The study’s findings lead to the following recommendation: 1) Heads of teachers should ensure that mathematics teachers are well trained

The gap

Evidence profile

Sourced from the recommendations of the source papers, classified as general, drawn from work published between 1987 and 2026, spanning 5 journals.

Supporting evidence — 6 representative gaps

• BEHAVIORAL FACTORS PREDICTING THE TECHNICAL SKILLS OF GRADE 7 LEARNERS (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Based on the findings of the study, the lowest result was observed in basic mensuration and calculation skills, and therefore recommendations were drawn: The schools may develop and implement focused remedial instruction in basic mensuration and calculation for learners from low-income backgrounds. These programs should be differentiated, practical, and contextualized to everyday life to increase relevance and retention. The Department of Education and school heads may ensure that all learners, especially those from economically disadvantaged families have access to appropriate learning materials and digital tools that can reinforce measurement and calculation skills both in school and at home. The parents or guardians may attend workshops or information drives that impower them to support mathematical learning at home, even with limited resources. The community-based learning sessions may also be facilitated to extend learning beyond the classroom. May provide encouragement with the use of low-cost, game-based learning and manipulatives in teaching basic math concepts. Strategies such as these may shown to improve learner engagement and conceptual understanding, especially for those who struggle with abstract computations. May provide professional development opportunities for TLE and Math educators to adopt inclusive strategies that account for learners’ socio-economic diversity, emotional needs, and varying levels of foundational skills acquisition. Ignatian International Journal for Multidisciplinary Research Vol 4 No 5 May 2026 www.icceph.com

  generalrecommendationsevidence 5/5
  Keywords: learning based basic calculation skills learners mensuration school especially home provide math strategies lowest result
• Girls and Mathematics: A Report of the Joint Mathematical Education Committee of the Royal Society and the Institute of Mathematics and its Applications (1987) · Teaching Mathematics and its Applications An International Journal of the IMA · doi

  the the work of These observations (which are considered in more detail in the full report) have specific following implications for groups: classroom teachers, primary head- teachers and mathematics coordinators, secon- dary school heads of mathematics departments, secondary school headteachers, LEA advisers for mathematics, teacher trainers, examination groups, educational publishers, industry and commerce, and parents. The following recom- mendations are made variously to one or more of the groups above. teachers will (i) Positive expectations of girls in their mathematics by foster positive attitudes to the subject from girls. (ii) Expect girls as well as boys to be able to complete a mathematical problem that involves applied as well as arithmetical aspects, and praise them accordingly. Allow all pupils to experience success rather than failure in the subject, (iii) Encourage girls to use constructional toys, apparatus and equipment (e.g. Technical Lego and wheeled vehicles) that will develop visuo-spatial skills, (iv) Use mathematics textbooks in which girls as well as boys are shown actively using mathematics in pleasure and employment. Write to publishers when books show bad practice. (v) Introduce problem-solving skills and an experimental approach to mathematics early through group work and cooperative teaching styles, and avoid a right versus wrong approach. Encourage all pupils to talk about mathematics and attempt to listen to each other so as to bring a "social" (perceived as "female") element to the teaching. (vi) Avoid praising neatness and tidiness in girls' work for its own sake; do not confuse neatness with clarity of thought. (ix) Encourage women teachers to participate fully in in-service training opportunities and for portraying themselves as confident and happy with mathematics. responsibility take more to (x) Draw attention to women who use and to women and enjoy mathematics mathematicians. (xi) Bear in mind the value of an enthusiastic woman mathematician in the school when recruiting staff. the that teachers collectively (xii) Ensure identify the problem of the underpar- ticipation and underachievement of girls in mathematics. (xiii) Where possible select non-sexist ex- amination questions. Consider the asses- sability of the context to different groups of pupils. Internal examinations should be to balanced or neutral with respect gender. Discourage multiple choice assessment. (xiv) Where possible the sixth-form timetable to accommodate an should be able A-level mathematics option with a broad range of A-level subject options. (xv) In-service training courses for mathe- matics teachers should be designed with regard to an over-all equal opportunity programme. D o w n l o a d e d f r o m h t t p : / / t e a m a t . o x f o r d j o u r n a l s . o r g / a t C a r l e t o n U n i v e r s i t y o n J u n e 1 3 , 2 0 1 5 (xvi) Firmly discourage the attitude that math- ematics is a "male" subject. (xvii) Promote the vital importance of mathe- matics to all children and draw attention to the mathematics used in tasks around the home.

  generalrecommendationsevidence 5/5
  Keywords: mathematics girls teachers groups subject school well problem pupils encourage women following publishers positive boys
• The effect of the t-qual model on student’s mathematics interest: Mediated by student’s mathematics perceptions (2026) · Journal of Mathematics and Science Teacher · doi

  The study’s findings lead to the following recommendation: 1) Heads of teachers should ensure that mathematics teachers are well trained in the subject area and are well equipped to teach the subject. 2) Teacher must have the necessary academic qualifications, attend workshops and seminars on capacity building, and be willing to learn new methods of teaching mathematics. 3) Mathematics teachers consider students’ interests when teaching mathematics.

  generalrecommendationsevidence 5/5
  Keywords: mathematics teachers well subject teaching lead following recommendation heads ensure trained area equipped teach teacher
• Assessing Student's Difficulties in Applying Mathematical Knowledge to Practical Problem Solving at Natatas National High School (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Based on the findings of the study, teachers are encouraged to implement instructional strategies and activities that strengthen students’ comprehension, computation, formulation, and interpretation skills in mathematics. Schools may provide additional support and learning opportunities that enhance students’ mathematical reasoning and practical problem-solving abilities. Students are also encouraged to actively participate in activities that improve their understanding and application of mathematical knowledge in real- life situations. These recommendations aim to improve students’ overall performance and problem-solving skills in mathematics.

  generalrecommendationsevidence 5/5
  Keywords: students encouraged activities skills mathematics mathematical problem solving improve based teachers implement instructional strategies strengthen
• Effectiveness of Realistic Mathematic Education and Jigsaw Assisted by Traditional Game Dakon on Numeration Ability and Learning Interest of Elementary School Students (2026) · Elicit Journal of Education Studies · doi

  The study recommends that elementary school teachers integrate the Realistic Mathematics Education (RME) approach supported by traditional games such as Dakon into mathematics instruction to improve students' numeracy skills and learning interest. School administrators should also provide professional development and encourage the adoption of contextual and culturally responsive teaching strategies. Study Limitation and Future Research Considerations This study was conducted in only two elementary schools in the Kartini Cluster, Trangkil District, using fifth-grade the study focused solely on the students, which may limit mathematics topics of Greatest Common Divisor (GCD) and Least Common Multiple (LCM) and employed a quantitative design without exploring students' and teachers' experiences in depth. Future studies should involve larger and more diverse samples from different regions and educational levels to enhance the generalisability of the the findings. In addition, the generalisability of

  generalrecommendationsevidence 5/5
  Keywords: mathematics students elementary school teachers future common generalisability recommends integrate realistic education approach supported traditional
• Casey’s error analysis and GeoGebra-assisted scaffolding to remediate high school students’ error in solving mathematical story problems: a grounded theory study (2026) · Education and Information Technologies · doi

  There are several recommendations that can be made to different parties, particularly those involved in Math Education. Firstly, educators, especially math teachers, are encouraged to utilize this research as a reference material for conducting remedial programs aimed at addressing students’ errors in solving mathematical story prob- lems (MSP). Secondly, researchers are advised to consider this research as a foun- dational reference that paves the way for further exploration of themes related to student error analysis and the scaffolding necessary to remediate and overcome stu- dents’ errors in mathematical problem-solving. In the future, studying gender differ- ences (excluded factors in this study) in solving MSP could offer valuable insights. In addition, develeloping error analysis software/program can enhance practicality and reduce time consumption. Lastly, the government, particularly the Ministry of Pri- mary and Secondary Education, is urged to develop a comprehensive and impactful remedial program to address and overcome students’ errors and learning difficulties in school. Additionally, it is recommended that the GeoGebra-assisted scaffolding strategy model presented in this study be used as a pilot project (hypothetical learning trajectory/HLT) for developing a remedial program (learning trajectory) to address and overcome students’ errors and difficulties in solving mathematical problems dur- ing mathematics learning in schools. Education and Information Technologies (2026) 31:3947–40021 3Appendix 1 3991 Table 12 Definition of terms used in scaffolding

  generalrecommendationsevidence 5/5
  Keywords: errors solving learning education remedial students mathematical scaffolding overcome program particularly math reference error address

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