Employ mixed-methods designs to validate the proposed

The gap

Evidence profile

Stated in the limitations and future work and recommendations sections of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 4 representative gaps

• How real analysis enhances the ability to identify errors in high school calculus problems (2026) · International Electronic Journal of Mathematics Education · doi

  The present study was based on a one-time assessment of four items on concepts in continuity, differentiation, and integration, which limits the extent to which college-level mathematics content knowledge can be generalized to preservice teachers. Furthermore, as noted in the recommendations for further research, additional studies are needed to examine whether preservice teachers’ knowledge for identifying errors in problems effectively contributes to addressing students’ misconceptions. Funding: No funding source is reported for this study. Ethical statement: The author stated that the activities in the study were based on standard educational practices. No sensitive personal information was collected and the study involved no risk to participants. Participants were informed that the data would be used solely for academic purposes and handled securely, and that they could withdraw from the study at any time without adverse consequences. AI statement: The author stated that no generative AI or AI-based tools were used in this study. Declaration of interest: No conflict of interest is declared by the author. Data sharing statement: Data supporting the findings and conclusions are available upon request from the author. REFERENCES Agathangelou, S., & Charalambous, C. Y. (2021). Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation. Journal of Mathematics Teacher Education, 24, 431-458. https://doi.org/10.1007/s10857-020-09466-0 Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), 14-17, 20-22, 43-46. https://hdl.handle.net/2027.42/65072 Chang / International Electronic Journal of Mathematics Education, 21(2), em0878 11 / 11 Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554 Bartle, R. G., & Sherbert, D. R. (2000). Introduction to real analysis (3rd edition). John Wiley & Sams, Inc. Charalambous, C. Y., Hill, H. C., Chin, M. J., & McGinn, D. (2020). Mathematical content knowledge and knowledge for teaching: Exploring their distinguishability and contribution to student learning. Journal of Mathematics Teacher Education, 23(6), 579- 613. https://doi.org/10.1007/s10857-019-09443-2 Creager, M. A., Jacobson, E. D., & Aydeniz, F. (2016). Can pedagogical concerns eclipse mathematical knowledge? For the Learning of Mathematics, 36(2), 2-7. Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Research, 45, 83-91. https://doi.org/10.3102/0013189X16639597 Duru, A., Köklü, Ö, Jakubowski, E. (2010). Pre-service mathematics teachers’ conceptions about the relationship between continuity and differentiability of a function. Scientific Research and Essays, 5(12), 1519-1529. Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College, Columbia University. Hatisaru, V., Richardson, S., & Star, J. R. (2025). Mathematical practices (commonly used by mathematicians) in mathematics teachers’ solutions to algebraic problems. European Journal of Science and Mathematics Education, 13(1), 41-57. https://doi.org/10.30935/scimath/15889 Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. https://doi.org/10.3102/00028312042002371 Hill, H., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ 39(4), 372-400.

  generalstated in limitationsevidence 5/5
  Keywords: knowledge mathematics teachers teacher education https content journal teaching author ball hill mathematical based statement
• Understanding pre-service teachers’ perceptions of their readiness for teaching practices in the context of higher education (2026) · Pedagogical Research · doi

  Future studies should employ mixed-methods designs to validate the proposed readiness continuum. Longitudinal tracking of early-career teachers would provide insight into how perceived readiness translates into professional retention and classroom effectiveness. Experimental intervention studies testing clinical or practice-embedded models are also recommended. Funding: No funding source is reported for this study. Ethical statement: The author stated that the study was approved by the Deputy Vice Chancellor for Academics and Research at the Institut Catholique de Kabgayi on 6 June 2025. Written informed consents were obtained from the participants. AI statement: The author stated that no AI involved in the study design, data collection, analysis, or interpretation. Declaration of interest: No conflict of interest is declared by the author. Data sharing statement: Data supporting the findings and conclusions are available upon request from the author. REFERENCES Alanazi, F. H., & Al-Zahrani, E. (2025). Examination of teachers’ self-effectiveness toward teaching integrated science, technology, reading, engineering, art, and mathematics: A cross-sectional study. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), Article em2606. https://doi.org/10.29333/ejmste/16071 Amiresheva, B. E., Butabayeva, L. A., Ibatova, G. B., Ismagulova, S. K., & Nogaibayeva, G. A. (2025). Are they prepared for the use of digital technology? The competencies of prospective teachers in terms of technological pedagogical content knowledge.

  generalstated in future workevidence 5/5
  Keywords: author teachers statement technology readiness effectiveness funding stated interest science mathematics future employ mixed designs
• The efficacy of teachers’ instructional strategy on students’ performance in mathematics (2026) · Journal of Mathematics and Science Teacher · doi

  In light of the results and conclusions, the following suggestions were put forth: 1. To improve the growth of students’ learning experiences, teachers should establish an appropriate atmosphere for learning. 2. To maintain students’ interest and motivation throughout the learning process, teachers should also broaden their understanding of different teaching techniques. 3. To improve students’ comprehension of topics presented (from concrete to semi-concrete to abstract), teachers should offer lessons using teaching and learning resources. 4. Students should be encouraged to start associations and organizations focused on mathematics and to routinely host a variety of competitions. 5. Regular workshops and conferences are necessary to allow educators to develop new knowledge and approaches to teaching and delivering a range of subjects. Funding: No funding source is reported for this study. Ethical statement: The author stated that the procedure used in this study was approved by the ethical review board of Akenten Appiah- Menka University of Skills Training and Entrepreneurial Development on September, 2024 with approval code: AAMUSTED/AIERC/2024/004, in accordance with the Declaration of Helsinki's standard. Anonymity and confidentiality if respondence were fully considered. AI statement: The author stated that there was no AI tool employed in this study. The author is solely accountable for the data used in the study. Declaration of interest: No conflict of interest is declared by the author. Data sharing statement: Data supporting the findings and conclusions are available upon request from the author. REFERENCES Adunola, O. (2011). The impact of teachers’ teaching methods on the academic performance of primary school pupils in Ijebu - ode local area of Ogun State. Ego Booster Books. 8 / 9 Adu / Journal of Mathematics and Science Teacher, 6(2), em097 Ahmad, M. (2022). Mathematics phobia in students: A concern. Rising Kashmir. http://risingkashmir.com/mathematics-phobia-in- students-a-concern-611a9174- 3fe4-4ef9-a2a6-089e511a4d68 Ayeni, A. J. (2011), Teachers professional development and quality assurance in Nigeria secondary schools. World Journal of Education, 1(2), 143-149. https://doi.org/10.5430/wje.v1n2p143 Barrett, J. L., Denegar, C. R., & Mazerolle, S. M. (2018). Challenges facing new educators: Expanding teaching strategies for clinical reasoning and evidence-based medicine. Athletic Training Education Journal, 13(4), 359-366. https://doi.org/10.4085/1304359 Bhardwaj, B. K., & Pal, S. (2011). Mining educational data to analyze students' performance. International Journal of Advanced Computer Science and Applications, 2(6), 63-69. https://doi.org/10.14569/IJACSA.2011.020609 Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Routledge. https://doi.org/10.4324/9781410606365 Carbonneau, K. J., & Marley, S. C. (2013). Activity-based learning strategies and academic achievement. In J. A. C. Hattie, & E. M. Anderman (Eds.), The international handbook of student achievement (pp. 282-284). Routledge. Chang, Y.-C. (2010). Students’ perception of teaching styles and use of learning strategies [Master’s thesis, University of Tennessee, Knoxville]. http://www.trace.tennessee.edu/utk_gradthes/782 Cuban, L. (2006).

  generalstated in recommendationsevidence 5/5
  Keywords: students learning teaching teachers mathematics author journal https interest statement strategies conclusions improve concrete educators
• Classroom-based psychosocial mathematical learner identities and student performance in mathematics among secondary school students in Kilifi County, Kenya (2026) · Journal of Mathematics and Science Teacher · doi

  Based on the foregoing discussion of the findings and conclusion, the research article recommends that secondary school mathematics teacher educators should be sensitized to the need for mathematics teachers to organize mathematics classrooms that allow equal social participation and provision of metacognitive support among learners. Since there was a positive correlation between classroom-based psychosocial mathematical learner identities and student performance in mathematics, teachers should encourage communication of mathematical meanings free from the negative effects of peer influence among learners. Author contributions: NTM: conceptualization, formal analysis, investigation, writing – original draft; MM: project administration; JM: supervision. All authors have agreed with the results and conclusions. Acknowledgement: Authors acknowledge the support received in writing this paper. First, supervisors are acknowledged for providing diligent supervision and constant encouragement. Second, appreciation is extended to all scholars whose work has been cited, without whom it would not have been possible to complete a thesis of this magnitude. Lastly, authors express gratitude to the students who participated in the study. Funding: No funding source is reported for this study. Ethical statement: The authors stated that the study didn’t require approval of ethics committee. It did not involve research that included live specimens. AI statement: The authors stated that no AI technologies were used in any part of this study. Declaration of interest: The authors declare that there is neither conflict of interest nor affiliation with nor involvement in any organization or entity with any financial interest, such as educational grants or non-financial interests, such as personal relationships in the subject matter discussed in this manuscript. Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author. REFERENCES Allen, K., & Schnell, K. (2016). Developing mathematics identity. Mathematics Teaching in the Middle School, 21, 385-448. Bishop, J. P. (2012). “She’s always been the smart one. I’ve always been the dumb one”: Identities in the mathematics classroom. Journal for Research in Mathematics Education, 43(1), 34-74. https://doi.org/10.5951/jresematheduc.43.1.0034 Boaler, J. (2000). Identity, agency, and knowing in mathematics worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171-200). https://doi.org/10.5040/9798400688362.0011 Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. Lawrence Erlbaum Associates. Darragh, L. (2016).

  generalstated in recommendationsevidence 5/5
  Keywords: mathematics authors statement interest based school teachers support among learners there classroom mathematical identities author

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