level, and mathematical activities. Data for the study came from observations, interviews and written exams. Data from the results of observation sheets are used to see the emergence of indicators of students' algebraic thinking during learning with a total of 2 sessions; data from the results of written tests are used to categorize students' algebraic thinking abilities after learning, taking 2 students from each category, and interviews to clarify the results of students' answers. The findings of this study show that students possess a range of low, medium, and high levels of algebraic thinking ability. The result of the implementation learning model showed that 14 students were in the medium category and 17 students were in the low category.

Mathematics taught in schools is often associated with the material needs of students; mathematics not only does not have to be understood in the school environment but also understood in other surrounding environments, such as culture and others. This study aimed to determine the ethnomathematics of Malay traditional floating kelong in Malang Rapat, Bintan Regency. The research method used is a descriptive qualitative method with an ethnomathematical approach. The research instruments used are observation sheets, interviews and documentation. Based on the research results presented, the author concluded, namely, the use of mathematical concepts in certain cultures and societies, such as the use of addition and subtraction in calculating the amount of wood used or the number of barrels used in floating kelongs. Making floating kelongs using basic mathematics, especially addition and subtraction operations, can be used to calculate the amount of wood used to construct floating kelongs and the number of barrels applied. Taxonomy is also applied to analyze and categorize certain elements in research, concerned with understanding how the components of floating kelong are classified or organized. The role of mathematics in identifying and calculating pesky components (materials that bring good luck or maintain security) used in floating kelongs. Ethnomathematics can also involve understanding the cultural themes underlying the use of mathematics in everyday life, such as how mathematical concepts are integrated with cultural beliefs and practices in the construction of floating kelongs.

Students' low critical thinking ability in learning mathematics is a major problem in research. This needs to be overcome by implementing learning that provides opportunities for students to develop their thinking ability rationally and well-structured in learning mathematics. One learning model that supports this learning is the Connected Mathematics Project (CMP) learning model. This study aimed to describe quantitatively the implementation of the CMP learning model on students' critical thinking ability in mathematics. This type of research is quasi-experimental with a one-group pre-test and post-test post-test design. The research instruments were observation sheets and tests. The results showed that the application of learning observed in 4 meetings in terms of 9 student activities in learning in the sample group met the criteria for being effective. The student's critical thinking ability through the paired t-test showed a significance value of 0.00, which was smaller than the alpha level of 0.05, meaning that there was a significant difference in the average score from the pre-test to the post-test. Furthermore, the n-gain value obtained is 0.36 (medium). Thus, it was concluded that implementing CMP learning on students' critical thinking ability was effective.

This study aims to describe the numeracy literacy skills of PGMI UIN Raden Intan Lampung students in solving mathematical problems. The research method is a qualitative descriptive analysis method. The instrument used to collect data is a description test on number pattern material. The subjects in this study were 91 PGMI students class of 2020. The results showed that the numeracy skills of PGMI UIN Raden Intan Lampung students class of 2020 in solving mathematical problems were sufficient to use various kinds of numbers or symbols to solve problems in everyday life and analyze information displayed in various forms such as graphs, tables, charts, diagrams and so on. This is shown in the results that only 22.09% of students are able to use various kinds of numbers and symbols in the first indicator, 13.08% of students are able to analyze the information displayed in various forms in the second indicator and only 4.36% have the ability to interpret all analysis questions to make the right decisions on the third indicator.

The focus of the PISA 2022 assessment is on the subjects of Mathematics, Language and Science. Therefore, these subjects are compulsory subjects at every level of education. Because learning activities are the most important activities, the success of a learning activity is measured by the learning outcomes that have reached completeness or failed. Prediction of completeness or failure can be done by classifying data using the K-Nearest Neighbors (KNN) algorithm using the RapidMiner application. The KNN algorithm is one of the classification methods for a set of data based on learning data that has been classified before. The data used are student learning outcomes in Mathematics, Indonesian Language and Science subjects at the junior high school education level in Padang city. This research aims to predict student learning outcomes in Mathematics, Indonesian and Science subjects based on student score completeness by comparing various k values to obtain the best performance of this algorithm. The results obtained after analyzing the KNN algorithm are Classification using the KNN algorithm is most accurate when the value of k = 5 and k = 7. Where by using the value of k, the accuracy of the KNN algorithm reaches the maximum result of 94.12%. Thus, this algorithm can help teachers to predict or find out how appropriate student completeness.

This study aims to (1) produce valid and practical android-based learning media and (2) determine the potential effects on learning outcomes and positive attitudes of students from the development of android-based learning media. The type of research used is research and development using a development model adapted from Plomp. The subjects tested in the research are students who have studied basic statistical material, especially on the size of data centering. Data collection techniques in this study consisted of questionnaires, tests, and interviews. The results of this study include (1) producing valid and practical android-based learning media and (2) having a potential effect on learning outcomes and students' positive attitudes.

Reasoning and proof is the ability to arrange patterns, make conjectures, test conjectures, and carry out logical proof, which can be seen as negative or positive for students when solving proof problems requiring reasoning skills. Prospective mathematics teachers in the Mathematics Education Study Program of FKIP Universitas Sriwijaya became the subject of this study. As the research instrument, the questionnaire was designed to explore students' opinions and responses to problems with significant logical difficulty. Sentiment analysis was used to analyze the opinions of prospective mathematics teachers on reasoning and proof questions by grouping positive and negative opinions. The technique used in this study uses the Naïve Bayes algorithm. The classification results in this study were 58.2% positive and 41.86.7% negative, with a total of 70 data. The final result achieved an accuracy value of 53.33%, signifying the reliability of the Naïve Bayes algorithm in understanding and classifying the complex spectrum of sentiments expressed by students. The implications of these findings go beyond sentiment analysis, providing valuable insights for educators, curriculum developers, and policymakers in designing learning strategies and educational policies that can improve mathematics students' reasoning and proof abilities.