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Purpose: This study aimed to conduct a needs analysis for developing the ethnomathematics e-module based on Sundanese Gamelan to facilitate mathematics learning in junior high school. Specifically, this study identified crucial components for module development and to gather feedback from both students and teachers regarding the learning material. Methodology: The Research and Development (R&D) method was used, specifically the Plomp model, to create e-module for mathematics learning. Qualitative data were collected from ethnomathematics experts, a mathematics teacher, and five students via purposive sampling. The instruments used for this data collection included expert validation sheets, student interview recordings, teacher questionnaires, and small group observations. Findings: The results indicated that the integration of Sundanese Gamelan ethnomathematics into junior high school mathematics e-module significantly improved students' understanding and interest in the subject. This culturally infused approach increased students' motivation and engagement, indicating a potential shift towards more inclusive and culturally responsive educational practices. Significance: The integration of Sundanese Gamelan ethnomathematics into mathematics curriculum is known for the unique blend of cultural elements with academic content, contributing to enhanced students' understanding and cultural awareness. In addition, this method offered benefits for students, teachers, curriculum developers, and ethnomathematics researchers, presenting a holistic model that combined educational innovation with cultural appreciation.

The COVID-19 pandemic compelled higher education institutions to adopt an alternative approach to learning. For mathematics education, supporting students through blended learning has become increasingly important as it will ensure students' learning is sustained in such a situation. This practical change has illuminated how cloud technology can be employed in mathematics education to improve the instruction process. Using a cloud classroom blended learning-instructional framework for integrating educational cloud tools into mathematics teaching, this study analysed students' metacognitive ability in mathematical problem-solving. A pre-experimental research using a one group pre-test-post-test design was conducted. The sample comprised sixty undergraduate mathematics students enrolled on a Numerical Analysis course. Sample selection was carried out using a simple random sampling technique. Data were analysed using a descriptive analysis, parametric tests, and n-gain. The results revealed that, firstly, the majority of students (90%) achieved a post-test score of metacognitive ability in mathematical problem-solving -- this exceeded the 60% threshold. Secondly, students' post-test score of metacognitive ability in mathematical problem-solving (mean score of 82.14, S.D. = 8.29) increased significantly compared to the pre-test score (mean score of 73.54, S.D. = 8.38). Further, the effect size was large. Thirdly, there was an enhancement of metacognitive ability in the mathematical problem-solving of students with a mean n-gain of 0.34, which is in the moderate category. Thus, cloud classroom blended learning significantly improved metacognitive ability in mathematical problem-solving among undergraduate students. Educators can apply the results to assess mathematics learning in order to improve the quality of metacognitive ability in mathematical problem-solving.

This research aimed to examine the effect of the "Matific" platform on preschool students' academic performance in Mathematics in Al Dhafra Region, United Arab Emirates. It also examined the difference between boys' and girls' academic performance after using the "Matific" platform during mathematics learning. An experimental research design with pre- and posttest was conducted over a four-week period. A convenient sampling technique was used to select twenty preschool students in an intact group (11 girls and 9 boys). Data was collected through the Achievement Test instrument using pretests and posttests. Descriptive statistics and paired samples t-tests were used to evaluate differences in pretest and posttest scores among individuals and groups, with further analysis conducted to examine differences between boys' and girls' performance. Findings suggest that there is significant effect of using the "Matific" platform on students' academic performance in Mathematics. However, no statistically significant differences were observed between the performance of boys and girls in utilizing "Matific."

The inability to directly communicate mathematical content through various representations of concepts presented a significant challenge after the shift from face-to-face teaching to distance mathematics education in Serbia. Some mathematics teachers attempted to overcome this gap by using a pen tablet during mathematics classes. The aim of this research is to determine the attitudes of upper-grade elementary and high school students about whether the meaningful use of a pen tablet by teachers contributes to the quality of distance mathematics education. The examined sample included 202 students from upper elementary and high school. The research results indicate that students are indeed aware of the benefits of teachers using a pen tablet to achieve learning outcomes. In most specific statements, there are no significant differences in the attitudes of elementary and high school students, as well as differences in attitudes in relation to gender. Specifically, girls, to a greater extent than boys, agree with the statement that the use of a pen tablet helped them better understand the teaching and learning contents, as well as that there are more benefits to using a pen tablet in classes that cover arithmetic (algebra) topics. On the other hand, high school students, to a greater extent than elementary school students, perceive the use of a pen tablet in math classes as more effective and consider it more helpful during learning in mathematics classes.

The growing impact and importance of artificial intelligence in society has led to an increasing interest for the potential of artificial intelligence as an educational tool in schools to aid both students and teachers. In this study we investigate digitally skilled K-12 mathematics teachers' (N=85) attitudes towards and expectations on the role of artificial intelligence in the classroom. The study was done by conducting and analyzing the results of a web-based survey among Swedish and Finnish speaking mathematics teachers using a mixed methods strategy. The Will, Skill and Tool framework was used for the analysis. The survey was done before the introduction of ChatGPT-3. The results indicate that the teachers' attitudes toward AI tools in school are characterized by interest, openness, and awareness. Teachers have a balanced view on the possibilities and risks of AI use in school. However, the teachers also stress that there is a risk that AI tools will shift the focus from learning key mathematical skills towards learning and interaction with the AI tools themselves. The research concluded that the K-12 mathematics teachers surveyed have broad experience with digital tools and will likely become early adopters of AI tools in the classroom.

The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (b) 22.30% of the student problem solvers did not know the concept; (c) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.

This study attempts to analyze the innovation of learning media in elementary schools during the COVID-19 pandemic. This library and field research has the data collected from Google Scholar database concerning scientific articles about innovative learning media in elementary schools during the pandemic. The data were collected using the keyword "Innovation of SD learning media". They were taken from 359 data: 280 Indonesian version and 79 Inglish versio. The data were classified into Indonesian, Natural Science, Social Sciences, and Mathematics, Civics, and Thematic subjects.There are more technology-based media than non-technology-based media. The types of media used in this research are video media, games, books, PowerPoint, and concrete objects used in the six subjects focusing on research. Based on the frequency and quantity of instructional media, the researchers recommend that the Indonesian language subjects use books, videos, and concrete objects. In science subjects, video learning media, PowerPoint, and books are used. In social studies subjects, games, videos, and concrete objects are used. In the Mathematics subject, media games, videos, and concrete objects are used. In PKN (Civics) subjects, video learning media, ICT, and comics are used. In thematic learning, video learning media, games, and books are used.

Mathematics is one of the essential subjects for students because it focuses more on the ability to remember, memorize, and interpret. In addition, gamification in mathematics is excellent since it promotes critical and creative problem-solving and enhances children's metacognitive abilities. This experimental study investigates the impact of digital gamification and metacognitive skills on the mathematical problem-solving capabilities of primary school students. This type of research is quasi-experimental with a pretest-posttest control group design. The number of samples used was 108 students consisting of 55 students in the experimental class and 53 in the control class. The research data was collected with the MAI (Metacognitive Awareness Inventory) instrument for metacognitive skills and problem-solving tests. The data analysis technique used is Two Way Anova. This study yielded several findings. Among them, there are significant differences in students' solving abilities based on the application of gamification in learning. Second, there is a significant difference in students' problem-solving abilities based on metacognitive skills. In addition, there is an interaction between digital gamification and metacognitive skills on students' mathematical problem-solving abilities.

There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.

The goal of the study is to examine a comprehensive review of research involving augmented reality (AR) in mathematics teaching during the previous 10 years. For this purpose, the research was conducted using a systematic review technique. It synthesized a set of 60 articles from 2012 to 2021. Two researchers used content analysis to analyze the data. According to the findings, the majority of publications were published in 2019, with studies mostly aiming at assessing the influence of AR applications on mathematical achievement and exposing viewpoints on AR applications used in mathematics education. Also, secondary school students were mostly preferred as participants. Furthermore, most of the studies found that mathematics teaching with AR applications had a positive impact on academic standing and the teaching process, and that AR applications positively affected attitudes in mathematics lessons, increased the motivation of individuals towards mathematics lessons, and improved three-dimensional thinking skills.

We report on three episodes from a case study where upper secondary students numerically explore the definite integral in a Python environment. Our research questions concern how code can mediate and support students' mathematical thinking and what kind of sociomathematical norms emerge as students work together to reach a mutual understanding of a correct solution. The main findings of our investigation are as follows. 1) Students can actively use code as a mediator of their mathematical thinking, and code can even serve as a bridge that helps students to develop their mathematical thinking collaboratively. Further, code can help students to perceive mathematical notions as objects with various properties and to communicate about these properties, even in other semiotic systems than the mathematical language. 2) For the participating students, a common norm was that an acceptable solution is a sufficient condition for the correctness of the solution method although students were aware of a problem in their code, yet also other norms emerged. This demonstrates that learning mathematics with programming can have an effect on what kind of sociomathematical norms emerge in classroom.

Research has highlighted the important role that the senses play in mathematics thinking and learning, particularly in the area of visualisation, but also in relation to physical movement. Recent scholarship suggests that sensory experiences are not limited to the five cardinal senses but involve a range of other specific senses as well as combinations of senses. The aim of this article is to explore how this expanded understanding of the senses matters to mathematics education research. We frame our argument in terms of "aestheticizing mathematics" education research, focusing not only on mathematics knowing, but also on implications for investigating the mathematical sensorium; for the latter, we propose the use of "re-enactments" as powerful research methods. To empirically elaborate on this argument, we illustrate the use of this method to investigate how senses matter in developing multiplicative thinking around/with multitouch technology.

In the current digital age, (mathematics) teachers are provided with a profusion of digital resources. Consequently, research in mathematics education has focused on teachers' interactions with resources as the heart of their professional activity. The term Pedagogical Design Capacity (PDC) was introduced to designate teacher's ability to perceive affordances of resources and to make decisions about how to use them efficiently. PDC has been further conceptualized to define teacher design capacity (TDC) as including a goal or points of reference for the design, a set of design principles, and reflection-in-action. This definition is illustrated with case studies involving teachers' design of digital resources, yet it does not seem to consider the specificities of the latter. We therefore aim to further refine the concept of TDC by considering crucial components that designing technology-based tasks and their enactment in the classroom entail. We ask: What are the unique components of TDC specific to digital technology and resources? We elaborate a framework to suggest dimensions and components of mathematics teacher Digital Resource Design Capacity (DRDC) to emphasize the focus on design of digital resources. This framework is built on previous studies and on the concept of instrumental orchestration, and is refined taking into account findings from two case studies in France and Israel.

The development of professional digital competencies is an important condition for a meaningful integration of digital technologies in mathematics education. A widely used and empirically studied approach for the professional development of in-service teachers are teacher design teams, in which lessons are collaboratively planned, implemented and reflected. However, this approach has not yet been considered for the collaboration of pre-service and in-service teachers. Therefore, this article examines in a holistic case study mixed teacher design teams composed of pre-service and in-service teachers. A total of 23 interviews were conducted with pre-service and in-service teachers and analyzed by inductive development of categories using the method of qualitative content analysis. The case study shows among other things, that the different prerequisites of the participants can lead to a relatively clear division of roles within the collaboration, which turns out to be suitable for the professionalization of both pre-service and in-service mathematics teachers.

The globalization of educational processes has intensified the introduction of interactive learning forms. Education systems around the world have undergone transformation, modernization, and innovation. These processes also implied the implementation of advanced technological tools to improve the quality of teaching various subjects, including further mathematics. Remote nano-learning is one of the current technologies that have the potential to turn the presentation of material into a self-regulating individual process. Therefore, the purpose of the study is to determine the impact of nano-learning technology such as cloud and MatLab app on the academic performance and cognitive load of further mathematics students. Cloud and MatLab apps are the new technologies designed to improve the teaching of and learning of Further Mathematics. The main study method was testing, and 100 students. The students additionally studied mathematics in the field of electronics and automation. The Pearson correlation coefficient (0.88, 0.85, 0.76), Shapiro-Wilk test (0.94), and t-test were utilized for statistical processing. The results showed that the experimental group performed significantly better than the control group. According to the result, there was a significant difference between the test results of the two groups, indicating the effectiveness of the experiment. No significant differences were found in the cognitive load of the two groups. The limiting factors of the study were the short study time, sample size, different learning styles, and individual characteristics of students. Based on the evidence presented, it is possible to develop and implement effective teaching methods that contribute to academic progress in further mathematics. This study can help university teachers explain to understand complex mathematical problems to their students and use cloud technology and MATLAB software to solve and reduce the complexity of tasks.

Background: Even though monitoring and control enactment are key aspects of self-regulated learning (SRL), Adaptive learning technologies (ALTs) may reduce the need for learners to monitor and control their learning. Personalized dashboards are effective in supporting learners' monitoring and can potentially support control behaviour. Allowing learners to enact control over their learning process, seems to hold potential for increasing their motivation. Objectives: Therefore, this study's aim was to investigate the relation between control enactment and motivation. We examined how learners enacted control while learning with an ALT with personalized dashboards and examined the relation between learners' enactment of control and their motivation. Methods: Seventy-eight primary school learners (Grade 5) participated. During the lesson, learners worked on mathematics in the ALT and concurrently were shown personalized visualizations that supported monitoring and enacting control over their learning process. Learners could enact control to change problems' difficulty to easy, medium, or hard. Motivation was measured before and after learning. Results: The SEM analyses showed that how learners enacted control was related to their motivation. Choosing difficult problems was related to more enjoyment and competence while choosing easy problems related to more pressure and tension. Learners who complied with the suggested difficulty level experienced less choice, but also less pressure/tension and more enjoyment and competence. Conclusions: These results provide avenues to account for broader learner characteristics like SRL and motivation to optimize learning. This way, hybrid systems in which control enactment is a shared responsibility of the system and learner, can be improved to support SRL development.

Over the last decades, digital technologies (DTs) have become ubiquitous in mathematics education. Still, their integration into classroom teaching and learning varies enormously. In this narrative overview, we focus on the different purposes for which DTs are used in mathematics education in order to study how the effectiveness of DTs depends on researchers' underlying goals and perspectives. We set up an experience- and literature-based framework including five different purposes. Applying this framework gave rise to the following results: (1) there is evidence for the benefit of using DTs for mathematics learning; (2) research on DTs leads to new theoretical developments and (3) to new design paradigms; (4) issues of equity with respect to access to and use of DTs are important but under-researched; and (5) DTs challenge curricula and teaching and assessment practices. While early research on the use of DTs focused on questions such as "does it work?" or "does it work better?", the maturing of the field has shifted to more nuanced questions. As a future research agenda, we recommend further study of how the use of DTs in mathematics education impacts the time required for learning as well as the temporality of teaching and learning, how it changes the nature of doing mathematics and the relation to basic skills and higher-order skills in particular, how curricula, teaching practices, and assessment might change due to the availability of sophisticated mathematical tools, how DTs and other resources might be combined in teaching and learning, and how they may help to address equity issues in education. These questions will prompt the development of new theoretical constructs and approaches.

In today's world, where digitalization is inevitable and necessary, it is extremely important to raise individuals with digital competence. For this reason, it is of great importance that textbooks, which are important instruments of the education environment, are prepared in a way that contributes to digital competence skills. The aim of the study carried out in this context is to determine to what extent digital competence is included in secondary school mathematics textbooks. Document analysis, one of the qualitative research methods, was used in the study. The documents of the study consist of eight secondary school mathematics textbooks belonging to different publishers and being taught in public schools in the 2022-2023 academic year. The documents determined within the scope of the research were analyzed with the content analysis technique using a technology-supported qualitative data analysis software. The analysis of the data was based on the content, learning areas, and DigComp 2.2 framework that included digital competence. The results obtained from the study show that textbooks generally do not pay much attention to DigComp dimensions, more digital competence is included in the textbooks of MoNE Publications compared to the textbooks of other publishers, but in general, the concept of digital competence, which has an important place in the curriculum, is not sufficiently included in secondary school mathematics textbooks. In line with the results obtained from the study, suggestions were made to textbook authors and researchers.

Teaching with technology is a required skill for today's teachers and the technological pedagogical content knowledge (TPACK) is a commonly used framework that is used to assess the effective usage of this skill. In this framework, teachers' knowledge is assessed under various individual and blended knowledge domains. The effect of contextual factors on TPACK is a relatively recent focal point of this framework. Therefore, this study investigates pre-service teachers' enactment of different TPACK domains and interprets the results according to contextual factors that underlie their decisions and their knowledge levels. For this purpose, a case study involving four pre-service teachers was conducted. The contextual factors are extracted from the pre-service teachers' reflection and teaching philosophy statements. Then their demonstration of TPACK levels are found both during planning and teaching stages. The results indicate that pre-service teachers with low TPACK enactment are mostly preoccupied with contextual elements related to practical concerns, whereas those with higher levels exhibited a greater degree of contextual elements related to beliefs and external priorities. It was also found that this latter group's planning and teaching artifacts are more balanced with respect to TPACK levels, whereas a more significant drop in TPACK levels from planning to teaching was observed for the former group.

The purpose of this study is to explore how MathCityMap training for teachers can be designed and implemented in a hybrid setting. Design research has been carried out involving teachers from 34 provinces in Indonesia. A four-day model training program for indoor and outdoor activities in a hybrid setting has been designed. The core concept of designing modeling tasks and math trails, as well as the introduction to MathCityMap, were delivered in a hybrid mode between Indonesia and Germany. The activity continued with the development of MathCityMap Trails in city parks. Post-training activities were conducted in their respective places of origin, in schools, and in city parks. Participants have successfully designed trails in both their schools and the city parks where they live supported using Learning Management System. The findings of the MathCityMap team's review indicate that most of the trails fulfilled the requirements. The trainee teachers then disseminate their knowledge and experience to their colleagues. They also used MathCityMap Trails for classroom learning as well as other activities such as MathCityMap competitions and public educational activities. The hybrid environment helps to accelerate the attainment of training objectives while also broadening the program's reach and network.

The aim of this study was to examine the effect of using computers during mathematics lessons on the academic achievements of 4th-grade students. Additionally,this study aimed to determine the frequency of computer usage in selected countries. TIMSS 2019 4th-grade mathematics data were used in this study to determine the relationship between student mathematics achievement and the use of activities on computers during mathematics lessons, to support student learning by teachers in different countries. To identify the relationship between student mathematics achievement and the use of computers while teaching mathematics, a linear regression analysis was conducted. The results showed that the use of computers explained the high student achievements for the countries that ranked above average and the low student achievements for the countries that ranked below average. On the other hand, the relationship between computer usage in 4th-grade math education and test scores is likely to vary between the selected countries.

This paper investigates how to reduce the theory-practice gap by making research the object of discussion for researchers and practitioners. The study is situated in the wicked problem of using digital technology in mathematics education. To investigate this problem a workshop of the format data-sprint is conducted, investigating the challenges and potentials related to facilitating workshops interpreting visualizations of research literature to support teacher dialogue of digital technology in mathematics education. Two potentials and two challenges are identified in the analysis.

Technology, in particular augmented reality (AR), has the potential to greatly enhance interactive learning environments for mathematics in both classrooms and other teaching environments. The purpose of the present study was to investigate existing literature on AR in mathematics education. We selected papers from 10 databases, Scopus, Web of Science Core Collection, ERIC, IEEE Xplore Digital Library, Teacher Reference Center, SpringerLink, zbMATH Open, Taylor & Francis Online Journals, JSTOR, and MathSciNet. From these databases, 42 related studies were selected by the method of preferred reporting items for systematic reviews and meta-analysis (PRISMA2020). The results from all the papers showed positive outcomes as a result of AR implementation in mathematics education. They were also analyzed into different themes according to quantitative and qualitative criteria. The advantages and challenges of AR usage in mathematics education are also discussed in detail.

The abrupt migration of educational institutions into a more flexible mode of learning due to the COVID-19 pandemic has undoubtedly resulted in students' difficulties. Such difficulties specific to mathematics flexible learning are generalized in this quantitative study. Using Principal Component Analysis, seven (7) factors were identified as the emerging students' difficulties. Further analyses reveal a moderate degree of seriousness for most of the components. However, the standard deviation suggests that the students' responses are spread across the measuring scale, indicating that the severity of difficulties experienced by other students is higher than moderate. Further comparison of such ratings shows that for students enrolled in advanced and major mathematics courses, difficulties emanating from inadequate learning materials and support, and difficulty in submitting requirements on time are more pronounced. These intertwined difficulties generally stem from the lack of planning and preparation, at the same time from the nature of mathematics as being complex, abstract, and notational. By considering these difficulties, adjustments may be prioritized by students and teachers in the hope of improving the current state of mathematics flexible learning. These improvements will eventually lead to sustainable and fully stable online academic programs that may be offered even after the pandemic.

The COVID-19 pandemic profoundly impacted the methods of instruction for K12 and higher education institutions around the world. Schools and families were challenged to adapt to online-based modes of instruction with minimal preparation. This study examined the importance of the learning environment and commitment to assignments as predictors of the academic performance of junior high students during the COVID-19 pandemic. We obtained data from 328 seventh through ninth grade students enrolled in an urban school district in the Delta region of Arkansas. Students used the same online learning platform, Lincoln Learning Solutions, receiving instruction in virtual, mixed, or on-site learning environments. We examined the total time spent in each course, overall assignment completion, and average grades for science, mathematics, and ELA. Our results show that when we considered only the learning environment, students in the on-site environment consistently outperformed their peers in the virtual learning environment across all subjects and grade levels, except for mathematics at the eighth-grade level. However, when we also considered students' online assignment behaviors (time spent working on assignments, and number of assignments completed), there was a significant improvement in the prediction of academic performance for mathematics in the seventh and ninth grade, for science at the eighth-grade level, and for ELA at the ninth-grade level.

This mixed-method study, which aimed to examine the development of teacher candidates, was organized as a design-based study. During the 14-week instructional sequence, pre-service teachers were given training based on the designed hypothetical learning trajectory. The data collected through the lesson plans before and after the training and interviews were organized and analyzed by using the rubric prepared within the scope of Web 2.0 tools by the researchers. Moreover, the pre-training and post-training scores obtained using this performance rubric were analyzed with the related sample t-test. In addition, learning packages and interviews were analyzed using content analysis technique. The findings showed that there was an improvement in the technological pedagogical content knowledge of the pre-service mathematics teachers with the training provided for the use of Web 2.0 tools in mathematics education. In the study, an alternative educational content that can be used in lessons related to instructional technologies in undergraduate programs that train mathematics teachers has been prepared.

This work sets out the results of a teaching innovation project applying the flipped classroom model in the Knowledge of Mathematics module on a bachelor's degree in primary education over two consecutive years at a university that exclusively uses online teaching. This model is used with the aim of stimulating the students' working methods and improve their intrinsic motivation. The research evaluates the impact of the flipped classroom on academic performance in the subject and collects information on student satisfaction with the development of the experiment. This is a pioneering study as it analyses learning outcomes with mathematical content in university-level classes delivered online synchronously on a permanent basis and not owing to exceptional circumstances such as the COVID-19 pandemic. To do this, specific videos were developed, which students had to watch, with various practical exercises embedded in them to be done before classes. The marks from these exercises along with the final grades for the course are considered to assess the learning outcomes throughout the semester. The results obtained were clearly positive both in performance and in terms of students' motivation and awareness of their own learning process, as well as the contribution of this proposal to improving their teaching-learning process, essentially through greater student involvement in and commitment to the subject.

The purpose of this systematic literature review (SLR) is to identify: (a) the topic of the study, (b) the research methods used, and (c) the results of research on Mathematics education in Malaysia. This study discusses the use of teaching aid (TA) in the field of syllabus and geometry for Form 2 students. The use of TA is considered highly successful and relevant for educators to improve the quality of the teacher's instructions and students' understanding. Therefore, using the rules of optional reporting items for systematic review and meta-analysis (PRISMA) by Moher et al. (2015), a review system was carried out to determine the appropriate strategies and variables for the field. Four stages constitute the PRISMA paradigm used in this study: identification, screening, qualification, and admission. Using criteria opted by researchers from multiple searches, including Google Scholar, Researchgate, Scopus, and Emerald, over 20 papers were identified for additional investigation. The data were then analysed quantitatively to describe the research's findings. From the results, two main research themes were found, namely (a) learning to use TA; and (b) the field of measurement and geometry of Mathematics. The results of the article analysis indicate that Mathematics education in Malaysia is currently at a moderate level and is ineffective at fostering students' understanding and interest. These results are anticipated to serve as the foundation for teachers, students, schools, and the Ministry of Education to undertake more engaging and interactive learning, particularly in the subject areas of mathematics and geometry.

This study was intended to examine the progress of the geometric reasoning skills of pre-service mathematics teachers (PSMTs) in the College of Teacher Education, Oromiya, Ethiopia. In the study, there were three different classes: EG1 (n=48), EG2 (n=38), and CG (n=30), where PSMTs in EG1 were treated with technology into guided inquiry-based learning (TGIBL), EG2 with guided inquiry-based learning (GIBL), and CG with a conventional learning approach. A geometric reasoning test was used to collect data. The data were analyzed using a one-way ANOVA and a paired sample t-test. The findings showed that the effect of using the GIBL model assisted by technology was higher when compared to the other two models. On the other hand, a paired t-test showed significant mean gains in reasoning skills in the TGIBL and GIBL approaches. Hence, technology must be integrated into teaching and learning geometry at CTEs to promote PSMTs' geometric reasoning skills.

This article is an excerpt from a master's thesis developed in Brazil, in which we approach recurrent and linear sequences, given some intriguing particularities in their definitions and the scarcity of discussion of this topic in the literature of the History of Mathematics, especially with regard to its geometric representation. Thus, we aim to present the identities of Fibonacci, Lucas, Jacobsthal and Padovan in a three-dimensional visualization with the contribution of GeoGebra software. The research methodology chosen was bibliographical, exploratory in nature, where we have theoretical support in works such as Oliveira and Alves (2019), Silva (2017), Souza and Alves (2018), Vieira and Alves (2020). This research brings as results a set of geometric constructions of the identities of the proposed sequences, in three-dimensional perspective, being a support for future works developed around this theme. GeoGebra was essential in the process of constructing and visualizing the sequences, as it provided strategies for understanding the recurrence relations and the properties of the Fibonacci, Lucas, Jacobsthal and Padovan sequences, through the behavior of the visual representations of these identities.

Digital task design is an important issue when integrating technology into mathematics education. However, existing frameworks often are not fine-grained enough for supporting teachers in designing tasks or they only focus on geometric topics. In this paper, we share a case study as the first cycle of our design-based research study that aims to extend and adapt the well-known Dynamic Geometry Task Analysis framework for analyzing further digital materials. The adapted framework is named Digital Task Analysis (DTA) model and can be utilized to analyze, modify, and design digital materials from other mathematical topics. The model focuses on supporting teachers in integrating two essential aspects within digital materials, namely creating cognitively stimulating tasks and exploiting added value of technology. In this paper, we present the first analyses of three cases representing digital materials including visualizations addressing lower secondary mathematics following the DTA model. The results show that the presented DTA model is suitable to analyze such digital materials and has the potential to support teachers in designing, assessing, and modifying digital tasks that support learners in focusing their attention on mathematically relevant aspects of digital resources, and in deepening their awareness of how to formulate targeted tasks for learners.

This paper explores the impact of a tailored working memory training program on the mathematics achievement of secondary school students in Myanmar. While previous studies have investigated the relationship between working memory and mathematics, this study focuses on a context where computerized training programs are limited. Twelve Grade 8 students participated in a six-week program conducted via Zoom due to the pandemic. A Mathematics Achievement Test, aligned with the curriculum, assessed their performance before and after the program. Semi-structured interviews were conducted to gather insights into the students' experiences. Results showed significant improvements in mathematics achievement, particularly in geometry, after the training program. Working memory strategies such as chunking, visualization, and concentration were found to enhance problem-solving abilities. This study highlights the potential of working memory techniques for enhancing mathematics education, particularly in areas with limited technology access.

Students' higher-order thinking skills (HOTS) in Indonesia are still low and have not experienced significant development. To enhance HOTS, modern technology-based learning media are needed to support realistic mathematics learning. Innovative learning media can enhance realistic learning and students' thinking abilities. Therefore, the authors aim to develop virtual exhibition-based Realistic Mathematics Education (RME) learning media and evaluate its quality in improving students' high-level thinking abilities. The results of this research are significant in bridging the gap by providing flexible and easily accessible alternative learning materials, addressing the shortage of interactive technology based mathematics learning media for boosting students' HOTS. This research was conducted at Widiatmika Middle School, with classes 8A and 8B participating. The authors employed the Borg and Gall Research and Development (R&D) method to develop the learning media. Several data collection instruments were used, including interviews, observations, questionnaires, validation sheets, and tests. Data analysis was carried out to determine whether the product met the criteria for validity, effectiveness, and practicality. The validation results indicated that the virtual exhibition-based RME media achieved an ideal total average percentage of 87.27% in media expert validation and 91% in material expert validation. Thus, it can be concluded that the virtual exhibition-based RME media developed falls within the 'very good' criteria for use in mathematics learning. The students' HOTS test results in the Limited Test showed a completion rate of 60%, which increased to 79% in the Field Test. The average student opinion score regarding the quality of virtual exhibition-based RME media is 83%. The application of RME learning combined with technology has a positive impact on enhancing students' HOTS. RME learning using virtual exhibition media provides students with a modern, effective, and enjoyable approach to learning mathematics.

When implementing digital technologies into mathematics teaching and learning situations, new representational and communication infrastructures arise that allow for new speech acts and actions. These new speech acts and actions are also referred to as 'representational expressivity'. Such expressivity arises in the intersection of representational and communication infrastructures. The paper presents an example of functions as covariation, taken from a task in a Danish 8th-grade classroom. Results show that infrastructures mediate students' mathematical communication. When students drag, continuous treatments between representations take place. The dragging not only influences the transformation and manipulation of mathematical objects -- but also mediates the students' language. Looking at verbs and adjectives, the students' words become more dynamic and focus on the movements of mathematical objects within the digital tool. From a competency point of view, the students must be aware of different mathematical registers in which communication takes place. When working with digital technologies, students must thus be able to co-exercise several mathematical competencies at once.

In this paper we present a collaborative 3D modeling and printing experience within a Project Based Learning (PBL) activity, carried out with two different groups of participants: pre-service teachers at the Universidad Autónoma de Madrid (Spain), and school students of Primary and Secondary level taking part in an extra-curricular activity. Students worked in groups in different projects using the software Tinkercad in different sessions, where they could design, print, verify and redesign their 3D models several times. The main objective was to analyze students' process of 3D modeling, keeping track of all the phases of the modeling cycle and evaluate the acceptance of this methodology. From the results obtained we highlight the good valuation of collaborative work in 3D modeling, the mathematical communication and threedimensional reasoning shown by students in 3D design and scaling problems, and the support for the inclusion of mathematical 3D modeling and printing activities in initial teacher training.