Science AI Journal
Social Sciences · Research topic

Open research questions in Mathematics Education and Teaching Techniques

1,094 unresolved questions extracted from the limitations and future-work sections of 14,269 Mathematics Education and Teaching Techniques papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Investigating the quality of technology use - Research on the effectiveness of professional development programs for teachers - Studying the impact of technology use on student learning outcomes

    Willed and skilled to teach mathematics with technology? Relating latent profiles of teachers’ knowledge and motivation to the availability of technology resources and the frequency of generic and subject-specific ways of using technologies · 2026 · DOI

  • Previous analyses have focused primarily on motivational characteristics. The study extends previous research by jointly considering motivational characteristics and professional knowledge. The gap in research is the lack of consideration of cognitive characteristics in analyzing teacher characteristics for technology integration.

    Willed and skilled to teach mathematics with technology? Relating latent profiles of teachers’ knowledge and motivation to the availability of technology resources and the frequency of generic and subject-specific ways of using technologies · 2026 · DOI

  • Prior research has identified difficulties with implications, but there is a need for a deeper understanding of how students construct meaning for them. The paper aims to address this gap by investigating Zeke's mental actions and obstacles. The study seeks to contribute to the development of a framework for understanding students' thinking about implications.

    What does it mean to treat logical implications as objects? The case of Zeke · 2026 · DOI

  • The study notes that students may be constrained by their prior knowledge and experience when engaging in problem-solving tasks. The researchers discuss the challenges of measuring self-efficacy and self-evaluation in students. The study highlights the need for further research on the relationships between problem posing and task-specific self-efficacy and self-evaluation.

    Posing problems confidently: task-specific self-efficacy and self-evaluation in mathematical problem posing · 2026 · DOI

  • directions for future research are discussed, - the study raises questions about the nonlinear relationship between problem-posing performance and task-specific self-efficacy and self-evaluation

    Posing problems confidently: task-specific self-efficacy and self-evaluation in mathematical problem posing · 2026 · DOI

  • The paper identifies a gap in prior research, which has focused on supporting competencies for learning and teaching modeling, but has not explored modelers' centers of focus while solving mathematical modeling tasks. Prior research has not provided detailed insights into how students' centers of focus might inform their modeling efforts.

    Modeling-oriented student noticing: an exploratory investigation · 2026 · DOI

  • testing the validity of existing theories to explain emotions and motivation in students who are discriminated against because of their racial, cultural, or social belonging is an open avenue for the future, - investigating the structure of students' affective resources towards geometry proof and calculation in both countries

    The role of students’ affective resources and topic knowledge on performance in parallel geometry proof and calculation tasks—evidence from a cross-cultural study · 2026 · DOI

  • Existing research on mathematics education has largely neglected the role of affective resources in student performance. Few studies have investigated the relationship between affective resources, topic knowledge, and performance in geometry proof and calculation tasks. The study aims to address this gap by examining the impact of affective resources and topic knowledge on student performance in a cross-cultural context.

    The role of students’ affective resources and topic knowledge on performance in parallel geometry proof and calculation tasks—evidence from a cross-cultural study · 2026 · DOI

  • Students have difficulties in identifying important features in equations. Students may interpret different notations (e.g., (⋅) and x) differently. Students may focus on irrelevant aspects of linear equations, such as numbers or the choice of symbol for the unknown.

    Unveiling structure in linear equations: discerning and disregarding critical aspects · 2026 · DOI

  • There is limited knowledge on how to foster students' ability to recognize structure in linear equations. Studies on algebra structure sense rarely emphasize the algebraic content. Prior research does not provide a clear understanding of which aspects of linear equations are decisive in making students aware of the structure of the equations.

    Unveiling structure in linear equations: discerning and disregarding critical aspects · 2026 · DOI

  • the study only included students in Grades 12 and 13 and university students, - the study was conducted in Germany, - the sample size was limited to 187 students

    Students’ concept image of 0! · 2026 · DOI

  • The study identifies a gap in the understanding of 0! among students. It highlights the need to investigate suitable concept images of 0! across different stages of education. The research gap also includes the lack of understanding of the concept image among university students.

    Students’ concept image of 0! · 2026 · DOI

  • Prior studies have explored students solving CMR and IR tasks qualitatively, but there is a lack of quantitative analysis. The study identifies a gap in understanding how students perform on CMR tasks compared to IR tasks in nationally administered mathematics exams.

    Assessing mathematical reasoning: analyzing imitative and creative reasoning by students · 2026 · DOI

  • The paper identifies a gap in the way design-based researchers often construct learning environments that inadvertently uphold their own theoretical perspectives. It highlights the need to loosen the grip on the learning environment and create spaces for students to engage with materials and peers in spontaneous creative forms.

    The emergence of sign–tool hybridity in situated geometry practice: a networking perspective · 2026 · DOI

  • The abstract nature of linear algebra concepts makes them difficult to understand. The lack of explicit connections between the abstract, algebraic, and geometric modes of thinking of mathematical objects makes it challenging for students to learn and understand linear algebra notions. The need to develop a feedback system for instructors based on an analysis of control structures found in students' written justifications is a challenge.

    Conceptions of span in linear algebra through analysis of student exam responses · 2026 · DOI

  • creating a feedback system for instructors based on an analysis of control structures, - investigating possible differences in the frequencies of control structures present in student responses

    Conceptions of span in linear algebra through analysis of student exam responses · 2026 · DOI

  • Prior work has focused on mathematicians' perceptions of proofs and definitions, but algorithms have received less attention. There is a need to understand how mathematicians' values and norms related to these tools interrelate.

    Mathematicians’ values and norms related to algorithms, definitions, and proofs: How do they interrelate? · 2026 · DOI

  • One challenge is the complexity of teachers' decisions in a decentralized curricular context. Another challenge is the need to balance individual, institutional, disciplinary, and interpersonal obligations. The study also highlights the challenge of creating a coherent mathematical learning experience while using multiple resources.

    Elementary teachers’ professional obligations reflected in mathematics curricular complexity · 2026 · DOI

  • The study identifies a gap in understanding how teachers create a coherent mathematical learning experience while using multiple resources. It also highlights the need to investigate how teachers' attention to students' needs is entangled with disciplinary and institutional policies.

    Elementary teachers’ professional obligations reflected in mathematics curricular complexity · 2026 · DOI

  • further research could investigate the use of routines in different mathematical contexts - further research could explore the relationship between resistance and routine use in other educational settings

    Resistance and routine use: an analysis of university students’ solving processes related to asymptotic behaviour · 2026 · DOI

  • Research at the university level, particularly concerning the process of making meaning of asymptotic behavior, remains limited. The commognitive framework provides limited insight into how constraints emerge and shape the evolution of routines. There is a need to investigate the relationship between resistance and routine use in university students' solving processes.

    Resistance and routine use: an analysis of university students’ solving processes related to asymptotic behaviour · 2026 · DOI

  • The study identifies a gap in understanding how students participate in integral-related discourse. It highlights the need for a nuanced analysis of how students engage in mathematical discourse involving integrals. The study addresses the lack of research on the use of realization trees as an assessment tool for investigating students' mathematical discourse.

    The potential of the realization tree as an assessment tool for exploring students’ learning of multivariable calculus: the case of integrals · 2026 · DOI

  • The study faces the challenge of conceptualizing teacher noticing as a culturally sensitive construct. The research must address the limitation of treating nations as culturally homogenous or conceptualizing culture in a relatively static way. The study needs to overcome the challenge of applying a standardized instrument across different cultural contexts.

    Professional noticing as a culturally sensitive construct: a cross-cultural study of Chilean and German mathematics teachers’ noticing competence · 2026 · DOI

  • The study treats nations as culturally homogenous - The conceptualization of culture is relatively static - The study has a limited sample size and geographical scope

    Professional noticing as a culturally sensitive construct: a cross-cultural study of Chilean and German mathematics teachers’ noticing competence · 2026 · DOI

  • Significant gaps among students in identifying variables, formulating hypotheses, and interpreting results. Limited understanding of cognitive difficulties in mathematical modelling. Need for an explicit integration of modelling approaches into curricula.

    Mapping critical cognitive difficulties in mathematical modelling: insights from a comparative study across upper secondary education levels · 2026 · DOI

Most-cited papers in Mathematics Education and Teaching Techniques

Most recent work

Find a gap in your own Mathematics Education and Teaching Techniques sub-topic

This page shows what the Mathematics Education and Teaching Techniques literature already flags as unresolved. To narrow it to your specific question, run the guided finder — it searches the gap library on demand and checks candidates against 250M+ OpenAlex works.

Open the Research Gap Finder →

Related topics in Social Sciences

Legal Issues in Turkey
2,430 open questions
Criminal Justice and Corrections Analysis
2,108 open questions
Higher Education Research Studies
1,907 open questions
Global Educational Policies and Reforms
1,881 open questions
Teacher Education and Leadership Studies
1,849 open questions
Social Work Education and Practice
1,735 open questions
Science Education and Pedagogy
1,620 open questions
Electoral Systems and Political Participation
1,568 open questions
1,094 open questions have been extracted from the limitations and future-work passages of 14,269 Mathematics Education and Teaching Techniques papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

Tools for your next paper

Gaps & Literature SearchFind open questions in any field — 120,000+ open gaps mined from our own library.Pre-CheckIs your paper ready? A Tier 1–5 acceptance probability in seconds.Journal FinderA ranked shortlist of target journals from a 17,500-venue index.Duplicate Publication CheckerCheck prior-publication & salami-slicing risk across 8 sources.Citation GeneratorFreeA DOI or title → APA, MLA, Vancouver, Chicago, BibTeX, RIS. No signup.Graphical Abstract MakerFreeTurn your findings into a colorblind-safe graphical abstract.

Compare the category — Honest roundups of the AI research tools, ours listed alongside the alternatives.

Command palette

Jump anywhere, run any action.