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Open research questions in Mathematics Education and Pedagogy

125 unresolved questions extracted from the limitations and future-work sections of 2,865 Mathematics Education and Pedagogy papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • 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.

    Assessing Student's Difficulties in Applying Mathematical Knowledge to Practical Problem Solving at Natatas National High School · 2026 · DOI

  • classroom implementation rather than a procedure conducted in the present study. should be understood future for In relation to spatial ability, interpreting the elevation angle has potential relevance to students’ spatial orientation. Students need to understand their position as observers, identify the location of the hilltop, determine the viewing direction, and recognize the relationships among height, distance, and angle. Makamure & Jojo (2021) emphasize that visual-spatial skills contribute to the interpretation and application of spatial models in mathematics. Accordingly, the conceptual elevation-angle model of Sanghyang Dora Hill may support students in reading a spatial situation from a particular viewpoint and translating into a two-dimensional geometric representation.

    AN ETHNOMATHEMATICS STUDY OF SANGHYANG DORA HILL AS A GEOMETRY LEARNING CONTEXT TO DEVELOP STUDENTS' SPATIAL ABILITIES · 2026 · DOI

  • Therefore, future research is recommended to involve a larger sample, use a stronger experimental design such as a true experiment, and examine other variables such as learning outcomes, student engagement, or critical thinking skills. First, the sample size was relatively small, consisting of only 21 students, so the generalization of the research findings remains limited.

    <b>The Effect of Using Wayground Media on Improving the Learning Motivation of Fifth-Grade Elementary School Students in Learning Fractions</b> · 2026 · DOI

  • Conclusion This paper has investigated how Dagbani-English bilingual education impacts the performance of senior high school learners in Tamale Metropolis in mathematics. The results show clear and stable evidence that bilingual teaching is seen as positive in terms of its effect on students studying performance-related all mathematics. measures, their that complained conceptual knowledge, problem-solving skills, confidence in responding to questions, and performance in tests were better when Dagbani was applied together with English.

    The Impact of Dagbani-English Bilingual Instruction on the Mathematics Performance of the Senior High School Students in Tamale Metropolis in Ghana · 2026 · DOI

  • PraBİDical Assessment, Research & Evaluation, 10(7), 1-9. Çetin, İ., Otu, T., & Oktaç, A. (2020). Adaption of the Computational Thinking Test into Turkish. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(2), 343-360. Dagienė, V., Pelikis, E., & Stupurienė, G. (2015). Introducing computational thinking through a contest on informatics: Problem-solving and gender issues. Information Sciences/Informacijos Mokslai, 73. Dagienė, V., Futschek, G., & Stupurienė, G. (2019). Creativity in solving short tasks for learning computational thinking. Constructivist Foundations, 14(3), 382–396. Diamantopoulos, A., & Siguaw, J. A. (2006). Formative versus reflective indicators in organizational journal of illustration. British measure development: A comparison and empirical management, 17(4), 263-282. Dolmacı, A., & Akhan, N. E. (2020). Bilişimsel Düşünme Becerileri Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Itobiad: Journal of the Human & Social Science Researches 9(3). Ertugrul-Akyol, B. (2019). Development of computational thinking scale: Validity and reliability 421-432.

    The Turkish Adaptation of the Computational Thinking and Programming Tools in Mathematics Education Scale (CTEMS): A Validity and Reliability Study · 2026 · DOI

  • According to Ali & Hartono (2024), creative mathematical thinking is characterized by the cognitive capacity to find solutions to problems without being limited to a single method.

    Effect of Problem-Based Learning Supported by PLEXA Media on the Mathematical Creative Thinking Skills of Fifth-Grade Elementary School Students · 2026 · DOI

  • It is not yet known whether other countries also have a similar topic on the influence/impact/effectiveness of ethnomathematics- based learning on students' mathematical representations, but as far as the search has been conducted, researchers have found only studies from Indonesia, both in Indonesian and in English.

    The Effectiveness of Ethnomathematics-Based Learning on Students’ Mathematical Representation in Indonesia: A Meta-Analysis Study · 2026 · DOI

  • Given the said results and discussion, the current article recommends raising the level of including digital culture skills in mathematics textbooks due to their importance in the age of technology and including the content of the ninth-grade mathematics textbook with activities and life situations that encourage creative thinking and teamwork. Other key recommendations are reflected in implementing training courses that help mathematics teachers integrate 21st-century skills in implementing lessons and classroom activities in mathematics classes and conducting comparative studies between the content of mathematics textbooks for the basic stage in Jordan with developed countries in the Arab World in mathematics education to determine the availability of 21st-century skills in those textbooks. Author contributions: ONM: investigation, data collection; YW: conceptualization, methodology, supervision; RAG: data analysis, validation; SK: research design, methodological framework; TJ: writing – review & editing; FT: resources, technical support. All authors jointly contributed to the interpretation of results, reviewed the final manuscript, and approved the submitted version.

    21st-century skill integration in Jordanian 9th-grade mathematics textbook · 2026 · DOI

  • Based on the findings of the study, the following recommendations are made. 1). Mathematics teachers should be encouraged to use TEPAC instructional strategy in teaching to improve students‟ achievement. 2). Government, NGOs and school managers should organize workshops, seminars and conferences regularly to train teachers on innovative strategies of teaching mathematics such as TEPAC. 3). Student-centered instructional strategies such as TEPAC should be incorporated in preservice teachers‟ curriculum by curriculum planners. 122 International Journal of Education and National Development | ISSN: 3027-0626 Vol.

    Effect of Teach-Pause-Check Instructional Strategy on Students’ Achievement and Knowledge Retention in Mathematics · 2026 · DOI

  • Therefore, future research could investigate teachers’ use of visual strategies in pattern-related instruction, as well as their awareness of the strengths and limitations of such strategies, in order to better understand how classroom practices support or constrain students’ visual reasoning. As students’ opportunities to engage with visual strategies are strongly influenced by curriculum materials, future research could focus on comparative examinations of curricula and textbooks across different countries to explore how pattern topics are addressed and which generalization strategies are foregrounded. Araştırma Makalesi / Research Paper Teachers' use of visual strategies for patterning and their awareness of their strengths and weaknesses could be investigated. Sayfa | 442 How different countries' curriculum and textbooks address the topic of patterns and what strategies they include in solving pattern-related problems could be investigated.

    An Investigation of 7th Grade Students’ Use of Visual Strategies in Shape Pattern Problems · 2026 · DOI

  • Future research should focus on PTMC for PTs at the point of entry into MTE; the types of PTMC within and beyond the previously mentioned categories; addressing affective factors such as PTs’ attitudes and what they value and PTs’ ability to reflect on types of beliefs.

    Book review: The evolution of research on teaching mathematics: international perspectives in the digital era · 2026 · DOI

  • It is therefore recommended that: of sciences with a. E-learning should be integrated into the teaching basic concentration in mathematics, since it provides students to participate in the teaching and learning processes that impacts students’ academic achievements. the opportunity b. Secondary schools should be equipped with e-learning facilities or to leverage the potentials of technology instructions in schools.

    Effect of Computer-based Learning Strategies on Secondary School Students’ Mathematics Achievement · 2026 · DOI

  • Second, the study was limited to arithmetic sequences and series. Third, the sample size Firda Novita, Poppy Rachman, and Athar Zaif Zairozie | Effect of a Contextual Teaching and Learning Models Based on Islamic Boarding School Culture on Students’ Understanding of Mathematical Concepts 803 was limited to a single madrasah.

    Effect of a Contextual Teaching and Learning Models Based on Islamic Boarding School Culture on Students' Understanding of Mathematical Concepts · 2026 · DOI

  • 240  p-ISSN: 2721-3374, e-ISSN: 2721-9348 Future research should consider larger and more diverse samples, incorporate digital media or interactive platforms, and evaluate long-term retention and transfer of multiplication skills in similar culturally contextualized settings.

    HYPOTHETICAL LEARNING TRAJECTORY FOR MULTIPLICATION USING RME AND ETHNOMATHEMATICS IN MBRU NIANG TRADITIONAL HOUSE CONTEXT · 2026 · DOI

  • Future studies are recommended to implement local culture-based transdisciplinary learning directly in schools through experimental or developmental research designs, as well as to integrate emerging technologies such as artificial intelligence, augmented reality, and other interactive media into ethnomathematics-based STEAM learning.

    Local Culture-Based Ethnomathematics for Strengthening STEAM Literacy in Transdisciplinary Mathematics Education · 2026 · DOI

  • Teachers in Grade 1 and other early grade levels should regularly use strategically designed worksheets, similar to the SIWs, to reinforce foundational mathematics skills. These worksheets should include scaffolded exercises, visual aids, and step-by-step guided activities to support learners in mastering key concepts such as shapes, whole numbers, and basic operations. 2. School administrators and educators are encouraged to adopt the ADDIE Model when designing instructional materials. Systematic planning covering Analysis, Design, Development, Implementation, and Evaluation which ensures that lessons address learners’ needs, provide structured support, and are assessed for effectiveness. International Journal on Science and Technology (IJSAT) E-ISSN: 2229-7677 ● Website: www.ijsat.org ● Email: [email protected] 3. DepEd should conduct training sessions and workshops for teachers on using scaffolded, research-based interventions and understanding learning theories such as Piaget’s Cognitive Development Theory, Vygotsky’s ZPD, and Bruner’s Constructivist Theory. This equips educators to identify learners’ readiness levels and provide appropriate support within their Zone of Proximal Development. 4. Teachers should implement regular formative assessments to track learners’ proficiency and identify areas that need additional reinforcement. This allows targeted interventions before misconceptions become entrenched, ensuring sustained improvement in foundational mathematics skills. 5. Learning activities should actively involve learners in manipulating numbers, shapes, and problemsolving tasks, rather than relying solely on rote memorization. Using concrete and visual materials fosters deep understanding, builds confidence, and prepares learners for more complex mathematical operations. 6. DepEd may consider incorporating structured intervention worksheets and guided exercises as part of the official Grade 1 mathematics curriculum. By embedding evidence-based instructional tools into regular teaching, schools can systematically improve learners’ numeracy skills and reduce learning gaps early. 7. Teachers should share best practices and collaboratively develop intervention materials based on classroom data. Peer collaboration can improve instructional strategies, promote consistency in scaffolded support, and ensure that all learners benefit from targeted interventions. REFERENCES 1. Adams, G., & Engelmann, S. (1996). Research on direct instruction: 25 years beyond DISTAR. Educational Achievement Systems. 2. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2019). How learning works: Seven research-based principles for smart teaching (2nd ed.). Jossey-Bass. 3. Ambrose, S. A., et al. (2019). Constructivist learning theory and instructional design.

    Strategic Intervention Worksheets and Mathematical Proficiency of Grade 1 Learners · 2026 · DOI

  • strands into a coherent framework for mathematics education in the digital era. The research gaps presented in Table 4 indicate that the existing literature has not yet fully explained how artificial intelligence and digital innovation can be systematically integrated into mathematics learning to foster critical thinking. Although the reviewed studies highlight the potential of digital tools, AI-supported learning, and innovative pedagogical approaches, most of them remain fragmented in terms of theoretical grounding, empirical validation, and classroom implementation. In particular, limited attention has been given to how AI-based learning environments influence students’ mathematical reasoning, argumentation, problem-solving processes, and critical evaluation of mathematical ideas. Therefore, future studies need to move beyond general discussions of digital innovation and provide stronger empirical evidence on how AI can be pedagogically designed, implemented, and evaluated in mathematics classrooms.

    ARTIFICIAL INTELLIGENCE AND DIGITAL INNOVATION IN MATHEMATICS EDUCATION FOR CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW · 2026 · DOI

  • Students with low learning independence demonstrated blank response sheets and poor problem comprehension on questions 2-4; the study does not differentiate whether these failures stem from anxiety, cognitive load limitations, lack of systematic problem-solving strategies, or insufficient foundational statistical knowledge, each requiring distinct instructional solutions.

    An Analysis of Eighth-Grade Students’ of Mathematical Reasoning Ability in Statistics Based on Independent Learning Methods · 2026 · DOI

  • The paper analyzes mathematical reasoning across five criteria (articulating propositions, executing operations, formulating evidence, drawing conclusions, validating arguments) but does not investigate the developmental sequence or prerequisite relationships among these five components—determining whether some must be mastered before others would inform targeted remediation for low-independence students.

    An Analysis of Eighth-Grade Students’ of Mathematical Reasoning Ability in Statistics Based on Independent Learning Methods · 2026 · DOI

  • While the study documents that extrinsic influences (teacher instructional methodology and student evaluations of teaching) affect mathematical reasoning in statistics, it does not experimentally manipulate or systematically compare different instructional approaches to determine which pedagogical strategies most effectively develop learning independence and reasoning skills in statistics.

    An Analysis of Eighth-Grade Students’ of Mathematical Reasoning Ability in Statistics Based on Independent Learning Methods · 2026 · DOI

  • The paper identifies that low learning independence correlates with deficient statistical concept comprehension but does not systematically investigate which specific statistical notions (e.g., probability distributions, hypothesis testing, data interpretation) cause the greatest reasoning failures or require targeted instructional intervention.

    An Analysis of Eighth-Grade Students’ of Mathematical Reasoning Ability in Statistics Based on Independent Learning Methods · 2026 · DOI

  • The study only examined eighth-grade students at a single school (SMP Negeri 6 Banda Aceh) with a limited sample size; the relationship between learning independence and mathematical reasoning ability in statistics needs validation across multiple schools, different grade levels (particularly grades 6-9), and larger, more demographically diverse student populations to establish generalizability.

    An Analysis of Eighth-Grade Students’ of Mathematical Reasoning Ability in Statistics Based on Independent Learning Methods · 2026 · DOI

  • The paper notes decreased success rates for multiplication, division, and combined-operation equations compared to addition and subtraction, but does not provide specific analysis of the procedural misconceptions, conceptual gaps, or cognitive obstacles underlying this differential performance across operation types.

    Profile of Meaningful Learning in Mathematics among Elementary School Students on Number and Operations Topics · 2026 · DOI

  • Reflective ability emerged as the lowest-achieved indicator, yet the study did not investigate which specific reflection strategies, question types, or classroom discussion structures most effectively develop students' ability to explain reasoning and articulate mathematical meaning in number and operations.

    Profile of Meaningful Learning in Mathematics among Elementary School Students on Number and Operations Topics · 2026 · DOI

  • Students' ability to relate number concepts and operations to everyday contexts remains limited, with less than half explaining problems using real-world situations; future research should systematically evaluate which types of contextual problems (buying/selling, fair sharing, quantity calculation) and instructional designs most effectively enhance contextual application in elementary mathematics.

    Profile of Meaningful Learning in Mathematics among Elementary School Students on Number and Operations Topics · 2026 · DOI

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125 open questions have been extracted from the limitations and future-work passages of 2,865 Mathematics Education and Pedagogy papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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