Verbal and nonverbal scaffolding in parent-child interactions: links to mathematics ability in middle childhood.

This study aims to develop an ADDIE-based mathematics instructional design using a Self-Regulated Learning (SRL) approach to control extraneous cognitive load and facilitate students’ generative processing. This study employs the R&D method, utilizing the ADDIE model (consists: analysis, design, development, implementation, and evaluation stage). The research subjects consisted of four validators, one teacher, and 70 students selected through purposive sampling. Research instruments included a validation sheet, an SRL questionnaire, a cognitive load scale, and a test based on generative processing indicators. Data were analyzed descriptively to evaluate validity, practicality, and effectiveness, and inferentially using PLS-SEM to examine relationships among variables. The results indicate that the developed design possesses very high validity with an average score of 85.5, high practicality at 84.25%, and effectiveness as evidenced by an N-Gain score of 0.47 (moderate category). Additionally, students’ extraneous cognitive load was found to be at a low level. The SEM results reveal that Self-Regulated Learning has a positive effect on generative processing and a negative effect on extraneous cognitive load, while extraneous cognitive load acts as a significant mediating variable. Therefore, the ADDIE-based instructional design integrated with SRL is proven to be feasible and effective in improving the quality of mathematics learning.

This article argues that centering dignity in analyses of mathematics classroom activity serves as a necessary rejoinder to histories of oppression, domination, and subjectification baked into US-based schooling and rife in school-based mathematics education. Defining dignity using Lloyd’s definition of dignity as struggle against domination, I add a literature-based Framework for Axiomatic Dignity in Mathematics Learning as a heuristic for considering the practices, positions, and micro-enactments of dignity evidenced in one classroom. Situated in a year of ethnographic research in one mathematics classroom at a predominantly Latine-serving high school in California, this article examines how conditions of possibility for dignity might be organized into classroom life and how minoritized youth participate in micro-enactments of dignity in school mathematics spaces. Findings revealed that even in a classroom where instructional practices and local positions strongly aligned with storylines of students as community members, learners, and mathematical thinkers, students at times resisted or renegotiated classroom expectations, particularly if the mathematical thinker storyline might compromise one of the other two. This article contributes to the learning sciences and mathematics education to articulate dignity as a productive analytic lens and better understand what, where, and how dignity may exist in the school-based mathematics classroom.

A PLS-SEM approach to model the motivation to learn mathematics in online classes: The mediating roles of self-reflection and self-monitoring.

This study aimed to conduct a comparative assessment of mathematical competence, including vocabulary, operations, and mathematical problem-solving, in children diagnosed with Specific Learning Disabilities (SLD) and Attention-Deficit/Hyperactivity Disorder (ADHD). Individual assessments were administered to evaluate intelligence quotient (IQ), mathematical competence, reading, and written language for both groups (SLD: N = 17; ADHD: N = 17). The results revealed statistically significant differences between the groups in several WISC-IIIGR measures, including Verbal IQ, Information (factual knowledge, long-term memory, recall), Arithmetic (attention, concentration, numerical reasoning), Digit Span (short-term auditory memory, concentration), Picture Arrangement (planning, logical thinking, social knowledge), Verbal Comprehension Index (VCI), and Freedom from Distractibility Index (FDI), as well as in Mathematical Operations and Mathematical problem-solving. Both groups demonstrated challenges across several assessed domains. To explore these difficulties in greater depth, canonical correlation analyses (CCA) were conducted on three variable sets. Findings suggest that while both SLD and ADHD are associated with cognitive challenges, they present largely distinct patterns of cognitive deficits. Findings are interpreted in terms of differential cognitive profiles and their potential implications for differentiated instructional approaches. In particular, results are linked to the design of mathematical tasks in 5th-grade mathematics inclusive classrooms, aiming at reducing cognitive load and supporting mathematical learning in students with ADHD and SLD.

AI-enhanced human-machine collaboration for supporting workers with mathematical learning difficulties

The impact of competition mechanisms on primary school students' digital game-based mathematics learning.

The impact of CT-integrated mathematics instruction on secondary school students' computational thinking skills.

ABSTRACT Self‐regulated learning (SRL) components, such as motivation, cognitive skills and learning strategies, play a critical role in mathematics (math) learning. Using Bayesian Networks (BN), this study examines which SRL components predict membership in high (75th percentile) and low‐performing (25th percentile) groups in factual/procedural and conceptual math among middle school students ( N = 658). The results revealed that cognitive skills—specifically identifying key information in texts, scientific thinking and attention—were direct predictors of factual/procedural and conceptual knowledge. Self‐efficacy also emerged as a consistent motivational predictor across all models. Quick and frequent help‐seeking during tasks was found to predict belonging to a group of low conceptual knowledge, while text comprehension and working memory were specifically related to factual/procedural skills. Indirect influences among SRL components were also identified. The study highlights how different SRL variables contribute to various dimensions of mathematical competence and contrasts the most influential predictors of belonging to either high‐ or low‐achieving student groups.

ABSTRACT Effective instructional decision-making in mathematics requires timely and accurate assessment of student learning. This study provides validity and reliability evidence for an adaptive mathematics assessment tool designed to support teachers in identifying areas where students need instructional support. A total of 4,875 Chilean students from fifth to eighth grade participated in the calibration of an item bank. Validity evidence was collected from four sources: test content, response processes, internal structure, and relationships with other variables. Reliability was assessed using a test-retest approach. The results provide validity evidence and reliability estimates that support the use of the tool for formative purposes. The assessment is well-suited to the Chilean educational context, offering a practical solution for evaluating mathematical learning and informing pedagogical interventions. Furthermore, the tool’s framework serves as a model for developing adaptive mathematics assessments that can be adapted for use in other Spanish-speaking regions or countries seeking data-driven instructional practices.

Artificial Intelligence (AI) is becoming increasingly embedded in educational practices, particularly in mathematics instruction. Its problem-solving capabilities and efficiency are explored even in a mathematics classroom. Thus, the study assesses pre-service mathematics teachers' perceptions of AI's accuracy, reliability, and implications for mathematics learning. A self-designed survey was administered to 128 randomly selected preservice mathematics teachers. The results revealed that AI Accuracy, in terms of solution correctness, problem complexity, speed and efficiency, error analysis, and domain-specific accuracy, was average. The same results were observed for reliability, including consistency, reproducibility, robustness, transparency, and error detection and correction. However, AI can be a valuable supplement to mathematics instruction. However, this should be handled with extra attention, not as it is. The findings suggest that AI may serve as a valuable supplement to teaching, but cannot yet substitute for the guidance and insight provided by human educators. This research highlights the importance of clear institutional policies and a critical evaluation of AI’s role in supporting, rather than replacing, traditional instruction in mathematics learning.

Dynamic reciprocal association of adolescents' math self-efficacy with math achievement and parental homework support: A cross-lagged panel model analysis.

ABSTRACT This study presents a collaborative autoethnography conducted by two mathematics teacher educators to present their shared experiences while designing and implementing a game-based learning initiative in two neighboring public schools in Abu Dhabi. Drawing on Vygotskian theories of play, game-based learning pedagogy, and teacher professional development literature, the program introduced mathematics educational games to eight in-service primary school teachers, following a three-phase structure to game-based learning: pre-game activity, gameplay, and post-game activity. The teachers adapted the games and used them with their students, which is followed by a collaborative reflection. The researchers kept reflective journals for capturing personal experiences, fostering introspection, and facilitating the co-construction of meaning through collaborative data analysis. Findings highlight the emergence of a game-based pedagogy shaped by six factors that supported teachers’ mathematics knowledge for teaching and instructional practices, as well as students’ conceptual learning of mathematics and engagement. The initial professional development model has been revised to include more teacher ownership and reflection. This study contributes to the growing body of literature on teacher professional development in game-based learning, sharing a practical framework for integrating games into instruction.

Problem-solving ability is a fundamental competency in mathematics learning, particularly in algebra, which requires strong conceptual understanding and analytical thinking. However, many students still experience difficulties in solving contextual algebra problems, especially in planning strategies and evaluating solutions. This study aims to analyze students’ problem-solving abilities in algebra using a contextual learning approach to improve their understanding of mathematical concepts. This research employed a quantitative descriptive design involving 30 junior high school students who had previously studied algebra. The data were collected through a contextual problem-solving test based on four indicators: understanding the problem, devising a plan, carrying out the plan, and evaluating the solution. In addition, observation sheets were used to support the analysis of students’ learning activities. The results show that students achieved the highest performance in understanding the problem, which is categorized as high. Meanwhile, the abilities in devising a plan, carrying out the plan, and evaluating the solution are in the medium category. Overall, students’ problem-solving ability is categorized as moderate, with most students falling into the medium level. These findings indicate that the contextual learning approach effectively supports students in understanding mathematical problems but still requires improvement in higher-order thinking processes, particularly in strategy development and solution evaluation. In conclusion, contextual learning can enhance students’ conceptual understanding and engagement in algebra learning. However, further efforts are needed to strengthen students’ ability to plan, execute, and evaluate problem-solving strategies to achieve optimal learning outcomes.

This study aims to analyze the implementation of diagnostic assessment in identifying mathematics learning difficulties among elementary school students. The study used a literature review method by analyzing 10 scientific articles published between 2016 and 2026 obtained from Google Scholar. Data were analyzed through data reduction, classification, content analysis, and synthesis of findings. The results show that diagnostic assessment is effective in mapping students’ cognitive abilities into high, medium, and low categories and identifying learning errors through the Newman Error Analysis approach. In addition, diagnostic assessment can reveal non-cognitive barriers such as mathematics anxiety and low learning motivation. Follow-up strategies through differentiated instruction, concrete learning media, and the Teaching at the Right Level (TaRL) approach were found to improve students’ mathematics learning outcomes. The study concludes that diagnostic assessment plays an important role in supporting adaptive and student-centered mathematics learning. Therefore, strengthening teachers’ competencies in designing comprehensive diagnostic instruments is highly recommended.

This study examined inquiry-based instruction and students’ conceptual mastery in junior high school mathematics in Eastern Tabuk District III, Tabuk City, Kalinga, during School Year 2025-2026. It determined students’ perceptions of inquiry-based instruction in terms of student engagement, critical thinking and problem-solving, collaboration and communication, use of real-world applications, and teacher facilitation and support. It also assessed students’ conceptual mastery and analyzed the relationship between the two variables. The study used a descriptive-correlational design with 200 junior high school students from Grades 7 to 10 selected through stratified random sampling. Data were gathered through a structured questionnaire and treated using weighted mean and Pearson correlation. Results showed that students agreed that inquiry-based learning was evident in engagement, critical thinking, collaboration, and real-world applications, while teacher facilitation and support was rated strongly agreed. Students also demonstrated a high level of conceptual understanding. All inquiry-based learning domains were positively and significantly related to conceptual understanding, with real-world applications having the strongest relationship. The study concludes that inquiry-based instruction strengthens meaningful mathematical learning when supported by guided facilitation, collaborative tasks, and authentic problem situations. A contextualized instructional enhancement program is proposed to improve students’ conceptual mastery in mathematics.

Researchers conducted a study on Hypothetical Learning Trajectory (HLT) of Multiplication Material Using the RME Approach Based on Ethno-mathematics with the Context of the Mbaru Niang Traditional House of Grade IV students of SDN Lidah Wetan II. This research was conducted in the 2023/2024 academic year at SDN Lidah Wetan II Jl. Raya Lidah Wetan No. 27, Lakarsantri District, Surabaya, East Java. This research aims to create more meaningful, interesting, and less boring mathematics learning for students. This research uses the Design and Research method. This research proves that using Hypothetical Learning Trajectory (HLT) can help understand students' learning trajectories in understanding multiplication material with media in the form of concrete objects, namely pictures of the Mbaru Niang traditional house, which can create more meaningful, interesting, and less boring mathematics learning. Data collection techniques used by researchers are documentation in the form of images and videos, LKPD work, and observation in the form of direct observation of students' conditions. Qualitative data collected by researchers are in the form of documentation results, LKPD work results, and observation results. This study employed a qualitative approach. The data analysis technique employed descriptive qualitative analysis. Based on this, it can be concluded that the Ethnomathematics-Based RME Approach using the Design and Research method can improve students' ability to understand multiplication.

This study explores the role of school students' acceptance of artificial intelligence (AI) in mathematics learning and its impact on mathematics achievement. It also examines the effect of time spent using digital resources in mathematics learning on both AI acceptance and mathematics achievement. A cross-sectional survey was conducted with 804 students from 13 schools in the Kathmandu district of Nepal. The research employed several statistical techniques, including confirmatory factor analysis, structural equation modeling, cluster analysis, and machine learning. The findings indicate that students’ level of AI acceptance in mathematics learning significantly affects their mathematics achievement. Furthermore, the study shows that while time spent using digital resources positively influences AI acceptance, it has a negative effect on mathematics achievement.

Exploration problem-based learning in mathematics learning in higher education: A bibliometric review

Difficulties in learning mathematics are still one of the main problems in basic education, especially in the aspect of problem solving. At SDN Cipasung, grade IV students show obstacles in understanding basic mathematical concepts such as multiplication, division, and lack of motivation to learn and independent learning strategies. This has an impact on their low ability to conquer the story is the art of translating word puzzles into a mindset that makes sense and is relevant to reality. This study aims to analyze the role of teachers in overcoming the problem of students' learning difficulties in solving mathematics problems in the Independent Curriculum. This research is motivated by the importance of implementing differentiated learning and a student-centered approach, as emphasized in the Independent Curriculum. The research method used is a qualitative approach with a descriptive design. Data collection techniques include observation, in-depth interviews, and documentation. The subjects of the study were grade IV teachers, principals, and students. The results of the study show that teachers have carried out their roles actively and responsively: as facilitators, teachers create a fun learning environment and use concrete media; As motivators, teachers provide praise, appreciation, and emotional support to increase the spirit of learning; and as a mentor, teachers provide individual guidance, adjust learning strategies, and provide reinforcement on an ongoing basis. In conclusion, the presence of teachers is not just teaching, but is the key determinant in unraveling the complexity of story problems and mathematical logic that often hinder students. The implementation of the Independent Curriculum becomes more effective if teachers are able to adapt the learning approach to the characteristics and needs of students as a whole, both academically and emotionally.