Teaching and learning in the 21st century should equip students with critical and creative thinking skills to be ready to live and contribute productively to society. One suitable learning approach is integrating STEAM education and computational thinking—the STEAM-CT approach. The present study aims to describe students' critical and creative thinking skills in STEAM-CT integrative learning. The descriptive qualitative method was employed in this study. The current study included 26 eighth-grade students from a private middle school in Yogyakarta, Indonesia. According to the analysis, the students demonstrated critical and creative thinking skills during the integrative STEAM-CT learning process, particularly in planning problem solving, flexibility in providing problem solutions, and the aesthetics of their product designs. However, students must still be encouraged to conduct in-depth evaluations and use the results for improvement. For recommendation, to promote students' critical and creative thinking skills, feedback practices could be embedded in teaching and learning.

This study aimed to determine the relationship between the secondary Mathematics teachers’ level of ICT expertise, level of ICT use and students’ problem-solving skills. It employed two data collection tools: the Mathematics Teachers' Survey Questionnaire (MTSQ) and the Mathematics Assessment on Problem Solving (MAPS). The samples encompassed 40 Grade 7 Mathematics teachers and 2,439 Grade 7 students from three school divisions in Ilocos Norte, Philippines. The results demonstrated that teachers are highly competent in basic ICT skills and applications, and they have positive beliefs about the use of ICT in teaching. However, because preparing ICT-enriched instruction takes more time, they only use ICT in teaching once or twice a week on average. According to the study's findings, teachers who are younger and have attended more ICT-related training are better equipped with ICT skills, use ICT in classroom instruction more frequently, and have a better disposition towards ICT integration in teaching. The study further discovered that when teachers believe they have a high level of ICT expertise, they are more likely to use ICT in their classrooms. Similarly, when teachers are more knowledgeable about using ICT, they are more inclined to support ICT integration in the classroom. Notably, the study reveals that students' problem-solving skills are significantly related to teachers' level of expertise, level of ICT use, and their beliefs about ICT integration.

Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework in technology integration that is highly regarded in today's digital era. Using a descriptive research design, this study investigated 81 secondary mathematics teachers' use of available classroom technology and level of competence in the eight TPACK domains. The findings revealed that classroom technology was rarely employed. This was due to a combination of external and internal factors. While along the TPACK domains, the teachers obtained the highest level of competence in CK (M = 4.29, SD = .59) and lowest in TK (M = 3.69, SD = .70). One-way ANOVA uncovered that there was a highly significant difference in the level of competence along with TPACK domains. Furthermore, correlation and multiple regression analysis unveiled that the level of usage of classroom technology was discovered to be highly significant and served as the best predictor of TK (F(6, 74) = 6.17, p<.001), TPK (F(6, 74) = 6.39, p<.001), TCK (F(6, 74) = 4.30, p<.001), and TPACK (F(6, 74) = 2.65, p =.022). Implications of the findings and recommendations are discussed.

Language plays a fundamental role in the teaching and learning of mathematics. Students rely on their literacy skills to comprehend problem-solving situations before applying their mathematical knowledge. Unfortunately, there have been numerous reports of illiteracy, particularly in the area of communication, which is one of the most important skills in mathematical literacy. The students' lack of experience connecting formal mathematical language with their everyday language is one factor contributing to their communication illiteracy. To address this issue, the current study uses Desmos Polygraph as a tool to promote mathematical literacy by encouraging a thorough understanding of formal language. Desmos Polygraph's effective use encourages students to use formal language and understand the relationship between formal and informal language. This study, on the other hand, is solely concerned with analyzing the language used in the activity. Further research could assess the student-teacher interaction during the Desmos Polygraph activity to determine other potential in enhancing mathematical literacy.

In this study, two components of metacognition were examined, namely metacognitive knowledge and metacognitive skills. This study aims to analyse the students’ metacognitive abilities based on predetermined indicators, by looking at the relationship between the performance of metacognition knowledge and metacognition skill. The study discovers that the students with low, medium, and high scores perform differently. The conclusion is that students who have metacognition knowledge do not necessarily have metacognition skills or abilities. 

Questioning is one of the critical repertoires in dialogic teaching. Teachers who set dialogic classrooms need to be able to use questioning effectively. Effective questioning techniques by teachers improve teacher-student instructional dialogues in primary school mathematics classrooms. In this study, the questioning practices of three primary school mathematics teachers were analysed in their journey to incorporate dialogic teaching. Data were gathered through lesson observations, video recordings and teacher interviews. The three teachers’ classroom discourses were transcribed verbatim, and teachers’ questions were analysed to find out the types of questions, how the teachers asked the questions and the feedback given to the student’s responses. Findings from this study indicated that the three teachers used effective questioning techniques in ensuring dialogic teaching, with focusing, genuine enquiry, and closed testing questions being the most predominant. The teachers portrayed positive attitudes towards dialogic teaching and shared their comprehensive understanding of the approach.

To help students in solving the linear equations in one variable, teacher can use a learning media such as algebra tiles. Algebra tiles are square and rectangle-shaped tiles that represent numbers and variables. Algebra tiles consist of three different-size pieces. The smallest tile is square shape and represents ± 1, the other tile is rectangular shape and represents ± x and the largest tile is large square shape that represents ± x2. The pieces are usually colour-coded so that one colour represents positive values and another color represents negative values. This research is a best practice that was conducted at class VII.7 SMPN 18 Tangerang.  The aim of this research is to describe how the algebra tiles supports students’ understanding in solving linear equations in one variable. The competence achievement indicators are: modelling algebraic expressions using algebra tiles; solving linear equations in one variable using algebra tiles; solving linear equations in one variable without use algebra tiles. Data collection through photos, videos, worksheet and students’ work. Students did reducing and balancing ways to find the simple form of algebra tiles. The purpose of reducing or balancing of both sides of linear equations in one variable is to get how many square tiles that equals to one rectangular tile. Algebra tiles made students to be easier in solving linear equations in one variable. Students were very happy to learn mathematics using algebra tiles. The algebra tiles supports students’ understanding in solving linear equations in one variable.  

This study aims to examine the relationship between predictor variables at the student and school levels and the interaction between variables in predicting mathematics achievement in Indonesia. Stratified analysis was implemented in Indonesia’s Programme for International Student Assessment (PISA) 2018 data. The variables of student level encompassed gender, economic, social, and cultural status (ESCS), metacognition, and learning time. This study revealed that the variables of ESCS, metacognition and learning time possessed a significant positive effect on mathematics achievement. The variables of school level are class size, school type, school size, and student-teacher ratio. This study demonstrated that only the data of class size produced a significant effect on mathematics achievement. Furthermore, the interaction between the learning time and class size also significantly affected learning achievement in mathematics. Therefore, variables increasing students’ mathematics achievement are ESCS, metacognition, learning time, class size, and interaction of learning time and class size.

Mathematics is not only for educating functional members of society and producing a competent workforce but also for instilling social values and responsible citizenship. STEM is a potential learning approach to teaching social justice because it encourages students to integrate knowledge and skills from different subjects to solve real-life problems. This paper reports the first phase of design research to develop a STEM activity incorporating social justice issues for 8th-grade mathematics classrooms. The result of the first phase is a set of learning materials that integrates the subject content gradient in mathematics and simple machine in science in the context of designing an effective and efficient ramp for public use. The study confirmed that by designing in such a way that mathematics and science knowledge and skills are used in solving problems, social justice issues could be meaningful contexts for STEM lessons.

This paper demonstrates a teacher-as-researcher intervention study by utilizing GeoGebra™ activities in the teaching and learning of arithmetical operations with integers. The researcher evaluated how the applet can elevate students understanding of the concepts of arithmetic integer operations. The data was collected through recordings of students’ worksheets and communications in a virtual classroom. The teacher monitored students’ progress and provided immediate suggestions and assistance via several methods. As a result, students could communicate and interact with each other and the teacher through the applet. Students were working on online activities as it happened during the COVID-19 pandemic period. A joyful and meaningful context was implemented in the lessons. The results were tremendously significant and hopefully will inspire readers and teachers.