The study examined the effect of the TouchMath multisensory program on addition and subtraction skills of primary two pupils in mathematics in selected public schools in Uyo, Akwa Ibom State Nigeria. Guided by three research questions and three hypotheses, the study employed a quasi-experimental pretest-posttest nonequivalent group design. A sample of 120 pupils from six intact classes was selected through simple random sampling. The Mathematical Computational Skills Achievement Test (MCSAT), validated by experts, was used for data collection, with a reliability coefficient of 0.91 determined using Kuder Richardson Formula 20. Mean and standard deviation were used to answer research questions, while ANCOVA tested hypotheses at a 0.05 significance level. Findings revealed a significant difference in addition and subtraction skills between pupils taught with the TouchMath program and those taught conventionally. However, no significant gender-based differences were found in skills when using TouchMath. The study recommends adopting the TouchMath multisensory program for teaching mathematics in lower basic education to enhance computational skills.

Although inquiry-based learning and educational game–based instruction have received increasing attention in prior studies, research specifically examining how both approaches can be systematically integrated to enhance conceptual understanding in elementary mathematics remains limited. This study aims to synthesize empirical evidence on the pedagogical alignment, effectiveness, and implementation challenges of combining guided inquiry and educational games in primary mathematics education. A qualitative systematic literature review (SLR) was conducted using the PRISMA framework, yielding a set of eligible articles selected through predefined inclusion criteria. Data were collected through structured document analysis and examined using thematic analysis to identify recurring patterns and relationships across studies. The findings indicate that guided inquiry and educational games exhibit strong pedagogical compatibility, with game features such as real-time feedback, adaptive challenges, and exploratory simulations reinforcing core inquiry processes. Integrated models were found to improve conceptual understanding, motivation, critical thinking, and problem-solving skills, while key challenges relate to teacher readiness, classroom management constraints, and limited technological access. Theoretically, these results contribute to the development of constructivist and inquiry-based learning frameworks and deepen understanding of how digital tools can support conceptual mathematics learning in early education. The study concludes that integrating guided inquiry with educational games offers a powerful and engaging learning environment for young learners and recommends that educators, curriculum designers, and policymakers adopt evidence-based integration strategies and invest in teacher training and digital infrastructure. The implications of this research include strengthened theoretical foundations for game-supported inquiry learning and practical recommendations for improving elementary mathematics instruction, while also highlighting opportunities for future research on model validation, long-term learning impacts, and culturally responsive game design.

In this study, we select inequality content from a set of Indonesian instructional materials and compare it with the corresponding inequality content in the People’s Education Press (PEP) textbooks. The comparison is significant because the two education systems represent distinct pedagogical approaches that differ historically, culturally, and epistemologically. Moreover, they are grounded in contrasting educational philosophies. PEP follows a Chinese tradition emphasizing formal structure, systematic practice, and deductive reasoning that moves from worked examples to general rules. In contrast, the Indonesian Kurikulum Merdeka is rooted in Freudenthal’s Realistic Mathematics Education (RME), which encourages contextual modeling and meaning-making prior to the introduction of formal symbols. By comparing the topic of inequalities—an abstract concept with specific operational rules (such as reversing the inequality sign when multiplied by a negative number)—we can observe how these approaches lead to different learning experiences. Do students discover rules through structured exploration, or are they expected to apply rules within real-world contexts after the concepts are presumed to be understood? In Indonesia, inequalities are taught primarily in Grade 11 of senior high school, under the assumption that students already possess a mature level of abstract reasoning. In China, however, inequality-related content is distributed across multiple stages of elementary and secondary schooling. Both countries have undergone substantial curriculum reforms aimed at improving mathematical proficiency and educational equity, yet their textbooks continue to reflect distinct pedagogical philosophies and cultural priorities. By examining the differences across these dimensions, we hope to provide useful insights for the teaching of inequality-related content

Background: This experimental study explores the integration of Problem-Based Learning (PBL) and the Mathtastic application to enhance mathematical reasoning and collaborative skills among primary school students. Aims: Grounded in constructivist learning theory, the research aims to determine the effectiveness of a technology-supported PBL approach in fostering students’ higher-order thinking and teamwork abilities in the context of mathematics education. Methods: The study employed a quasi-experimental design with control and experimental groups comprising Grade 5 students from a public elementary school. The experimental group received mathematics instruction through PBL integrated with the Mathtastic app, while the control group was taught using conventional methods. Data were collected using pre- and post-tests on mathematical reasoning, a collaboration rubric, and observation sheets. Result: The results showed a statistically significant improvement in the reasoning and collaboration performance of students in the experimental group compared to those in the control group. These findings suggest that combining PBL with interactive educational technology like Mathtastic can create a more engaging and effective learning environment for young learners. Conclusion: The study provides practical implications for teachers seeking to integrate digital tools and inquiry-based approaches to enrich mathematics learning experiences at the primary level.

Purpose: This study seeks to explain how the integration of Lesson Study and Contextual Teaching and Learning supports pre-service elementary teachers in developing deeper conceptual understanding of mathematics and cultivating reflective teaching habits. The focus lies in examining how the combined approach encourages meaningful engagement with geometric and measurement concepts through real-life contexts. Method: A descriptive qualitative design was applied by following the Lesson Study cycle of collaborative planning, classroom implementation, and reflective discussion. Data were gathered through observations, semi-structured interviews, field notes, and assessments conducted during the Geometry and Measurement course. The analysis used the Miles and Huberman framework to identify, organize, and interpret emerging patterns in students’ learning behavior. Findings: The integration of Lesson Study and contextual strategies led to more active participation, stronger collaboration, and clearer conceptual reasoning among pre-service teachers. Contextual problems helped students connect abstract geometric ideas with real situations, while the reflective phase allowed misconceptions to become learning opportunities. Both lecturers and students demonstrated noticeable professional growth as they engaged in continuous cycles of inquiry and refinement. Significance: The study highlights that combining structured reflection with contextual learning can enhance mathematical engagement and strengthen conceptual understanding among future teachers. This integrated model offers a promising pathway for preparing reflective, skillful, and context-aware mathematics educators at the higher-education level.

This research aims to explore the effect of integrating augmented reality in mathematics education, motivation, and academic achievement on children with learning disabilities, focusing on subtraction skills. A concurrent mixed-methods design was used, with the control group receiving traditional instructional approaches supported by conventional educational materials. The data were collected using the ARCS survey, mathematics test, and interview. The quantitative data were analyzed using a descriptive approach. The qualitative data were used in thematic analysis, “bottom-up”. The results show an improvement in learners’ motivation, and both groups showed a significant improvement in subtraction skills, although no differences were observed in the academic achievement of the two groups. A small sample size limits the generalizability of these findings.

ABSTRACT Background Educational technology holds considerable importance in contemporary education as it enhances instructional techniques, elevates learning achievements and promotes sustainability. Augmented Reality (AR) is a technology that superimposes virtual objects onto the real‐world environment in real‐time. Objectives The aim of the present meta‐analysis is to investigate the collective effect of AR on STEM disciplines, as prior studies have primarily concentrated on science subjects and general educational themes. Methods The researchers conducted a literature search using three databases, namely Web of Science, ScienceDirect and Scopus, following the PRISMA protocol. This process yielded a total of 22 studies and involved 2215 participants. The researchers utilised standardised mean differences (SMD) along with 95% confidence intervals in conjunction with R software packages to calculate the effect size. Results The findings reveal significant large effects of AR on academic achievement in STEM courses (ES = 1.19, 95% CI [0.75, 1.63], p < 0.001), as well as significant moderate effects on thinking skills (ES = 0.73, 95% CI [0.36, 1.11], p < 0.001) and learning motivation (ES = 0.75, 95% CI [0.28, 1.23], p < 0.01). Subgroup analysis indicates that no significant differences based on education level or gender was observed. Conclusions A noteworthy implication is that investigating this effect has the potential to significantly enhance academic achievements, particularly within the STEM disciplines.

Background and Objectives: Creativity is an essential competency for prospective mathematics teachers if they are to effectively meet the demands of modern education. In mathematics learning, creativity includes the ability to connect concepts, develop new learning methods, and create relevant and interesting materials. One’s attitude can be trained through context-based numeration task activities. The activity requires students to design numeration problems that are based on real situations. This process helps students develop creative thinking skills, such as generating new ideas (fluency), thinking flexibly, and creating original solutions, while also improving their understanding. This study aimed to provide an in-depth description of how prospective mathematics teachers design context-based posing numera tasks design in personal, socio-cultural, and scientific contexts, and to identify the types of creativity that emerge during the process of creating contextual story problems. Methodology: This study employed a qualitative case study approach to explore how prospective mathematics teachers develop creativity by designing context-based numeracy tasks in mathematics learning. This study included the participation of 32 prospective mathematics student-teachers from the Mathematics Education study program in one of the universities in East Java, Indonesia. Data were collected by having all prospective mathematics teachers collaboratively complete a task in which they designed numeracy problems. Main Results: The results of this study showed that the average achievement for the creativity indicators was 33.36% for both fluency and flexibility, and 33.33% for originality, based on the mathematical problems submitted by the participants. The analysis shows that 38.1% of the numeracy task designs are based on the context of understanding and application, while 23.8% are oriented toward the reasoning level. Overall, these findings indicate the need to strengthen the creativity and pedagogical competencies of prospective mathematics teachers, especially in terms of generating fluent, varied, and original problem ideas, and in developing problem designs that encourage students' mathematical reasoning. Discussions: The limited number of numeracy tasks designed at the reasoning level may be due to most prospective mathematics teachers preferring to create problems that are more structured and procedural, rather than those that encourage creative thinking and the development of diverse solution strategies. When the majority of tasks performed by students were still focused on comprehension and application, this showed that the ability to create analytical and reflective tasks was not well developed. In the long run, this attitude could cause students to fail in handling real-world situations that require numeracy-based problem-solving, data analysis, and logical argumentation. Conclusions: The study found that the limited number of numeracy tasks designed at the reasoning level may be due to most prospective mathematics teachers preferring to create structured, procedure-based problems rather than tasks that encourage creative thinking and the development of diverse solution strategies. Therefore, educators needed to provide strategies in mathematics learning to train student-teachers in designing tasks that could explore the creativity of students by including context-based numeracy. These strategies should be the main focus in the education curriculum of prospective mathematics teachers

This study aims to analyze the development of publications on mathematical connections in Indonesia from 2020 to 2025. A total of 91 articles were analyzed using a bibliometric approach based on metadata obtained from Google Scholar, SINTA, and national journal databases. The analysis focused on annual publication trends, productive journals and their indexation status, research methods, educational levels examined, and dominant keywords. The findings show an increase in publications over the last five years, especially in 2023–2024. Most articles were published in national journals indexed by SINTA, while publications in international indexed journals remain limited. The dominant research method was qualitative-descriptive (52 articles), followed by quantitative (22 articles), mixed methods (5 articles), R&D (5 articles), and literature review (7 articles). Junior high school/MTs was the most researched education level, with 47 articles, followed by high school with 34, while research at the elementary and higher education levels was still limited. The most dominant keywords used were mathematical connections and mathematical connection ability, along with problem-solving and contextual learning. This study highlights mathematical connections as an important focus in mathematics education research in Indonesia and suggests further exploration across varied education levels and methodologies.

Mathematics education, especially statistics, is crucial for developing students' logical and critical thinking skills. However, eighth-grade students at SMP Negeri 3 Telaga still have a low level of conceptual understanding due to conventional teaching methods and a lack of technology, with an average daily test score of 58.4 and 80% of students not achieving learning completeness. Students struggle to visualize basic concepts such as graph interpretation, measures of central tendency, and data dispersion, necessitating innovations like Flipbook-based e-modules to enhance learning interactivity and effectiveness.This study aims to determine the effect of e-modules using the Flipbook application on the ability to understand mathematical concepts in statistics material in grade VIII at SMP Negeri 3 Telaga. The quantitative research method used a quasi-experimental pretest-posttest control group design, involving 54 eighth-grade students who were randomly divided into an experimental group (26 students) using the Flipbook e-module and a control group (28 students) using printed modules. The results showed a significant increase in the experimental group, with a posttest average of 85.0961 (from a pretest average of 12.6602), compared to the control group with a posttest average of 71.7261 (from a pretest average of 9.0773), with an effect size of 0.9544 indicating a large effect. The data was normally distributed and homogeneous, proving a significant difference between the groups. The results of the study show that the Flipbook-based e-module is more effective than the printed module in improving understanding of statistical concepts, driven by multimedia interactivity and flexible independent learning.

<span>The integration of virtual reality (VR) technology into education represents <br /> a promising innovation, particularly in enhancing the effectiveness of physics teaching. Traditional physics instruction often lacks interactive and immersive elements, which can limit students’ understanding of complex physical phenomena. This study addresses the challenge of improving comprehension of body acceleration by incorporating VR-based laboratory simulations. A quasi-experimental design was implemented, involving 222 university students randomly assigned to control and experimental groups. The experimental group conducted virtual experiments using VR simulations developed with Blender and Unity software, while the control group engaged in traditional lab activities. Data were collected through pre- and post-tests and analyzed using independent t-tests and G*Power software to assess statistical significance. The results revealed a notable improvement in learning outcomes for students exposed to VR-enhanced instruction, demonstrating increased engagement, deeper conceptual understanding, and improved ability to connect theoretical knowledge with practical application. This study confirms that VR technology is a powerful tool for modernizing science, technology, engineering, and mathematics (STEM) education and holds significant potential for improving cognitive outcomes and student motivation in scientific learning environments.</span>

<span lang="EN-US">Science, technology, engineering, and mathematics (STEM) education has been emphasized in Vietnam’s new general education curriculum; however, the teaching competencies of pre-service teachers in this area remain underexplored. This study addresses that gap by proposing and validating a STEM teaching competency framework tailored for pre-service teachers. A mixed-methods approach was employed, including literature review, expert interviews, and surveys. The sample consisted of 400 participants— pre-service teachers, in-service teachers, and lecturers—selected through stratified random sampling. Data were collected using questionnaires and analyzed with SPSS 24. Reliability was confirmed using Cronbach’s alpha (0.724) and construct validity was assessed through exploratory factor analysis (EFA). Results indicate that pre-service teachers face challenges in interdisciplinary integration, classroom organization, and technology application. The proposed framework includes five key domains: understanding STEM education, designing integrated lessons, organizing learning environments, implementing instruction, and evaluating and improving teaching practices. This study offers a reliable and practical tool to assess and enhance STEM teaching competencies. Its novelty lies in contextualizing competencies for pre-service teachers in Vietnam. The framework has practical implications for teacher training programs and policy development, and further application across teacher education institutions is recommended.</span>

To address global environmental and health problems, scientists must work across disciplinary boundaries. The Science of Team Science is a field of study that examines the processes by which effective scientific teams operate across disciplines. We incorporated strategies from team science into undergraduate courses to help students develop an appreciation of other disciplines and to learn how to create productive science research teams. We then explored student team interactions and interdisciplinary thinking in three course-based undergraduate research experiences (CURE) in three different disciplines that were linked by complementary research questions in the same system. Through writing prompts scored with the Interdisciplinary Science Rubric, students demonstrated an intermediate level of understanding of the importance of interdisciplinary teams. Social network analysis revealed evidence of students learning from and building trust with students in the other CUREs. This study highlights the benefits of integrating concepts across disciplines in science, technology, engineering, and mathematics (STEM) education to better prepare undergraduates for modern STEM careers.

Utilizing annotated digital timelining in mathematics education research: Exploring elementary school teachers’ culturally relevant competencies and Finch robot orchestrations

Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC

The development of algebraic thinking from an early age is a priority in contemporary mathematics education, especially in rural contexts due to their structural and sociocultural conditions. Grounded in the Anthropological Theory of Didactics and hermeneutic phenomenology, this study aims to identify and characterize teacher profiles based on their algebra teaching practices and their perceptions of different types of mathematical thinking. A descriptive-exploratory multiple case study was conducted with empirical data from 16 teachers at a rural institution in western Colombia, analyzed using multivariate statistical techniques (cluster analysis, multiple correspondence analysis, and principal components analysis). Two teacher profiles were identified: one focused on digital technologies and problem-solving, and another that prioritizes traditional strategies. The findings underscore the importance of considering institutional and territorial conditions when designing contextualized pedagogical proposals that foster algebraic thinking in rural areas. Findings are transferable to similar contexts but not statistically generalizable to the broader teaching population.

This study aims to identify global trends, scientific collaborations, and developments in computational thinking topics in the context of mathematics education through bibliometric analysis. The method refers to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) to improve transparency and quality of reporting. Data were taken from the Dimensions database for the period 2000–2025 and analyzed using VOSviewer software. The results show a significant increase in publications and citations since 2016, with the peak of publications occurring in 2023 and the highest citations in 2024. SDG 4: Quality Education is the theme most often associated with computational thinking, although contributions to Mathematics Education are still limited. The journal Education and Information Technologies is the most dominant publication medium, with researchers such as Weipeng Yang and Gary Ka Wai Wong as the main contributors. The visualization of the keyword network highlights the large focus on computational thinking skills, while mathematics education is in a peripheral position, indicating a suboptimal relationship. The visualization of co-authorship also shows the formation of strong global collaborations. The positive correlation between the number of publications and citations indicates that scientific productivity plays a major role in research visibility. These findings provide an important basis for developing further research into the integration of computational thinking into 21st century mathematics learning.

Abstract Technical English proficiency plays a critical role in shaping how students comprehend, interpret, and apply mathematical concepts across academic and professional contexts. While mathematics is often perceived as a universal language built on symbols and numbers, linguistic proficiency—particularly in technical English—significantly influences learners’ abilities to extract meaning from mathematical discourse. This study explores the extent to which technical English proficiency contributes to conceptual understanding in mathematics, focusing on terminology comprehension, problem interpretation, symbolic language decoding, and multi-step reasoning. Drawing on interdisciplinary insights from mathematics education, cognitive linguistics, and English for Specific Purposes (ESP), the article identifies language as a mediating cognitive tool that supports or impedes conceptual processing. Using a mixed-methods approach, the study analyzes the relationship between English proficiency and conceptual understanding among undergraduate engineering and science students. Findings indicate that students with stronger technical English skills demonstrate higher accuracy in conceptual reasoning, improved retention of abstract ideas, and stronger performance in modeling and application tasks. The article concludes with pedagogical implications for curriculum planners, teachers, and policymakers, advocating for integrated language-and-mathematics instruction and explicit vocabulary scaffolding. Keywords: Technical English, Mathematical Literacy, Conceptual Understanding, Language Proficiency, Mathematics Education, Academic Vocabulary, Problem Solving

Background: Creative thinking is a crucial skill in mathematics education, particularly in understanding geometric concepts such as flat side space nets. However, conventional learning resources often lack the capacity to stimulate such thinking effectively. Aims: This study aims to develop an e-worksheet based on Project-Based Learning (PjBL) to enhance students' creative thinking skills in a geometry course, focusing on flat side space nets. Methods: The development process follows the ADDIE model, consisting of analysis, design, development, implementation, and evaluation phases. The e-worksheet was created using digital design tools to ensure interactive and visually engaging content. Validation was conducted by subject matter and media experts, while practicality was assessed through student feedback. Effectiveness was evaluated based on the improvement of students’ creative thinking skills. Result: The validation results indicate that the e-worksheet meets the criteria for content, visual design, and alignment with the PjBL approach. Students responded positively to the e-worksheet’s usability, clarity, and role in supporting conceptual exploration. Learning outcomes showed an increase in creative thinking, particularly in fluency and originality. However, lower achievement in flexibility and elaboration suggests the need for further instructional focus on these indicators. Conclusion: The PjBL-based e-worksheet is valid, practical, and effective in enhancing creative thinking skills and is feasible for use as an alternative mathematics learning resource. Future development should emphasize activities that strengthen flexibility and elaboration aspects of creative thinking.

This study uses a meta-analysis of 15 studies (2014–2023) to assess the effectiveness of the Realistic Mathematics Education (RME) approach in improving students’ mathematics achievement. RME, which emphasizes real-life contexts and student-centered learning, showed a significant overall effect size (Hedges’ g = 0.65). Despite variability across studies, no major publication bias was detected, and consistent positive impacts were observed. The findings support the integration of RME into curricula, particularly in regions with persistent underperformance in mathematics. The study recommends improved teacher training, development of RME-based materials, and wider adoption of RME, along with further research into its long-term and cross-cultural impact.