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.

Recovering sewing patterns from draped 3D garments is a challenging problem in human digitization research. Unlike draping from designed sewing pattern with mature physical simulation engines, the inverse process requires mapping complex garment surfaces back to parametric 2D patterns, which existing methods still struggle with. To this end, we propose a two-stage methodology that recovers sewing patterns from 3D garments via an intermediate representation, BoxMesh, which inherently encodes garment-level geometry and panel-level details in 3D space. In Stage I, a geometry-oriented auto-regressive model predicts BoxMesh from the input 3D garment. In Stage II, a semantic-aware auto-regressive model parses BoxMesh into parametric sewing patterns. This decomposition separately tackles geometric inversion and numerical reasoning, enabling more accurate recovery. Experiments have demonstrated that our method not only achieves state-of-the-art performance on the GarmentCodeData benchmark but also can be applied effectively to real scans and single-view images.

This study aims to describe the process of introducing maritime-based literacy and numeracy to early childhood at Mawasangka State Kindergarten, located in the coastal area of ​​Central Buton Regency. This research approach uses a participatory qualitative method with data collection techniques in the form of observation, interviews, and documentation. Learning activities are focused on developing children's abilities in recognizing numbers, patterns, classifications, and stories, through maritime media and themes that are relevant to the surrounding environment, such as pictures of fish, ships, shells, and sea-themed stories. The results of the study showed that children showed high enthusiasm, active involvement, and increased understanding of the concept of numeracy and literacy contextually. In addition, this activity supports the achievement of seven aspects of early childhood development, especially in the cognitive, language, socio-emotional, and gross motor aspects. Maritime-based learning has been proven to be able to integrate local values ​​into the PAUD curriculum, as well as being an innovative approach to building basic numeracy literacy skills from an early age. These findings are recommended to be adopted by PAUD institutions in other coastal areas as a form of transformative and inclusive contextual education.

This study explores the mathematical literacy profiles of 30 eighth-grade students in Bandung Barat Regency, focusing on their abilities during the formulating stage of PISA-adapted geometry tasks across Levels 3, 4, and 5. Utilizing a qualitative descriptive-exploratory design, data were collected through a Mathematical Literacy Test (MLT) focusing on rectangular area and perimeter alongside task-based clinical interviews. Student responses were mapped using a specialized representational action coding scheme (R1–R7). The empirical findings reveal a critical negative trend: as task complexity escalates, successful mathematical formulation plummets, leaving over 80% of students trapped in either absolute cognitive paralysis or unscientific guessing at Levels 4 and 5. Specifically, non-response status (R7) reached 46.67% at Level 4 due to severe reading literacy barriers and working memory overload under dense linguistic contexts. Meanwhile, subjective intuition (R6) was the most dominant pattern, affecting 50% of the cohort at Level 5, driven by a profound epistemological fragmentation where real-world scenarios are treated as isolated from formal mathematics. Dysfunctional visual scaffolding (R4) and rigid procedural dependencies (R3) further stalled progression. These systemic failures at the upstream formulating stage ultimately blocked students from reaching the employing or interpreting phases.

From motivation to literacy: Chain mediation of learning habits and mathematical reasoning in mathematical literacy development.

Purpose – Mathematical literacy is an essential competency for every student as it plays a vital role in understanding and solving mathematical problems. However, in practice, this ability remains relatively low among elementary school students. This study aims to investigate improvements in mathematical literacy among second-grade students through the implementation of the Problem-Based Learning (PBL) model, supported by the Monopoly Number Game as a learning medium.Methodology – The research employed a Classroom Action Research (CAR) design, conducted in two cycles, with 21 second-grade students of SD Negeri 3 Bancarkembar as the participants. Data were collected through tests and observations to assess students' development of mathematical literacy.Findings – The findings reveal a significant improvement after applying PBL with the monopoly game. The Percentage of students' mathematical literacy increased from 33.33% in the pre-cycle to 57.14% in the first cycle and reached 85.71% in the second cycle. These results demonstrate that integrating the PBL model with an engaging game-based medium can foster meaningful, enjoyable, and effective learning, ultimately enhancing elementary school students' mathematical literacy.Contribution – The study's findings suggest that an innovative integration of PBL and educational games can be an alternative strategy to improve students' literacy skills in mathematics at the primary school level.

Exploring critical and reflective thinking in mathematical literacy through variable- and person-centered approaches

This study investigates the factors influencing preservice teachers' anxiety about teaching mathematics within a theoretical framework. Drawing on Blömeke and Delaney's teacher competences model and Bandura's social cognitive theory, the research also incorporates expectancy-value theory to examine the link between attitudes and anxiety. Specifically, the indirect effects of mathematical literacy self-efficacy, mathematical thinking, and mathematical language self-efficacy on mathematics teaching anxiety were explored through attitudes toward mathematics courses and mathematics education courses. Data were collected from 689 preservice mathematics teachers (68.1% female). The proposed model was tested using four hypotheses through parallel mediation analysis. Results indicated that mathematical literacy self-efficacy, mathematical thinking, and mathematical language self-efficacy exerted parallel mediating effects on the relationship between attitudes toward mathematics courses, attitudes toward mathematics education courses, and mathematics teaching anxiety. The findings further revealed that the inverse relationship between attitudes and anxiety was at least partially explained by these mediators. The study suggests the combined influence of self-efficacy and attitudes in influencing preservice teachers' anxiety levels, thereby enriching the theoretical framework of teacher competence. In light of Vygotsky's zone of proximal development, the findings also provide new insights into how the development of mathematical thinking and language skills can reduce teaching anxiety. Overall, the research highlights the importance of teacher education programs adopting a holistic approach that integrates both cognitive and affective dimensions.

Functional literacy-the ability to apply reading, mathematical, and scientific knowledge in authentic contexts as operationalized by the PISA framework-is a key predictor of educational attainment, labour-market outcomes, and economic growth. Despite extensive behavioral-genetic research on cognitive ability, the heritability of competency-based literacy measures remains largely unexamined, particularly outside Western populations. The present study addresses this gap by providing the first twin-based heritability estimates for PISA-type functional literacy from Russia. Participants were 114 twin pairs (50 monozygotic [MZ], 64 dizygotic [DZ]; age 14-15) identified within a nationally representative sample of 33,050 eighth-grade students assessed on the Russian Electronic School platform. A bifactor item-response theory model derived scores for a general cognitive ability factor and three domain-specific factors (mathematical, reading, and scientific literacy). Classical twin structural-equation modelling decomposed phenotypic variance into additive genetic (A), shared environmental (C), and non-shared environmental (E) components. The AE model provided the best fit across all phenotypes. Heritability estimates were substantial: functional literacy = 0.76 [95% CI: 0.67-0.85], mathematical literacy = 0.72 [0.59-0.84], reading literacy = 0.69 [0.56-0.82], and scientific literacy = 0.71 [0.59-0.82]. Shared environmental contributions were negligible and non-significant in all models. The twin sample was broadly representative of the source population, with only small mean differences in functional and mathematical literacy. These findings extend the behavioral-genetic architecture of cognitive ability to competency-based assessments and demonstrate its robustness in a non-Western educational context. Limitations include modest sample size, photo-based zygosity assignment, and absence of molecular genetic data.

Mathematical problem-solving ability (MPSA), as a core indicator for measuring students' higher-order thinking development, is crucial for fostering the formation and transfer of their innovative capabilities. However, the complex mechanisms underlying MPSA require further exploration. The current study aims to deepen the understanding of the psychological mechanisms linking creative school and classroom environments (CSCE) to MPSA by examining the mediating effect of creative self-efficacy (CSE) and the moderating effect of ICT usage (ICTU). Based on PISA 2022 and drawing on a sample of adolescents in Korea (N = 6,364), the current study employed descriptive statistics, correlation analysis, and regression analysis, as well as constructed a moderated mediation model to systematically examine the complex mechanisms through which CSCE, CSE, and ICTU are associated with adolescents' MPSA. CSCE, CSE, and ICTU were all positively correlated with and significantly predicted MPSA. Further analysis revealed that CSCE was not only directly associated with MPSA, but also indirectly associated via CSE, which provides additional support for social cognitive theory. The moderating analysis further revealed that ICTU operated a dual role within the model. On the one hand, ICTU positively moderated the CSCE → CSE pathway, strengthening the positive association between the environment and self-efficacy. On the other hand, it negatively moderated both the CSCE → MPSA and CSE → MPSA pathways, suggesting that excessive ICTU may weaken the conversion of environmental and self-belief inputs into problem-solving capacity through increased cognitive load. Furthermore, subgroup analysis revealed that the pattern of associations varies across different gender and mathematical literacy groups, specifically in terms of the direction and intensity of the mediation patterns and moderating effects, which differ according to group characteristics. The present study further preliminarily elucidates the complex psychological mechanisms through which creative learning environments are associated with mathematical problem-solving ability, provides empirical insights into the application of social cognitive and constructivist theories in high-pressure educational contexts, and offers guidance on implementing differentiated teaching interventions in the reducing academic burden and enhancing efficiency reforms in South Korea and similar educational systems.

ABSTRACT Researchers have indicated numerous reasons why student-athletes should or should not specialize. This study explored public and non-public high school athletic directors’ perceptions regarding the impact of sport specialization on high school student-athletes. This study was conducted with 30 high schools across the Pennsylvania Interscholastic Athletic Association’s (PIAA’s) District III region. Results were gathered using an online survey, interviews, and a review of athletic department coaching handbooks, mission statements, and any school board policies relating to sport specialization, sharing of student-athletes, sharing of facilities, and multiple-sport participation. Results from this study indicate that the majority of athletic directors perceived the disadvantages of sport specialization exceeded the advantages for high school student-athletes. Findings from this study may influence communication from coaches and parents/guardians to student-athletes and aid them in their decision-making process.

Abstract Integrating computational thinking (CT) and artificial intelligence (AI) to foster interdisciplinary learning has received much-needed attention worldwide in educational research, though less emphasis has been placed on simultaneously developing CT and AI learning outcomes in disciplinary (e.g., mathematics) classroom contexts. CT and AI are closely linked to mathematics, where knowledge of data practices, mathematical modelling, and generic skills such as problem-solving are highly emphasized. This paper reports on a design-based research study with four design cycles, aiming to generate empirically grounded design principles for curricular and instructional innovations in school mathematics contexts that simultaneously support CT and AI learning. Drawing upon the theoretical perspectives of CT as modelling and programming as white-boxing, and taking exemplary tasks developed from our design-based study, we detail four design principles: (1) Encourage tinkering with computational artefacts; (2) Leverage CT as modelling for authentic problem-solving; (3) Consider tool-based developmental trajectories; and (4) Exploit the white-box effect to foster mathematical and AI literacy. From this, we conceive mathematics, CT, and AI as interconnected disciplines, where learning outcomes are not treated separately but rather as translatable across different disciplinary boundaries. We conclude by discussing the opportunities and challenges of implementing the curricular and instructional designs, offering insights to inform how CT and AI concepts and processes can be meaningfully embedded in mathematics education.

Background: Mathematics learning often relies on conventional teaching materials that are less effective in supporting students’ conceptual understanding, particularly in abstract topics such as curved surface geometry. This limitation contributes to students’ learning difficulties and low engagement, as instructional media rarely integrate meaningful cultural contexts that can connect mathematical concepts to students’ real-life experiences. Aims: This study aims to develop Discovery Learning-based student worksheets (LKPD) integrated with the Hadroh cultural context to enhance students’ conceptual understanding in mathematics learning. Method: This study employed a research and development design using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants were Grade IX students selected through purposive sampling. Data were collected using expert validation sheets, student response questionnaires, and conceptual understanding tests. Data analysis was conducted based on validity, practicality, and effectiveness criteria. Results: The findings indicated that the developed LKPD achieved a high level of validity, with an average score of 4.39 categorized as very valid. The practicality test showed a percentage of 84%, indicating that the worksheets were highly practical for classroom use. Furthermore, the effectiveness test revealed that students who used the developed LKPD demonstrated better conceptual understanding compared to those who used conventional teaching materials. Conclusion: The Discovery Learning-based LKPD integrated with the Hadroh cultural context is valid, practical, and effective in improving students’ conceptual understanding, providing an alternative instructional material that supports more meaningful and student-centered mathematics learning.

Background: Indonesian students’ mathematical literacy remains low, as evidenced by the 2022 PISA results, which indicate difficulties in understanding concepts and solving contextual problems. Geometry transformation topics require strong abstract thinking and visualization skills; however, conventional instruction often emphasizes memorization rather than conceptual understanding. In addition, students’ low self-esteem further hinders their engagement and achievement in mathematics learning. Therefore, innovative instructional media are needed to support both cognitive and affective learning outcomes. Aims: This study aims to develop an educational fantasy comic as a learning medium for geometry transformation and to examine its effectiveness in enhancing junior high school students’ mathematical reasoning and self-esteem. Method: This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were junior high school students. Data were collected through expert validation, questionnaires, mathematical reasoning tests, and self-esteem scales, and analyzed using descriptive quantitative and qualitative techniques. Results: The validation results indicated that the developed comic achieved a score of 82.73%, categorized as “very valid.” The practicality test showed an average score of 4.12 (82.42%), indicating that the comic was highly practical for classroom use. Furthermore, the effectiveness results demonstrated that students who learned using the educational fantasy comic exhibited better mathematical reasoning skills and higher self-esteem compared to those receiving conventional instruction. Conclusion: The educational fantasy comic is a valid, practical, and effective learning medium that enhances students’ mathematical reasoning and self-esteem, offering an engaging and meaningful alternative for geometry transformation learning.

Developing Creative Thinking Skills Through Strengthening Prior Knowledge in Mathematical Literacy

This study aims to identify retinal biomarkers of NOTCH3 mutation carriers using optical coherence tomography (OCT) data from the UK Biobank. We conducted a cross-sectional, matched case-control study of individuals with or without NOTCH3 mutation from the UK Biobank between 2006 and 2010. All participants had macular OCT scan and cognitive assessment. Cases were identified based on pathogenic/likely pathogenic NOTCH3 mutations and 1:1 matched with controls based on age, sex, hypertension, diabetes mellitus, and cigarette smoking status. Baseline characteristics and cognitive test scores were compared using χ 2 or Mann-Whitney U test appropriately. Macular thickness at central, inner, and outer subfields and at each retinal layer was compared using Wilcoxon signed-rank test. Our analysis included 134 participants (67 cases, 67 controls) with a mean age of 54 ± 9 years. NOCTH3 mutation carriers performed worse in prospective memory ( P =0.043), verbal and numerical reasoning ( P =0.178), visual memory ( P =0.227), and processing speed ( P =0.101) than matched controls. There were no differences in visual acuity between the 2 groups. NOTCH3 mutation carriers had significantly thinner macular inner subfield at the superior ( P =0.006), temporal ( P =0.008), and nasal ( P =0.034) quadrants, and significantly thinner macular RNFL ( P =0.008) compared with age-, sex-, and vascular risk factor-matched controls. The presence of NOTCH3 mutation is associated with reduced thickness in the inner macular subfield and macular RFNL. These retinal changes may reflect early pericyte dysfunction and microvascular ischemia. Longitudinal studies are needed to assess the temporal relationship between these retinal changes, cerebrovascular disease progression, and clinical severity of disease.

This research is motivated by the low mathematical literacy skills of students at SMPN 5 Medan. The low mathematical literacy skills are caused by several factors, namely conventional learning and the use of interactive learning media and technology that has not been utilized optimally. One effort that can be done to improve these skills is through the application of the Realistic Mathematics Education (RME) approach assisted by GeoGebra. This study aims to determine the effect of the RME approach assisted by GeoGebra on students' mathematical literacy skills in geometry material. This study uses a quantitative approach with a quasi-experimental method and a pretest posttest control group design. The research sample was determined using a purposive sampling technique, so that two classes were obtained as samples, namely class VIII-8 as a control class consisting of 30 students, and class VIII-1 as an experimental class consisting of 30 students. The research instrument was a mathematical literacy ability test given before and after treatment. Data analysis with hypothesis testing using an independent sample t-test. The test results obtained a t value = -3.718 with a sig. The value of 0.000 < 0.05 indicates that H0 is rejected and H1 is accepted. Therefore, it can be concluded that the GeoGebra-assisted RME approach has a positive and significant effect on students' mathematical literacy skills.

Mathematics is often perceived as an abstract discipline that is detached from student’s daily lives and cultural contexts. This perception poses a challenge in mathematics education, as students frequently experience difficulties in connecting mathematical concepts with cultural contexts and real-life situations. Therefore, a meaningful and contextual learning approach is needed. This study aims to identify and describe the mathematical concepts involved in the process of making lemang in Pontianak through an ethnomathematical perspective. This research employed a descriptive qualitative method with an ethnomathematical approach. The research subjects consisted of lemang makers and sellers in Pontianak City, West Kalimantan. Data were collected through observation, interviews, and documentation, and were analyzed using the interactive analysis model proposed by Miles and Huberman. The results show that the process of making lemang involves various activities that intuitively represent mathematical concepts, including (1) the concept of three-dimensional shapes in lemang, (2) the Pythagorean concept, (3) the concept of similarity and proportional size comparison, (4) the concept of time and production comparison, and (5) the concept of rotation in the lemang roasting process. These findings indicate that the tradition of making lemang contains mathematical values that can be integrated into learning to enhance student’s mathematical literacy and conceptual understanding in a contextual manner.

This study highlights the importance of developing critical thinking skills in modern mathematics, particularly when students face ill-structured problems. Using a scoping review method, the research followed five stages: formulating research questions, identifying relevant articles, removing duplicates, mapping data, and summarizing findings. Data were collected from Google Scholar, Publish or Perish, and Connected Papers, covering publications from 2015 to 2025. Based on the PRISMA selection process, 20 relevant articles were analyzed. The findings reveal that students’ critical thinking and mathematical problem-solving abilities in ill-structured contexts are still relatively low. Many students struggle with key aspects of critical thinking, such as verifying information, conducting in-depth analysis, and reflecting on their solutions. These limitations indicate that students are not yet fully equipped to handle complex, open-ended mathematical problems. Thematic analysis shows a shift in research focus over time. Between 2015 and 2020, studies primarily identified students’ difficulties and barriers. However, from 2021 to 2025, research has increasingly emphasized the development of higher-order thinking skills (HOTS), numeracy literacy, and preparedness for the Industrial Revolution 4.0. The study recommends future research to explore innovative learning interventions that integrate creativity, critical thinking, and ill-structured problem-solving.

Arithmetic automaticity is an important foundation in elementary mathematics because it enables students to access arithmetic facts quickly and accurately, allowing them to focus on conceptual understanding and problem-solving. However, this ability remains relatively low because mathematics learning tends to be mechanical and provides limited contextual and meaningful learning experiences.This study aims to analyze the effectiveness of implementing the GASING (Gampang, Asyik, dan Menyenangkan) method integrated with the Contextual Teaching and Learning approach in improving elementary students’ counting automaticity, as well as to examine its effectiveness across schools with different accreditation levels. The study employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group design. The sample consisted of 130 fourth-grade students from six elementary schools in Musi Banyuasin Regency, selected through purposive sampling. Research data were collected through the Mathematics Automaticity Test, classroom observations, and documentation, and were analyzed using N-Gain calculations, the Mann-Whitney test, and the Kruskal-Wallis test. The results indicate that learning through the GASING method integrated with Contextual Teaching and Learning produces significantly greater improvements in counting automaticity compared with conventional instruction and demonstrates consistent effectiveness across schools with different accreditation levels These findings indicate that integrating the GASING method and Contextual Teaching and Learning can effectively develop mathematical automaticity as a foundation for numeracy literacy and improve the quality of mathematics learning in elementary schools.