Digital game-based learning (DGBL) is a pedagogical approach employed in educational contexts, wherein digital games are utilised to effectively attain specific learning outcomes. For teacher professional programmes to develop appropriate curricula on DGBL pedagogy, it is important to understand how teachers currently use DGBL in their teaching…

Using gamification in assessments makes learning more engaging and encourages students to participate actively in the classroom. This study investigates the effect of gamification-based formative assessment on academic achievement among primary school students in the context of mathematics learning. Randomized pretest-posttest control group design…

In the evolving landscape of 21st-century education, inquiry-based learning (IBL) has emerged as a leading pedagogical framework to foster critical thinking, problem-solving, and conceptual understanding in students. However, the effective integration of IBL in primary school mathematics education remains a complex challenge, particularly in the…

The ability to solve equations and inequalities is necessary for success in algebra. However, reasoning biases and misconceptions may create barriers for students to build knowledge of algebraic symbols and their values. This study investigated whether students' errors when solving equations and inequalities could be attributed to their tendency…

The use of manipulatives to develop conceptual understanding is a prevalent practice in many mathematical learning experiences, particularly in the early years of schooling. From "primary student perspectives," our understanding of the impact of manipulatives in mathematics education on students' "attitudes" is limited. This…

This study explores the application of communicative AI agents, specifically a network of customized generative pretrained transformer agents, in designing mathematical tasks. It focuses on how these AI agents, functioning as a multi-professional team, can perform mathematical task design (concerning a collection of task activities and not…

Writing-intensive and proof-based mathematics courses have a variety of unique course outcomes and challenges. As such, active learning in these courses may differ from what we traditionally expect to see in an "active" first-year calculus course: an interactive in-class activity can be replaced with an out-of-class reading and homework…

Teacher leaders (TLs) play a pivotal role in monitoring and fostering teacher awareness to enhance the quality of teaching practices, particularly in domains like mathematics education. Within the mathematics curriculum across various nations, this monitoring effort has been channelled towards nurturing crucial competencies such as argumentation…

The Queensland Certificate of Education (QCE) system is Queensland's senior school qualification. To support the introduction of the system in 2019, existing senior syllabuses were redeveloped and a new senior assessment model was established, this included the implementation of a mandatory high-stakes assessment task, the Problem-solving and…

Engagement and performance in mathematics at the upper secondary level have been the concern of successive governments in England. This report was commissioned as part of the country's policy reflections for transforming how maths is viewed and experienced in England. The report explores outcomes such as the share of students studying maths and…

Effective mathematics teaching elicits and uses evidence of student thinking to assess progress toward mathematical understanding and adjusts instruction continually to support and extend learning (National Council of Teachers of Mathematics, 2014). However, as teachers march through content in precalculus, they tend to rely heavily on traditional…

Little is known about mismatches between the language of mathematics testing instruments and the rich linguistic repertoires that African American children develop at home and in the community. The current study aims to provide a proof of concept and novel explanatory item response design that uses error analysis to investigate the relationship…

This study addresses the important yet underexplored question of whether the Common Core State Standards in Mathematics, which emphasize critical thinking and problem-solving, as well as the computer-based assessments aligned with the Common Core, have facilitated or hindered learning for students with disabilities. By analyzing administrative…

The OECD Future of Education and Skills 2030 report on mathematics curriculum presents first-of-its-kind comparative data on how countries are adapting curricula to meet the demands of the 21st century. The project's unique data illustrate a 25-year evolution of mathematics curricula in various countries, looking at content coverage and the…

Background: Teaching quality is assumed to be an essential prerequisite for student learning outcomes such as mathematics confidence and mathematics achievement. Notwithstanding its significance, empirical research examining the relations between teaching quality and learning outcomes is still limited, particularly among primary school students.…