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Open research questions in Mathematics Education and Pedagogy

373 gap statements mined from Mathematics Education and Pedagogy papers in our 7.9M-paper local library, which holds 3,316 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • Further research is needed with larger samples at different levels of education, and combining the PBL and DI integrated with differentiated instruction. This research does not account for other factors that may influence mathematical communication skills, such as learning motivation, interest, social support from classmates and family, which could impact the internal validity of the conclusions drawn.

    Differentiated Instruction in Problem-Based and Direct Instruction: The Moderating Role of Mathematical Disposition on Students’ Mathematical Communication Skills · 2025 · DOI

  • Future studies are recommended to treat AQ as a moderating variable in PBL implemented with digital worksheets at the junior high school level.

    ADVERSITY QUOTIENT DAN PEMECAHAN MASALAH MATEMATIS DALAM PROBLEM-BASED LEARNING BERBANTUAN LIVE WORKSHEET: KAJIAN LITERATUR SISTEMATIS · 2026 · DOI

  • Although prior studies have explored PjBL or Scratch separately, limited evidence exists regarding their combined influence on multidimensional self-efficacy development.

    JOY AS PEDAGOGICAL ENERGY: SCRATCH-ASSISTED PROJECT-BASED LEARNING AND COGNITIVE STYLE IN FOSTERING JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL SELF-EFFICACY · 2026 · 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.

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

  • 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

  • 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 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

  • 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 study faced challenges in identifying relevant articles due to the limited scope of the GARUDA database. The study encountered difficulties in synthesizing the findings of the included articles due to the heterogeneity of the studies.

    Self-Efficacy in Indonesian Mathematics Pedagogy: A Systematic Literature Review · 2026 · DOI

  • There is a need for more diverse methodological approaches in mathematics self-efficacy research. The study highlights a gap in the literature regarding the examination of self-efficacy in different educational contexts.

    Self-Efficacy in Indonesian Mathematics Pedagogy: A Systematic Literature Review · 2026 · DOI

  • The study aims to address this gap by investigating the effect of the RME approach on students' learning outcomes.

    Pengaruh Pendekatan Realistic Mathematics Education terhadap Hasil Belajar Pecahan Senilai Siswa Kelas V SD Negeri 5 Tual · 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 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

  • 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

  • Indonesian students' mathematical reasoning skills remain low, particularly in solving contextual and spatial problems. Mathematics learning is no longer viewed simply as a collection of arithmetic procedures, but rather as a means to develop reasoning, problem-solving, and decision-making skills.

    Enhancing Elementary Students' Mathematical Reasoning through Realistic Mathematics Education: A Quasi-Experimental Study on 3D Geometry · 2026 · DOI

  • A key concern raised by the reviewers was to what extent the proposed indicators derive specifically from the transdisciplinary perspective and could not have been obtained solely…

    Transdisciplinary perspective on problem solving: from didactic suitability in a primary school · 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 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

  • 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

Most-cited papers in Mathematics Education and Pedagogy

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Open questions raised by papers listed on this page include: (1) 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…”, 2026); (2) 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…”, 2026); (3) 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…”, 2026); (4) Future research should investigate the long-term effects of mathematical representation-based remedial learning on algebraic misconceptions (“Restructuring Conceptual Understanding: The Efficacy of Representation-Based…”, 2026); (5) Further research is recommended that involves more diverse participants or uses mixed-method designs (“The Limits of Cognitive Preferences: How Gender and Conceptual Understanding…”, 2026). 373 gap statements have been mined from Mathematics Education and Pedagogy papers in our 7.9M-paper local library, which holds 3,316 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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