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Open research questions in Mathematics Education and Teaching Techniques

1,084 gap statements mined from Mathematics Education and Teaching Techniques papers in our 7.9M-paper local library, which holds 14,618 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

  • The study identifies the need for pre-service mathematics teachers to develop their skills in using different proof methods.

    Examining the proving processes of pre-service middle school mathematics teachers · 2026 · DOI

  • The limited availability of empirical evidence on UDL implementation in primary mathematics education. The need to address contextual challenges and enabling factors that influence UDL implementation in primary mathematics education.

    Universal design for learning in primary mathematics education: a systematic review and evidence-informed integrative framework · 2026 · DOI

  • The lack of a comprehensive framework to guide UDL implementation in primary mathematics education. The need to synthesize empirical evidence on UDL implementation in primary mathematics education. The limited understanding of the effects of UDL implementation on educational outcomes in primary mathematics education.

    Universal design for learning in primary mathematics education: a systematic review and evidence-informed integrative framework · 2026 · DOI

  • The study notes that the observed associations should be interpreted as exploratory rather than causal due to the lack of control for confounding variables.

    Attained Curriculum in Japanese Elementary School Arithmetic and Junior High School Mathematics: An Alignment Analysis of the National Assessment of Academic Ability · 2026 · DOI

  • Limited awareness of ChatGPT among mathematics teachers. Infrequent utilisation of ChatGPT in mathematics teaching. Need for customisation to accommodate diverse learning styles.

    Exploring the Integration of Artificial Intelligence-Based ChatGPT into Mathematics Instruction: Perceptions, Challenges, and Implications for Educators · 2024 · DOI

  • The paper identifies the challenge of incorporating technology into mathematics instruction due to limited availability of professional development opportunities for teachers. The authors highlight the challenge of attracting, educating, and retaining a STEM workforce.

    Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development · 2024 · DOI

  • There is a need for translational research to bridge the gap between psychological, neuroscientific, and narrow-focused educational research and teaching practice in schools.

    Embodied Learning in Early Mathematics Education: Translating Research into Principles to Inform Teaching · 2024 · DOI

  • The ability to formulate problems is not frequently developed in teaching practices. There is a need to develop different literacies, including Financial Literacy and Consumer Literacy, in primary school students. The connection between Financial Education and Consumer Education with other areas of the curriculum is not often established.

    Problem Posing and Problem Solving in Primary School: Opportunities for the Development of Different Literacies · 2024 · DOI

  • The study aims to explore the potential of AI object-recognition in supporting children's learning of mathematics. The researchers recognize the need for further research to understand the implications of using object-recognition technology in mathematics education.

    The Promise of AI Object-Recognition in Learning Mathematics: An Explorative Study of 6-Year-Old Children’s Interactions with Cuisenaire Rods and the Blockplay.ai App · 2024 · DOI

  • The study faced the challenge of revealing the relationships between the subcomponents of TPACK, which are tightly interconnected and multi-layered. The research had to address the issue of teachers struggling to transfer their pedagogical expertise into their lessons when they lack proficiency in technology.

    Science and Mathematics Teachers’ Integration of TPACK in STEM Subjects in Qatar: A Structural Equation Modeling Study · 2024 · DOI

  • The study does not explicitly state the research gap, but it investigates preservice high school teachers' self-efficacy in teaching mathematics, which may be an underexplored area.

    An Investigation of High School Preservice Teachers’ Self-Efficacy in Teaching Mathematics · 2024 · DOI

  • One challenge identified is the need for teacher candidates to develop intentional effort to implement mathematics discourse, particularly if they had negative experiences with discourse as students. Another challenge is the need to build connections between student ideas, which can be difficult for teacher candidates who thrive in lecture-oriented classrooms.

    Mathematics Discourse in Secondary Teacher Candidates’ Lessons: A Mixed Methods Analysis · 2024 · DOI

  • The lack of emphasis on different approaches to interpreting percentage expressions in primary education. The need for a pedagogy that develops students' conceptual understanding of mathematical concepts.

    Mastery of the Concept of Percentage and Its Representations in Finnish Comprehensive School Grades 7–9 · 2024 · DOI

  • The limited effectiveness of teacher professional development in contributing to significant changes in mathematics instruction or student learning is a significant gap. The paper also highlights the need for a culture of inquiry and pedagogically productive talk in teacher learning.

    Beyond Traditional Lesson Study: How Mathematics Studio Supports Generative Teacher Learning · 2024 · DOI

  • Further research could investigate the effect of the triangle drawing on students' performance in other mathematical problems. The study could be replicated with a larger sample size and different populations. Other factors that may influence the students' performance could be considered.

    Students’ Epistemological Framings When Solving an Area Problem of a Degenerate Triangle: The Influence of Presence and Absence of a Drawing · 2024 · DOI

  • The gap is in understanding how the presence or absence of a drawing influences students' problem-solving processes.

    Students’ Epistemological Framings When Solving an Area Problem of a Degenerate Triangle: The Influence of Presence and Absence of a Drawing · 2024 · DOI

  • The present paper uses subject matter reconstruction as a theory-informed, criteria-guided analytic procedure to make explicit which content-related knowledge elements are warranted for coherent teaching of the LLN and how these elements can be connected.

    Subject matter reconstruction in probability: identifying core knowledge elements for secondary mathematics teachers through the laws of large numbers · 2026 · DOI

  • The study is delimited to secondary school mathematics teachers within the Nsukka Education Zone of Enugu State, Nigeria, - The study employed a stratified random sampling technique, - The sample size is limited to 80 mathematics…

    Exploring the Integration of Artificial Intelligence-Based ChatGPT into Mathematics Instruction: Perceptions, Challenges, and Implications for Educators · 2024 · DOI

  • Further research could explore the development of different literacies in other contexts, - Investigating the impact of problem posing and problem solving on students'…

    Problem Posing and Problem Solving in Primary School: Opportunities for the Development of Different Literacies · 2024 · DOI

  • No specific future research directions were stated - However, the study highlights the need to investigate the relationships between sub-dimensions of TPACK…

    Science and Mathematics Teachers’ Integration of TPACK in STEM Subjects in Qatar: A Structural Equation Modeling Study · 2024 · DOI

  • Investigating the relationship between self-efficacy and student outcomes. Examining the impact of professional development on preservice teachers' self-efficacy. Studying the differences in self-efficacy between male and female preservice teachers.

    An Investigation of High School Preservice Teachers’ Self-Efficacy in Teaching Mathematics · 2024 · DOI

  • Further research could investigate the long-term effects of the PrimeD framework on teacher candidates - Research could explore the impact of mathematics discourse on student learning…

    Mathematics Discourse in Secondary Teacher Candidates’ Lessons: A Mixed Methods Analysis · 2024 · DOI

  • The need to support all students to engage in mathematics, - The lack of equitable distribution of opportunities to learn across subgroups of students, - The challenge of transferring learnings from innovative professional development settings…

    Teachers’ Mixed Implementation of Mindset Mathematics Practices During and After a Novel Approach to Teacher Learning · 2024 · DOI

  • Conduct analysis based on school-level aggregation - Verification through multilevel analysis that nests students…

    Attained Curriculum in Japanese Elementary School Arithmetic and Junior High School Mathematics: An Alignment Analysis of the National Assessment of Academic Ability · 2026 · DOI

  • Innovative professional development efforts outside of the school year, - Incremental…

    Teachers’ Mixed Implementation of Mindset Mathematics Practices During and After a Novel Approach to Teacher Learning · 2024 · DOI

Most-cited papers in Mathematics Education and Teaching Techniques

Most recent work

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Open questions raised by papers listed on this page include: (1) The lack of a comprehensive framework to guide UDL implementation in primary mathematics education (“Universal design for learning in primary mathematics education: a systematic…”, 2026); (2) The study notes that the observed associations should be interpreted as exploratory rather than causal due to the lack of control for confounding variables (“Attained Curriculum in Japanese Elementary School Arithmetic and Junior High…”, 2026); (3) There is a need for translational research to bridge the gap between psychological, neuroscientific, and narrow-focused educational research and teaching practice in schools (“Embodied Learning in Early Mathematics Education: Translating Research into…”, 2024); (4) There is a need to develop different literacies, including Financial Literacy and Consumer Literacy, in primary school students (“Problem Posing and Problem Solving in Primary School: Opportunities for the…”, 2024); (5) The lack of emphasis on different approaches to interpreting percentage expressions in primary education (“Mastery of the Concept of Percentage and Its Representations in Finnish…”, 2024). 1,084 gap statements have been mined from Mathematics Education and Teaching Techniques papers in our 7.9M-paper local library, which holds 14,618 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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