Open research questions in Mathematics Education and Teaching Techniques

What the literature leaves open

• Contextualisation of the findings In general, our observations resemble reports on Mozambican classroom practices by Mutemba (2012), who talks about: [… T]raditional practice in classrooms, where the teacher is in the front of the classroom and delivers more or less in the form of a lecture general methods and more specific techniques and formulae. (p. 15) Concerning the use of representation in our study, this corresponds with our result that children’s opportunities to learn by different modes of representation were limited. This finding might be one of the reasons for problems in Mozambican lower primary schools in understanding the concept of multiplication and for low performance in arithmetic in general. to formulate for students One of the main limitations observed was the lack of opportunities their own explanations and justify their answers. Chances to experience modes of representation beyond symbolic (mathematical) notations were almost completely missing. Yet, as long as teaching is based solely on repetition, this method can lead to misconceptions and mechanical learning, without ensuring that students truly understand the concept of multiplication. Furthermore, the lack of peer discussions prevented students from sharing strategies or helping each other, which could have contributed to more collaborative and reflective learning. Practical implications, recommendations and research desiderata The findings of this study have various practical implications for mathematics learning and teaching in Mozambican primary schools and for Mozambican teacher education. Most importantly, the use of concrete objects from children’s everyday lives should play a more prominent role in enhancing the teaching and understanding of multiplication. These manipulatives should be simple, inexpensive and easily translatable into iconic representations (e.g. children’s drawings of rows of stones or bottle cans on strips of 10). This method (in terms of enactively generating bundles of equal cardinality) can help children to grasp multiplication as repeated addition. Furthermore, encouraging peer interaction around multiplicative problems and the use of a wider range of representations can support conceptual understanding.

  Exploring representations of multiplication: A study in Mozambican Grade 3 classrooms · 2026 · DOI

• 849 Despite promising results, however, this review also highlights considerable gaps in existing research that need to be addressed, which include insufficient studies at lower elementary grades, lack of longitudinal studies, methodological limitations that limit causal inferences, insufficient consideration of equity dimensions, and limited knowledge of scalability and sustainability beyond researcher-managed conditions.

  Integration of Realistic Mathematics Education (RME) and GeoGebra in Elementary School Geometry Learning: A Systematic Literature Review · 2026 · DOI

• Research design By addressing the identified gaps in the literature, namely the limited integration of Ethno-RME, literacy, and numeracy within adaptive e-learning systems supported by AI, weaim to design a comprehensive Local Instructional Theory (LIT) that combines cultural relevance with technological innovation [26].

  AI-assisted adaptive geometry e-Learning: Integrating ethno-realistic mathematics education to boost students' numeracy abilities · 2026 · DOI

• In light of the results and conclusions, the following suggestions were put forth: 1. To improve the growth of students’ learning experiences, teachers should establish an appropriate atmosphere for learning. 2. To maintain students’ interest and motivation throughout the learning process, teachers should also broaden their understanding of different teaching techniques. 3. To improve students’ comprehension of topics presented (from concrete to semi-concrete to abstract), teachers should offer lessons using teaching and learning resources. 4. Students should be encouraged to start associations and organizations focused on mathematics and to routinely host a variety of competitions. 5. Regular workshops and conferences are necessary to allow educators to develop new knowledge and approaches to teaching and delivering a range of subjects. Funding: No funding source is reported for this study. Ethical statement: The author stated that the procedure used in this study was approved by the ethical review board of Akenten Appiah- Menka University of Skills Training and Entrepreneurial Development on September, 2024 with approval code: AAMUSTED/AIERC/2024/004, in accordance with the Declaration of Helsinki's standard. Anonymity and confidentiality if respondence were fully considered. AI statement: The author stated that there was no AI tool employed in this study. The author is solely accountable for the data used in the study. Declaration of interest: No conflict of interest is declared by the author. Data sharing statement: Data supporting the findings and conclusions are available upon request from the author. REFERENCES Adunola, O. (2011). The impact of teachers’ teaching methods on the academic performance of primary school pupils in Ijebu - ode local area of Ogun State. Ego Booster Books. 8 / 9 Adu / Journal of Mathematics and Science Teacher, 6(2), em097 Ahmad, M. (2022). Mathematics phobia in students: A concern. Rising Kashmir. http://risingkashmir.com/mathematics-phobia-in- students-a-concern-611a9174- 3fe4-4ef9-a2a6-089e511a4d68 Ayeni, A. J. (2011), Teachers professional development and quality assurance in Nigeria secondary schools. World Journal of Education, 1(2), 143-149. https://doi.org/10.5430/wje.v1n2p143 Barrett, J. L., Denegar, C. R., & Mazerolle, S. M. (2018). Challenges facing new educators: Expanding teaching strategies for clinical reasoning and evidence-based medicine. Athletic Training Education Journal, 13(4), 359-366. https://doi.org/10.4085/1304359 Bhardwaj, B. K., & Pal, S. (2011). Mining educational data to analyze students' performance. International Journal of Advanced Computer Science and Applications, 2(6), 63-69. https://doi.org/10.14569/IJACSA.2011.020609 Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Routledge. https://doi.org/10.4324/9781410606365 Carbonneau, K. J., & Marley, S. C. (2013). Activity-based learning strategies and academic achievement. In J. A. C. Hattie, & E. M. Anderman (Eds.), The international handbook of student achievement (pp. 282-284). Routledge. Chang, Y.-C. (2010). Students’ perception of teaching styles and use of learning strategies [Master’s thesis, University of Tennessee, Knoxville]. http://www.trace.tennessee.edu/utk_gradthes/782 Cuban, L. (2006).

  The efficacy of teachers’ instructional strategy on students’ performance in mathematics · 2026 · DOI

• The study recommends collaboration between novice and experienced geography and mathematics teachers to be able to have a better strategy, such as collaborative teaching, to teach the integration of map skills and calculations appropriately. The findings suggest an urgent need for schools through the Department of Education in South Africa to embrace the enrolment of mathematics for learners who pursue geography as a specialisation. Additionally, Pre-service geography teachers should be accepted into the geography teaching subject programme, taking into consideration the need for mathematics as one of the major subjects. Moreover, teacher training should focus on teaching the basics of teaching mathematics to existing geography teachers in the education system. To better help teachers have a straightforward approach to teaching the integration of Mathematical concepts in teaching map skills and calculations.

  Sakoalia, Kenneth Dam, Joe Adu-Agyem, Dickson Adom, George Nangpaak Duut and Macharious Nabang. “Aesthetic and educational values of Indigenous Sculptures among the Bimoba People of Northern Ghana.” E-Journal of Humanities, Arts and Social Sciences 7, no.4 (2026): 1032 - 1053. https://doi.org/10.38159/ehass.2026746 · 2026 · DOI

• Concurrently, future research should investigate digital interventions for specific additive structures, while developers are urged to design applications grounded in pedagogical frameworks such as Realistic Mathematics Education (RME), ensuring they are both conceptually sound and practically usable.

  Improving foundation phase learners' addition skills using digital interventions: A hermeneutic meta-synthesis · 2026 · DOI

• tool support pre-coding This pilot study examined the potential and limitations of a custom GPT as a human- supervised for mathematics classroom discourse analysis. The findings show that the model aligned more closely with expert judgments in move-type coding and showed provisional promise in assessment-type coding. However, it was less reliable in talk-type coding teachers’ monologic/dialogic orientation, both of which required context- sensitive interpretation of pedagogical purpose, epistemic responsibility, and dialogic openness. and The central contribution of the study is the identification of a recurrent interpretive failure: the model sometimes confused mathematical explanation, teacher questioning, or brief student participation with distributed mathematical responsibility. Therefore, the most defensible conclusion is not that generative AI can replace expert discourse analysts, but that a carefully constrained custom GPT can support preliminary organisation, pre-coding, and selective analytic review under human supervision. Future research should test AI-assisted discourse coding with larger and more diverse datasets, teachers, grade levels, including multiple mathematical topics, and classroom cultures. Further studies should also compare different model configurations, prompting strategies, and coding frameworks in order to determine whether the error patterns identified in this pilot study are model-specific or more general features of large language model performance. researchers and For practical use, teacher educators should treat custom GPT outputs as provisional analytic suggestions rather than final codes. GPT-based pre-coding may be useful for organising classroom transcripts and identifying initial discourse patterns, but categories involving accountable talk, exploratory talk, generative assessment, and monologic/dialogic orientation should remain subject to expert review. Any classroom-based use of such tools should include transparent documentation of prompts, coding procedures, excluded units, and agreement calculations.

  Where a Custom GPT Fails in Mathematics Classroom Discourse Coding: A Pilot Comparison with Expert Judgments · 2026 · DOI

• to enhance Future research should examine teacher noticing across a larger and more diverse sample of teachers the generalizability of findings. Longitudinal studies could explore how teachers’ noticing practices evolve through development. sustained Additionally, integrating classroom observations with analysis of students’ written work may provide a more comprehensive understanding of how teacher noticing operates in practice.

  Teacher Noticing of Students’ Mathematical Thinking in Geometry: A Qualitative Analysis Using the Air Framework · 2026 · DOI

• Based on the research findings, the research offers the following recommendations: 1. Encourage teachers to use digital transformation tools in mathematics education. 2. Conduct more training courses by the Ministry of Education and its directorates for teachers on the use of digital transformation tools in mathematics education. 3. Minimize the challenges of using digital transformation tools in mathematics education. 4. Consider mathematics teachers' recommendations to activate the role of digital transformation tools in mathematics education. 5. The study showed that teachers can use free digital tools to teach math. Curriculum developers can also include these tools in teacher guides and lesson plans.

  Teachers' Views on Digital Transformation Tools in Mathematics Education · 2026 · DOI

• An avenue of future research for this study will be to explore the perspectives of school administrators to obtain a deeper understanding of their perceptions regarding the role of DI, as well as to gain further insight into the challenges they face and the support they would need to create learning environments best suited for their teachers to implement mathematics DI effectively Aldossari, A. T. (2018). The challenges of using the differentiated instruction strategy: A case study in the general education stages in Saudi Arabia. International Education Studies, 11(4), 74-83. https://doi.org/10.5539/ies.v11n4p74 REFERENCES Am, M. A., Hadi, S., Istiyono, E., & Retnawati, H. (2023). Does differentiated instruction affect learning outcomes? 18-33.

  Exploring the Roles School Administrators Can Play in Helping Elementary Teachers Implement Mathematics Differentiated Instruction More Effectively · 2026 · DOI

• In conclusion, this study highlights the challenges of navigating mathematics problemsolving instruction for pre-service teachers in teacher education. While the problems such as the Tower Problem are often seen as highly relevant to pupils, pre-service primary teachers may find themselves mimicking the solutions provided by their university instructors instead of engaging in authentic problem-solving processes. As Bousseau (1997) shows, if the solution of a problem relies too heavily on the educator, genuine mathematical learning cannot occur, and the findings of this study serve as a crucial reminder of the need to strike a balance in teaching approaches, ensuring that students focus on developing their problem-solving skills rather than merely relying on direct formulas as the primary knowledge. Thus, this study underscores implications for teacher education, particularly in comprehending pre-service teachers’ perspectives as learners. The reliance on predetermined solutions highlights the need for ongoing dialogue concerning essential mathematical knowledge (Ambrose, 2004; Weber et al., 2023). Collaborative efforts LUMAT Vol 14 No 1 (2026), 4. https://doi.org/10.31129/LUMAT.14.1.2800 Nyman (2026) 19/22 between mathematicians and educators are crucial (Leikin, Zazkis, & Meller, 2017; Livy, Herbert, & Vale, 2018) and should prioritize the alignment of problem selection to enhance the relevance of content in teacher education. While prior research indicates that problems deemed relevant for specific school grades can also serve as valuable resources in teacher education (e.g., Weber et al., 2023), thereby contributing to pre-service teachers’ understanding of mathematics (Livy, Herbert, & Vale, 2018), the findings of this study raise concerns. Specifically, promoting such problems may inadvertently reinforce an emphasis on instrumental learning, potentially detracting from deeper conceptual understanding. To address these challenges, further studies can go deeper into the learning opportunities presented through problem-solving for pre-service teachers. Research can further explore innovative approaches that encourage critical thinking and foster a more profound engagement with mathematical concepts. Investigating the interplay between problem relevance and pedagogical strategies will be essential for developing frameworks that support meaningful learning experiences. Further, longitudinal studies could provide insights into how pre-service teachers evolve in their understanding of mathematics over time, particularly in relation to their experiences with problem-solving in teacher education programs.

  Navigating challenges in teaching the tower problem · 2026 · DOI

• Future research could explore multimodal reasoning across diverse age groups, educational settings, and mathematical problems to further examine its role in collaborative learning settings. This is consistent with findings showing that guidance from adults is more likely to help young learners gain more extensive and explicit investigated mathematical ideas, particularly when teachers adopt responsive actions like asking open questions or extending mathematical content within the play frame (e.

  Second graders’ multimodal reasoning in playful inquiry-based mathematics activities · 2026 · DOI

• Future research may expand this line of inquiry by examining cross-cultural professional learning in broader educational contexts. Studies involving a larger number of participating teachers from different schools or regions could provide further insights into how inquiry-based teaching practices are interpreted and adapted across diverse educational settings. Future research could also engage with the experiences of teacher educators from both Canada and China, as well as incorporate the perspectives of parents and students, to develop a more comprehensive understanding of how cross-cultural educational exchanges influence teaching, learning, and community engagement. In addition, future studies may explore how cross-cultural reciprocal learning influences teachers’ classroom practices over longer periods. Longitudinal research could provide a deeper understanding of how teachers’ perceptions of inquiry-based learning evolve through sustained international collaboration and professional dialogue.

  Exploring Inquiry-Based Learning in Mathematics Education in the Canada-China Sister School Network: The Perspectives of Chinese Math Specialist Teachers · 2026 · DOI

• The core finding emerging from this study is that it seems worthwhile to consider a complex causality when investigating the effects of various facets of teacher competence. There is already an ongoing discussion in the literature about whether different dimensions of com- petence can compensate for or merely complement each other (Blömeke & Kaiser, 2017; Koeppen et al., 2008). However, the current findings also raise the question of the extent to which the effect of a competence facet on a particular outcome can fundamentally change depending on other dispositions of the teacher. In the case of this study, for instance, by considering the possibility of conjunction, equifinality, and causal asymmetry of the facets of teachers’ dispositions, connections to the selection of high-potential tasks can be revealed (RQ2) that remain invisible in a purely monocausal view focusing on individual factors (RQ1). With regard to the results presented in this paper, one possible interpretation is that cer- tain competence facets of teachers bear fruit for the selection of problem-solving tasks only if others are also developed in a certain way. Simply put, beliefs that are seen as beneficial for promoting mathematical learning alone are of little use if the corresponding mathemati- cal pedagogical content knowledge is lacking, whereas a high level of this knowledge con- tributes to the use of tasks with a high potential for fostering problem-solving competency only if the teacher attaches enough value to such an approach according to his or her beliefs. In order to examine such complex causal (inter)relations, we therefore agree with Cilesiz and Greckhamer (2020) in their assessment that the potential of configurational comparative methods in general and QCA in particular “has yet to be fully harnessed in education” (p. 358). This may prove especially relevant for research on teacher competence as high levels of interconnectedness and interrelations are already assumed on a theoretical level (Philipp, 2007; Reusser & Pauli, 2014; Richardson, 1996; Woolfolk Hoy et al., 2006). In the context of the present study, the focus laid on the inherent potential of the tasks implemented by the teachers to promote students’ complex mathematical skills using prob- lem solving exemplarily. However, this only provides limited information about the extent to which this potential was actually realized in the interaction between teacher, students and the corresponding task (see Sect. 2.1). The question therefore arises as to how the teacher’s 1 3A.-K. Glegola et al. competence facets, individually but particularly in their interplay, promote or hinder the way that the tasks are actually utilized in the classroom and whether or not their potential for mathematical problem solving can be fully exploited. Finally, our findings also call on practitioners to ensure that teacher education and pro- fessional development programs go beyond imparting pure subject-specific pedagogical content knowledge and instead maintain a focus on the link to beliefs that promote the implementation of complex mathematical tasks which may foster higher-order mathemati- cal thinking. Author contributions AKG: Data evaluation and comprehensive data analysis, development of the draft of the manuscript. AJ: Data evaluation and comprehensive data analysis, contributions to the manuscript. NR: Design of the study, data sampling, data evaluation, contributions to the manuscript. JK: Design of the study, secured funding, discussion of the results and contributions to the manuscripts. GK: Design of the study, secured funding, discussion of data evaluation and results, contributions to the manuscripts. Funding Open Access funding enabled and organized by Projekt DEAL. Data availability The data and the material are not available as the participants only allowed us to use their data for internal usage.

  The influence of teachers’ dispositions on their use of mathematical problem-solving tasks: a Qualitative Comparative Analysis based on teachers’ pedagogical content knowledge and beliefs · 2026 · DOI

• In this study, our work with the Teacher-Collaborators focused on creating increasingly refined approximations of building that the research team could study to develop a decom- position of the practice. Studying how this decomposition can be used to facilitate teacher learning about building, however, was beyond the scope of this study and is now the focus of ongoing work. In particular, we are currently working with groups of teachers to study how to best engage them with our conceptualization of building—how to help them learn about the elements and aspects of building, as well as recompose the details into a coher- ent, everyday practice. The early results of this work are encouraging in that we are seeing increasingly good attempts at building over time, suggesting that it is a practice that teachers can learn. We anticipate this research will lead to professional development materials that can be used by other teacher educators, as well as lessons learned from the research that will support their work. In addition, although our research has been grounded in work with expe- rienced secondary school teachers, building can take place in any mathematics classroom. Thus future research might explore nuances of the practice when carried out at other grade A conceptualization of the teaching practice of building1 3 levels or what aspects of the practice might be learned by preservice or novice teachers. It might also focus on understanding teachers’ and students’ experiences in a classroom that regularly engages students in jointly making sense of student contributions. In short, any classrooms where the teacher is attempting to implement building are rich sites for future research around this responsive teaching practice.

  A conceptualization of the teaching practice of building · 2026 · DOI

• In this regard, one limitation of the study was that evaluation of partial and initial aspects of the different subdomains of the MKT model, focusing only on the essential aspects that characterize each subdomain for the different items that comprise the questionnaire.

  Knowledge for teaching early algebra in primary education: Integral analysis from the MKT · 2026 · DOI

• The study delved into the domains and subdomains of the MKT model, revealing that the mathematical knowledge of the pre- service primary school teachers to teach algebra is insufficient, given the average percentage of correct answers (42.

  Knowledge for teaching early algebra in primary education: Integral analysis from the MKT · 2026 · DOI

• Based on the findings of this study, it is recommended that educators incorporate more learner-centered practices into their teaching, drawing from Vygotsky’s Sociocultural Theory. Teachers should aim to foster an environment where learners are actively involved in constructing knowledge, particularly through peer-mediated activities and collaborative problem-solving. The use of questioning should be more exploratory, encouraging learners to reflect on their reasoning and evaluate their understanding. Scaffolding should move beyond direct answers to guiding learners through the process of discovery, allowing them to develop problem-solving skills and independent thinking. Additionally, fostering social interaction among learners through pair and group Machaba & Mangwiro / International Electronic Journal of Mathematics Education, 21(2), em0879 9 / 10 work can enhance collaborative learning and deepen understanding, allowing students to negotiate meaning and share diverse perspectives. Furthermore, professional development programs for teachers should focus on equipping educators with strategies to effectively implement Vygotsky’s concepts in the classroom. Teachers should be trained in using scaffolding techniques that promote metacognitive engagement and encourage peer mediation. This will enable them to shift from a teacher-driven approach to one that values and nurtures learner autonomy and collaborative learning. IMPLICATIONS The findings of this study have several implications for teaching practices and educational policy. First, the shift from teachercentered to learner-centered practices aligns with current trends in education that emphasize the importance of student engagement, critical thinking, and collaborative learning. By adopting a more interactive teaching approach that emphasizes peer collaboration and social interaction, educators can support the development of higher-order thinking skills in students. This shift also aligns with the increasing recognition of the importance of social and emotional learning, as collaborative environments foster communication, teamwork, and problem-solving skills. On a broader scale, the implications of this study suggest that educational systems should move towards more flexible and dynamic teaching methods that allow for individualized learning within a collaborative context. By emphasizing the Zone of Proximal Development and scaffolding, students can be better supported in reaching their full cognitive potential. The study also suggests that educational practices should be continually evaluated and refined, particularly in relation to how teaching strategies facilitate deeper cognitive engagement and peer collaboration. Finally, the shift to a more learner-centered classroom has implications for assessment practices.

  Enhancing mathematics teaching through sociocultural pedagogy: An analysis of teacher questioning using Vygotsky’s framework · 2026 · DOI

• To build on this study, future research could investigate the impact of GeoGebra on different mathematical topics and across various educational levels.

  Comparison of solving systems of linear equations with two variables with classic methods and application software · 2026 · DOI

• The positive impact observed with GeoGebra, Mathway, and similar programs highlights the need for further exploration and adoption of these tools in mathematics education. Future studies should aim to include larger sample sizes and diverse educational settings to confirm these findings and explore the long-term effects of technology-enhanced teaching.

  Comparison of solving systems of linear equations with two variables with classic methods and application software · 2026 · DOI

• That said, further research is warranted to extend our results to additional countries and school systems, and to explore how teachers perceive situational con- straints (Elo & Nygren-Landgärds, 2021) against their enactment of personal auton- omy, and adapt (or not) in relation to other emerging global disruptions, such as global warming and climate issues (Coles et al.

  Teacher autonomy in changing the teaching of statistics and mathematics during times of disruption: a multi-country study · 2026 · DOI

• Our study suggests several possibilities for future research. Investigating a larger group of elementary teacher candidates across regional and international contexts might offer broader insights. Future work might also explore ways to address all pro- spective teachers’ questions within course time—such as using small group responses to facilitate whole-class sharing, providing mathematics teacher educators a clearer view of peer-to-peer advice. Research might also examine how these teachers imple- ment peer advice during practicum experiences and reflect on its effectiveness. Addi- tionally, investigating other types of questions prospective/early career teachers have could inform the design of methods and content courses. Finally, a review of national and international mathematics methods courses may be a worthy line of research to investigate to learn if other mathematics teacher educators use the practice of having prospective teachers ask and respond to each other’s questions about teaching math- ematics and if/how they establish communities of practice in their courses. Surveying and interviewing mathematics teacher educators could also be a way to investigate this practice.

  Learning from the questions and advice of prospective and early career elementary mathematics teachers · 2026 · DOI

• Investigating spatial reasoning in elementary mathematics textbooks:…1 3 While our analysis offers important insights, a limitation of this study is its focus on a single textbook series, i-Ready. Understanding gaps in research networks: Using spatial reasoning as a window into the importance of networked educational research.

  Investigating spatial reasoning in elementary mathematics textbooks: an expanded ELPSA framework approach · 2026 · DOI

• The LCM provides a suitable framework to inform further research into how students’ self-determination can be satisfied across diverse lesson structures (e.

  Optimizing learning conditions for self-determination in primary mathematics education: A theoretical perspective · 2026 · DOI

• Within the scope of the present study, the following recommendations are offered to readers based on the difficulties and misconceptions identified regarding exponential expressions. Various di ffi culties and misconceptions related to exponential expressions are common problems encountered in mathematics learning. Therefore, studies conducted through similar case-based examples may allow for a more detailed analysis of students’ perceptions and learning processes in this area. For instance, errors arising from situations in which students rely on memorization rather than conceptual understanding of exponential expressions may be examined across different student groups, and the findings obtained may contribute to the existing literature. Such studies may also support teachers in developing solution strategies for situations they may encounter in classroom practice. To deepen the fi ndings of the study and enrich the data obtained, semi-structured interviews may be conducted with participants. In particular, preservice teachers may be encouraged to express verbally their instructional strategies related to exponential expressions, how they address student errors, and the experiences they encounter during this process. This approach would allow for the integration of both quantitative and qualitative dimensions of the research, thereby providing a more comprehensive perspective. In addition to exponential expressions, it is recommended that other topics within the mathematics curriculum in which students experience difficulties or frequently develop misconceptions be investigated. Topics such as fractions, ratio and proportion, algebraic expressions, and geometry are among the areas in which students commonly struggle during the learning process. Research focusing on these topics would not only address difficulties related to specific content areas but also contribute to a broader understanding of challenges in mathematics education. Although the present study was conducted with preservice mathematics teachers, which constitutes an important starting point, it is recommended that future research expand its scope to include in-service mathematics teachers. The classroom experiences of practicing teachers and the insights they gain through direct interaction with students may yield more realistic and practical findings regarding instructional processes. Moreover, such studies may provide opportunities to compare the perspectives of preservice and in-service teachers, thereby contributing to the evaluation of the effectiveness of teaching methods and approaches used in mathematics instruction. In conclusion, studies addressing difficulties and misconceptions related to exponential expressions can serve as valuable guides not only for this topic but also for improving instructional processes in other areas of mathematics. In particular, research conducted using diverse data collection methods and involving varied participant groups may shed light on the development of more effective strategies for mathematics teaching.

  Solution proposals of preservice mathematics teachers regarding the cases of 3⁻²·5³ = 15⁻⁶ and 12⁸: 6² = 2⁴ · 2026 · DOI

Most-cited papers in Mathematics Education and Teaching Techniques

• Learning and transfer: A general role for analogical encoding. · Journal of Educational Psychology · 2003 · 540 citations
• ChatGPT: A revolutionary tool for teaching and learning mathematics · Eurasia Journal of Mathematics Science and Technology Education · 2023 · 348 citations
• Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis · Review of Educational Research · 2008 · 243 citations
• Expanding on prior conceptualizations of teacher noticing · ZDM · 2021 · 223 citations
• Relations Between Policy and Practice: A Commentary · Educational Evaluation and Policy Analysis · 1990 · 187 citations
• Future themes of mathematics education research: an international survey before and during the pandemic · Educational Studies in Mathematics · 2021 · 144 citations
• Bridging Languages and Numbers: Exploring the Intersection of Translation Studies and Mathematics · Applied Mathematics & Information Sciences · 2024 · 140 citations
• Reasoning-and-Proving in School Mathematics Textbooks · Mathematical Thinking and Learning · 2009 · 137 citations
• Facilitating the Transition from Empirical Arguments to Proof · Journal for Research in Mathematics Education · 2009 · 136 citations
• Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking · Journal for Research in Mathematics Education · 2014 · 136 citations

Most recent work

• Towards theoretical synergies in mathematics teacher noticing · ZDM · 2026
• Influence of ethnomathematics-based instruction on students’ attitudes, participation, and cultural connections in mathematics learning in Ghana · Cogent Education · 2026
• The use of large language models to solve mathematical modeling problems: preservice mathematics teachers’ use practices, perceived affordances and challenges, and trustworthiness judgments of AI-generated outputs · ZDM – Mathematics Education · 2026
• Optimizing learning conditions for self-determination in primary mathematics education: A theoretical perspective · Mathematics Education Research Journal · 2026
• Group actions at the fingertip: A 4E approach to mathematical cognition in Vanuatu sand drawing · The Journal of Mathematical Behavior · 2026
• Enhancing Conceptual Understanding in Geometry of Curved Solids: A Constructivist Philosophy Approach through Interactive E-Module for Secondary School Students · Jurnal VARIDIKA · 2026
• Exploring a mathematics teacher educator’s knowledge and learning in designing and implementing a teacher training course on digital resource design · Journal of Mathematics Teacher Education · 2026
• Towards onto-semiotic analysis of the university students of business sciences’ mathematical activity when solving mathematics problems of a diagnostic · Eurasia Journal of Mathematics, Science and Technology Education · 2026
• Professional Development for K–12 Mathematics Teachers: A Systematic Literature Review of Technology, Pedagogy, and Equity · International Educational Review · 2026
• Early education professionals’ situational observing and perceiving of adult-child interactions in explorative mathematical argumentation · Educational Studies in Mathematics · 2026

Related topics in Social Sciences