This study examines the impact of international mathematics project competitions on middle and secondary school students, emphasising their role in fostering mathematical competence, critical thinking, motivation and a global STEM-oriented mindset. Drawing on an extensive review of international literature and historical developments, the research identifies four core benefits of such competitions: the identification and development of exceptional talent, extended learning opportunities beyond the classroom, encouragement of students to pursue scientific careers and the enhancement of educational institutions’ reputations. The study further investigates the evolution and educational value of project-based competitions compared to traditional mathematical contests, stressing the importance of including real-life applications, algorithmic reasoning and teamwork. Particular emphasis is placed on the integration of underrepresented mathematics domains into project themes, arguing that these can inspire deeper student engagement and innovative thinking. The discussion also highlights the role of educators, competition design and interdisciplinary collaboration in supporting student growth through these platforms. Recommendations are presented for enhancing competition effectiveness and accessibility, including tailoring activities to twenty-first-century skills, encouraging female participation and expanding curriculum links. The paper concludes with a call for increased institutional support and broader recognition of the formative potential of mathematics project competitions in nurturing future researchers and creative problem-solvers.
The rapid advancement of artificial intelligence (AI) technologies is reshaping the future of education and redefining the competencies required of teachers. As part of national reforms in Indonesia’s teacher education system, the Pendidikan Profesi Guru (PPG) program has integrated digital training aimed at enhancing pre-service teachers’ readiness to adopt emerging technologies, including AI. This study investigates whether pre-service teachers’ readiness to integrate AI, measured through the Technological Pedagogical Content Knowledge (TPACK) framework, and self-assessment of self-efficacy and AI readiness, varies significantly based on gender and disciplinary background. Quantitative data were collected from 200 pre-service teachers through an online Likert-scale questionnaire comprising 52 validated items. The constructs measured included TPACK, AI-related self-efficacy, and AI readiness. Data were analysed using independent samples t-tests to examine gender-based differences and one-way ANOVA followed by Tukey HSD post-hoc tests to analyse differences across five disciplinary categories: Natural Sciences, Social Sciences, Mathematics, Primary Education, and Language Education. The results indicated no significant differences in AI readiness, self-efficacy, or TPACK across gender groups. However, significant differences in self-efficacy emerged across academic disciplines, particularly between participants from Social Sciences and Primary Education backgrounds. Boxplot visualisations further highlighted disparities in score distributions, suggesting uneven levels of confidence within specific subject groups. The findings underscore the need for discipline-sensitive strategies in AI-related teacher education. While gender parity appears to have been achieved in digital readiness, differentiated pedagogical interventions are essential to address discipline-specific gaps in self-efficacy and ensure equitable integration of AI across educational contexts.
The present paper explores engagement in mathematics learning in order to identify factors that facilitate engagement. Given their future teaching responsibilities, the target group was preservice primary school teachers. Fifty-eight Hungarian preservice primary school teachers reported their favourite experience related to learning mathematics from school life before university. A content analysis of the written recollections was conducted, focusing on facilitators (mathematics, environment, self, peers, teacher), indicators (behavioural, emotional and cognitive) and consequences (academic success) of engagement. The method proved to be valid based on a satisfactory relatedness between two signs of engagement: the occurrence of different types of indicators in memories and the length of memories counted in words. The students recalled self-related facilitators (such as self-experience and perceived competence) and teacherrelated facilitators (such as control) with a high frequency of 31% and 43%, respectively, while mathematics-related facilitators appeared with a lower frequency of 13%. Academic performance was substantially associated with cognitive engagement co-occurring with facilitation from teachers, self and peers. Teacher facilitation was associated with all three types of engagement indicators. The findings suggest that having supportive teachers can enhance engagement even among students who show limited interest in mathematics. The study provides insights into preservice primary school teachers’ engagement in mathematics, potentially informing and enhancing teacher education programmes.
This study explores preservice teachers’ knowledge, attitudes and perceptions regarding gender and sexual diversity and sexuality education. Preservice teachers from universities in Greece were invited to participate in an online survey within the framework of the project “All Inclusive! Building LGBT+ friendly schools across Europe”. A total of 123 preservice teachers completed a structured questionnaire investigating their knowledge, attitudes and perceptions regarding gender and sexual diversity and sexuality education in schools. The findings demonstrate that the majority of the participants endorse the idea of equality between heterosexual, homosexual and transgender people and have positive perceptions of their university setting’s inclusivity. The results also indicate that although the surveyed preservice teachers received limited education on sexuality-related issues when they themselves were at school, they acknowledge the importance of providing sexuality education in schools today. The findings highlight the lack of preparedness of preservice teachers to support students on sexual diversity issues due to the limited teaching knowledge acquired during their initial teacher education. The study has several implications for initial teacher education in Greece with respect to sexuality education.
Textbooks are key curriculum materials and play a central role in shaping classroom instruction, particularly in systems where their use is mandated by educational policy. This study, therefore, investigates how primary school teachers engage with such mandated textbooks in mathematics instruction. A survey of 294 teachers explored (i) the frequency and manner of textbook use, (ii) the criteria teachers prioritise when selecting among approved textbooks, and (iii) their perceptions of textbook quality. Findings show that while textbooks remain the dominant instructional resource, many teachers supplement them with additional materials. The most influential selection criteria are the textbook’s didactical intent, its alignment with the curriculum, and the clarity and variety of worked examples and tasks. While respondents were generally satisfied with current textbooks, they also highlighted some shortcomings: tasks that are too difficult for some age groups, limited diversity of problem types, and technical constraints in digital editions. The findings contribute to research on curriculum enactment by showing how teacher agency mediates the use of mandated mathematics textbooks and offering insights relevant to the development of textbooks and educational policies in centrally regulated systems.
The present study investigates the effectiveness of the 21st-Century-Based Mathematics Learning Model in enhancing junior high school students’ mathematical creativity on a large scale. A quasi-experimental design with a mixed-methods approach was employed, involving 369 students from 12 schools located in urban, suburban and rural areas of South Sulawesi, Indonesia. The primary instrument was an open-ended mathematical creativity test designed to measure students’ fluency and flexibility in problem solving. Quantitative data were collected through pretests and posttests and analysed using descriptive statistics, pairedsamples t-tests, Kruskal–Wallis tests and effect size calculations (Cohen’s d and N-gain). Qualitative data were obtained through classroom observations and analysed using thematic analysis to explore patterns of originality in students’ creative thinking processes. The results indicate significant improvements in fluency and flexibility (Cohen’s d = 3.64; N-gain = 0.50), with significant differences based on school location, where urban students demonstrated higher performance. The qualitative findings reveal emerging patterns of originality in students’ questioning behaviours and mathematical communication. The 21st-Century-Based Mathematics Learning Model integrates structured learning syntax, a collaborative social system and reflective dialogue, all of which support 21st-century competencies. The present study provides empirical evidence of the model’s effectiveness across diverse contexts and offers methodological implications for the development of context-sensitive instructional innovations.
This study explores the current state of teachers’ continuous professional development for implementing inclusive education in the Sheger City Administration in Ethiopia. Using an instrumental multiple case study design, the study investigates teachers’ understanding of existing continuous professional development programmes, the perceived relevance of these programmes to inclusive education, and the challenges teachers encounter in implementing these programmes. Data collection involved a document review, interviews with eight teachers, four principals and two education officials, and focus group discussions with all categories of study participants in order to deepen the understanding of their collective experiences and perspectives. Cross-case data analysis techniques were used to analyse the data. The findings reveal that although the national continuous professional development framework emphasises general teacher skill and knowledge development, it provides limited guidance on inclusive education. Key elements such as disability identification, differentiated instruction, collaborative practice and learner-centred adaptation are insufficiently addressed. As a result, the surveyed teachers reported that existing continuous professional development programmes are not fully relevant to the demands of inclusive classrooms. The study also identified several challenges with regard to effective continuous professional development implementation, including limited understanding and involvement of teachers, inadequate continuous training, lack of prioritisation of inclusive education in continuous professional development planning, time constraints, and insufficient motivation and institutional support. The study emphasises the need for a revised continuous professional development framework that explicitly incorporates inclusive education principles, prioritises collaboration with teachers and provides ongoing support for successful implementation. This necessitates a systemic shift towards inclusive continuous professional development practices that empower teachers to create classrooms that embrace and support the diverse needs of all learners.
This study examines the challenges pre-service teachers face in using mathematical induction to prove a complex word problem. Problemsolving, particularly with non-routine word problems, develops higher-order thinking skills, and proof, especially mathematical induction, is a core mathematical practice. For students and pre-service teachers, mathematical induction poses major challenges despite its importance. The present study identifies the technical, mathematical and conceptual difficulties that pre-service teachers encounter. A qualitative study was conducted with 34 pre-service teachers (aged 19–20). Data were collected through a written test (a non-routine mathematical induction word problem), questionnaires and semi-structured interviews. The analysis, guided by Avital and Libeskind’s classification, revealed that technical difficulties include incorrect first case determination and failure to generalise patterns in the induction step. Mathematical difficulties stem from misinterpreting the problem and incorrectly defining the proposition P(n). Conceptual difficulties involve misunderstanding the deductive nature of mathematical induction, rigid adherence to a first case of n = 1, and underestimating the importance of the basis step. The findings suggest that targeted pedagogical interventions in teacher training are required in order to improve pre-service teachers’ modelling, conceptual grasp of mathematical induction and pattern-generalisation skills.
Grounded in experiential learning, the Technological Pedagogical Content Knowledge framework and social cognitive theory, the present study examines the effects of an intervention programme based on digital material design on the self-efficacy of pre-service science teachers in developing digital teaching materials in the context of teacher education in Türkiye. A one-group pretest–posttest experimental design was employed, involving 31 pre-service science teachers who were participating in a 16-week intervention. Data were collected using the Self-Efficacy Scale of Teachers’ Digital Teaching Material Development before and after the intervention, and the collected data were analysed through descriptive and inferential statistical methods. The findings revealed a statistically significant increase in the pre-service science teachers’ overall and general self-efficacy related to digital material development, with the most notable gains observed in the “development” dimension. In contrast, no significant changes were found in the “design” and “negative view” dimensions, indicating that the intervention had differentiated effects across self-efficacy dimensions. These results suggest that while interventions based on digital material design can effectively enhance pre-service teachers’ confidence in improving and using digital materials, additional or more targeted instructional support may be necessary to strengthen design-related competencies and attitudinal change. The study contributes to the limited empirical literature on digital teaching self-efficacy by providing a structured, semester-long intervention model; however, its generalisability is constrained by the single-group design, small sample size and country-specific context. Future research employing comparative designs and larger samples is recommended to further examine the mechanisms through which interventions based on digital material design influence distinct dimensions of digital teaching self-efficacy in diverse educational settings.
As science classrooms grow increasingly diverse, understanding how pre-service science teachers design inclusive learning has become a critical concern, particularly in the Indonesian context, where teacher preparation for inclusivity remains underdeveloped. The present study explores the pedagogical knowledge of 263 Indonesian pre-service science teachers using an integrated framework of Technological Pedagogical Content Knowledge, Backward Design, and Universal Design for Learning. Employing a mixed-methods sequential explanatory design, we collected quantitative data via surveys and qualitative insights from interviews with 16 participants. The results show that while participants report high levels of conceptual knowledge across all three frameworks, challenges persist in translating that knowledge into practice, especially in differentiating assessments, setting inclusive learning goals and integrating technology responsively. Teaching experience significantly influenced knowledge application, whereas gender and prior interaction with students with special education needs and disabilities did not yield significant differences. These findings highlight the need for structured, practice-based coursework and reflection within teacher education programmes in order to close the gap between inclusive ideals and classroom realities.
Although reversible reasoning is an important strategy in solving mathematical word problems, few studies have examined the link between reversible reasoning and word problem solving. The present study therefore aims to examine students’ thought processes in translating statements within word problems by integrating reversible reasoning. A qualitative approach was adopted involving 71 students with diverse backgrounds, genders, educational institutions and achievement levels. A task designed to stimulate reversible reasoning was developed and supporting stimulus questions were formulated. Data were collected through Google Form submissions, think-aloud protocols and interviews. Twelve students who demonstrated indications of reversible reasonin were interviewed to gain in-depth insights. The collected data were analysed using a case study approach comprising three stages: preliminary analysis, open coding and axial coding. Six research themes were identified related to the students’ mental activities in reversing temporal sequences, reversing rate relationships, reversing residual perspectives, reversing variable roles, reversing mathematical operations and reversing rate-time concepts. The findings highlight the importance of designing learning experiences that stimulate mental flexibility, conceptual understanding and metacognition as frameworks for fostering reversible reasoning.
The present paper examines the implementation of a massive open online course and project-based learning to develop the digital competences of preservice teachers. The course design was based on the Digital Competence Framework for Citizens. The study evaluates the effectiveness of the implemented massive open online course and project-based learning in developing digital competences and assesses student satisfaction with these methods. A total of 166 students participated in the study during two academic years. The massive open online course and project assignments are compulsory components of the ICT in Education course. Students completed the massive open online course in an online classroom and demonstrated basic knowledge and understanding by achieving a passing grade. Through project-based learning, they developed digital competences at higher cognitive levels. At the end of the academic year, anonymised student feedback was collected on satisfaction with the lessons delivered, the support received from the mentors, the feedback received, and assessment through the massive open online course and project-based learning. The results indicate significant progress in digital skills, especially in digital educational content creation. The study also revealed high levels of student satisfaction with the lessons delivery, mentor support and feedback. The students rated the assessment through projectbased learning positively, indicating the effectiveness of this method. Recommendations are made for improving training and promoting digital competences of students. The study contributes to understanding the importance of integrating digital literacy into educational programmes and provides guidelines for developing effective approaches to promote digital literacy, which is essential for preparing students for future professional challenges and active citizenship in a technologically advanced world.
Two global trends that can be observed in computing education all over the world are moving the beginning of teaching computing as a compulsory school subject to primary education and moving from the teaching of user approaches to digital technologies to computer science content. The Czech Republic is currently the scene of such changes within the ongoing reform of informatics education. This paper presents the visions and principles that have served as the foundational framework for the reform initiative. A significant term for the introduction of computing in schools is programming. The key figure for the implementation of the changes is the primary school teacher who has no background in computer science and no experience in the subject as a student. The topic of our inquiry is therefore the attitudes of primary teachers towards teaching programming at the time of the ongoing school reform. The aim of the research is to identify the personal, pedagogical and environmental factors that influence teachers’ attitudes towards teaching programming. We measured programming attitudes using Sun’s Teacher Programming Attitude Scale, while the relationship of these attitudes to teachers’ computational thinking was explored using Bebras Challenge tasks. A survey of primary school teachers revealed a positive attitude towards the teaching of programming, coupled with very good computing skills. The study also found that previous experience in teaching programming is a significant factor in influencing teachers’ positive attitudes towards the subject.
This study examines how students enrolled in a two-subject teacher programme (computer science and mathematics) at the Faculty of Education, University of Ljubljana, develop a conceptual understanding of programming knowledge through the implementation, recognition and explanation of programming patterns. Based on over 500 programming solutions completed by first- and second-year students, we focus on four foundational patterns: linear search, guarded search, counting and extreme values. The study involved 70 students across different phases, with 17 of them tracked longitudinally over three to four years, examining their ability to recognise programming patterns, explain underlying logic and design related tasks. The results show that the students gradually improved their use of programming patterns, initially producing many redundant or incorrect solutions, which over time shifted towards correct implementations. However, this development was uneven across pattern types and programming constructs. Tasks involving while loops and guarded searches initially proved more challenging, with higher rates of incorrect or redundant solutions in the early phases. A consistent finding across all of the student groups was a substantial gap between the students’ ability to implement patterns and their ability to explain them conceptually. This demonstrates that for loop implementation skills do not automatically transfer to conceptual understanding, especially for more complex cases like guarded search and extreme values. This finding is particularly concerning for prospective educators. Importantly, explanation ability strongly predicted task design quality, underscoring the fact that conceptual mastery directly supports pedagogical competence. These findings highlight the need for explicit instruction on programming patterns in teacher education, not only to support correct implementation but also to build deeper explanatory and pedagogical skills. Emphasising patterns as conceptual tools can help future educators better analyse code, anticipate student difficulties and design effective, pattern-based programming tasks.
