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Open research questions in Mathematics Education and Pedagogy

390 unresolved questions extracted from the limitations and future-work sections of 2,949 Mathematics Education and Pedagogy papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Understanding the long-term effects and the adaptation of design-based evaluations in various cultures and educational contexts warrants further study.

    Development of an instrument to measure students’ and teachers’ perceptions of understanding by design-based mathematics learning evaluation in inclusive schools · 2025 · DOI

  • Mathematics learning often lacks connections to students' cultural contexts, limiting the development of numeracy skills. There is a need to develop approaches that integrate local cultural contexts to support the development of numeracy skills.

    Enhancing elementary students’ numeracy skills through a Ngadhu Bhaga ethnomathematics-based learning approach · 2026 · DOI

  • Although the findings of this study indicate positive outcomes from the implementation of the Ngadhu Bhaga ethnomathematics-based learning approach, several limitations should be considered. The study involved a relatively small group of participants drawn from a single elementary school, which means that the results may not fully represent conditions in other schools or cultural settings. Differences in cultural backgrounds, educational environments, and teaching practices may influence how similar approaches function in other contexts. In addition, the learning intervention was conducted within a limited time frame, making it difficult to observe the long-term influence of the approach on students’ numeracy development. The focus of the study was also limited to numeracy skills, so other aspects of mathematical competence were not examined in detail.

    Enhancing elementary students’ numeracy skills through a Ngadhu Bhaga ethnomathematics-based learning approach · 2026 · DOI

  • The limited understanding of the relationship between PBL and mathematical literacy. The need to explore the mediating roles of self-confidence and mathematical resilience in the relationship between PBL and mathematical literacy.

    Exploring the mediating roles of self-confidence and mathematical resilience in the relationship between problem-based learning and students’ mathematical literacy · 2026 · DOI

  • Despite the contributions of this study, several limitations should be acknowledged. First, the study was conducted within a limited educational context involving students from several State Islamic Junior High Schools in one region. As a result, the findings may not fully represent students from different educational settings or grade levels. Second, the research relied primarily on quantitative data obtained through tests and questionnaires. Although these instruments provide useful information about students’ performance and perceptions, they may not fully capture the complexity of students’ learning experiences during the implementation of Problem-Based Learning. Future studies may benefit from incorporating qualitative data, such as classroom observations or interviews, to gain a deeper understanding of how students develop confidence and resilience during mathematics learning.

    Exploring the mediating roles of self-confidence and mathematical resilience in the relationship between problem-based learning and students’ mathematical literacy · 2026 · DOI

  • Mathematics achievement remains a persistent challenge in Indonesia. Developing critical thinking skills in students is a challenge. Creating learning environments that support the development of critical thinking, self-efficacy, and metacognitive awareness is a challenge.

    Determinants of Students’ Mathematics Achievement: The Roles of Critical Thinking, Self-Efficacy, and Metacognitive Awareness Through Achievement Motivation · 2026 · DOI

  • The study only examined the relationships among critical thinking, self-efficacy, metacognitive awareness, achievement motivation, and mathematics achievement among eighth-grade students. The sample size was limited to 121 students.

    Determinants of Students’ Mathematics Achievement: The Roles of Critical Thinking, Self-Efficacy, and Metacognitive Awareness Through Achievement Motivation · 2026 · DOI

  • The study identifies a gap in the existing research on the influence of the Discovery Learning Model on Mathematical Communication Skills. The study aims to fill this gap by analyzing the influence of the Discovery Learning Model on the Mathematical Communication Skills of Class X Students.

    The Effect of Discovery Learning on the Mathematical Communication Skills in Class X Students · 2026 · DOI

  • The study was conducted on only one material (Two-Variable Linear Inequality) with a single class (Class X at SMA Negeri 4 Pematangsiantar), limiting generalizability to other mathematical topics and educational…

    The Effect of Discovery Learning on the Mathematical Communication Skills in Class X Students · 2026 · DOI

  • The low level of students' mathematical representation skills is thought to be influenced by limited conceptual understanding and difficulties connecting mathematical ideas.

    The Influence of Mathematical Comprehension and Connection Abilities on Students' Mathematical Representation Ability · 2026 · DOI

  • The paper does not discuss potential causal mechanisms or theoretical frameworks explaining why mathematical comprehension ability (β=0.719) has a stronger contribution than mathematical connection ability (β=0.481).

    The Influence of Mathematical Comprehension and Connection Abilities on Students' Mathematical Representation Ability · 2026 · DOI

  • Traditional teaching methods may not be effective in optimizing mathematical communication skills and problem-solving abilities. There is a need for alternative strategies, such as PBL integrated with e-learning, to improve these skills.

    Implementasi Problem Based Learning Terintegrasi E-Learning terhadap Keterampilan Komunikasi dan Kemampuan Pemecahan Masalah Matematika Siswa SMA: Studi Literatur · 2026 · DOI

  • Calculus education often struggles to provide students with a deep understanding and meaningful connections to real-world applications. Traditional teaching methods often place the teacher at the center, heavily focused on equipping students with formulas and pre-solved examples.

    The effectiveness of applying realistic mathematics education approach with the support of GeoGebra software (RME-SBG) in teaching calculus for high school students: A case of teaching the concept of derivatives · 2026 · DOI

  • Further studies could examine the comparative effectiveness of the RME-SBG model for teaching other advanced mathematical concepts beyond derivatives to determine its broader utility in mathematics education.

    The effectiveness of applying realistic mathematics education approach with the support of GeoGebra software (RME-SBG) in teaching calculus for high school students: A case of teaching the concept of derivatives · 2026 · DOI

  • Future research should investigate the long-term effects of mathematical representation-based remedial learning on algebraic misconceptions. Future research should explore the effectiveness of different types of remedial learning interventions on algebraic misconceptions.

    Restructuring Conceptual Understanding: The Efficacy of Representation-Based Remedial Learning on Algebraic Misconceptions · 2026 · DOI

  • The study identifies a gap in the literature on the effectiveness of mathematical representation-based remedial learning on algebraic misconceptions. The study highlights the need for more research on the types of misconceptions that persist after the intervention.

    Restructuring Conceptual Understanding: The Efficacy of Representation-Based Remedial Learning on Algebraic Misconceptions · 2026 · DOI

  • The study uses a single subject for each category, which is a limitation. The findings are not intended to generalize fixed patterns across gender groups or cognitive styles. Further research is recommended that involves more diverse participants or uses mixed-method designs.

    The Limits of Cognitive Preferences: How Gender and Conceptual Understanding Shape Mathematical Representations · 2026 · DOI

  • Further research is recommended that involves more diverse participants or uses mixed-method designs. The study's findings suggest the need for more research on the development of effective mathematics curricula that accommodate different learning styles.

    The Limits of Cognitive Preferences: How Gender and Conceptual Understanding Shape Mathematical Representations · 2026 · DOI

  • The gap between procedural understanding and meaningful learning in mathematics. The challenge of promoting meaningful conceptual understanding rather than procedural proficiency alone.

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

  • The study identifies a gap in the literature on the relationship between learning independence and mathematical reasoning skills. The study aims to fill this gap by examining the mathematical reasoning ability of eighth-grade students in relation to their learning independence.

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

  • Many learners struggle to translate learned procedures into effective problem-solving strategies. The study identifies a gap in the development of instructional materials and teaching strategies that promote deeper understanding and meaningful engagement with mathematical concepts.

    Multisensory Approach and Problem Solving Proficiency in Business Mathematics · 2026 · DOI

  • Future studies can examine the impact of mathematical communication on student learning outcomes. Research can be conducted to develop instructional strategies that promote mathematical communication. The study's findings can be used to guide future research in mathematical communication.

    Mathematical Communication in Mathematics Education: Productivity, Impact, and Emerging Themes from a Bibliometric Perspective · 2026 · DOI

  • A systematic overview of research trends and scholarly influence in mathematical communication is limited. There is a need to examine the research landscape of mathematical communication in mathematics education.

    Mathematical Communication in Mathematics Education: Productivity, Impact, and Emerging Themes from a Bibliometric Perspective · 2026 · DOI

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390 open questions have been extracted from the limitations and future-work passages of 2,949 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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