Mathematics education continues to face representational challenges because abstract concepts are often disconnected from students lived and cultural experiences. Although ethnomathematics offers a way to contextualize learning, limited research has examined how visual and interface design may support the links between cultural contexts and formal mathematical understanding. This study presents a systematic literature review of 17 empirical studies from Scopus published between 2020 and 2025, following the PRISMA guidelines. The analysis identified recurring visual and interface design elements used to represent mathematical concepts in culturally meaningful and interactive ways. These elements are associated with three mediational processes: concretization, embodied engagement, and structured cognitive scaffolding, which may support learners in moving from cultural experiences to formal mathematical understanding. The novelty of this review lies in proposing these three constructs as analytical interpretations developed through cross-study thematic synthesis, rather than as mechanisms directly identified or tested within the primary studies. This review offers a design-oriented perspective on ethnomathematics learning and proposes an analytical framework to guide future research and practice, while highlighting the need for further empirical validation across diverse contexts.
This study was motivated by the limited conceptual understanding of area and volume among prospective mathematics teachers, who often rely on procedural strategies instead of conceptual reasoning. This study aimed to develop and evaluate an interactive GeoGebra applet based on dynamic unitizing, an approach that extends GeoGebra beyond dynamic visualization by supporting conceptual construction through the manipulation of unit squares and cubes. An explanatory sequential mixed-methods design was used. The applet was developed using the ADDIE model integrated with Tessmer’s formative evaluation and implemented through one-on-one (three students), small-group (seven students), and field testing (28 students). The applet demonstrated very high validity (media: 99.48%; material: 99.31%) and high practicality, as evaluated by students (92%) and lecturers (89.93%). Students’ conceptual understanding improved significantly after using the applet (Wilcoxon Signed-Rank Test: Z = −4.541, p < 0.001), with a large effect size (r = 0.86) and moderate normalized gain (N-gain = 0.542). Qualitative findings further indicated that the applet enabled students to move beyond procedural strategies by independently exploring and constructing the area and volume concepts. These findings suggest that the applet is a valid, practical, and promising learning medium for enhancing the conceptual understanding of area and volume.
Epistemological obstacles in acquiring variables and linear equations in one variable (LEOV) remain a systemic and unresolved issue in Indonesian mathematics education. Prior research has identified their symptoms but not their origins. This study reconstructs the epistemic path towards early algebraic knowledge by integrating the Anthropological Theory of the Didactic (ATD) and Didactical Design Research (DDR). Using a qualitative hermeneutic-phenomenological approach, ATD-based praxeological analysis was applied to the responses of 120 students in Grades VII to X in West Java, Indonesia, and to their teaching modules and lesson plans, followed by the design and implementation of a didactic sequence. Four obstacles were identified: ambiguity in the meaning of variables, difficulties with algebraic operations, procedural dependency without justification, and conceptual collapse when variables appear on both sides of an equation. Each was traced to the systematic absence of the logos block in didactical transposition. After implementation, full relational justification rose from 9.4% to 65.6%. The findings affirm that this epistemic path can be traversed only through designs that deliberately construct praxeological completeness, from practical technique to logical justification, with implications for curriculum and teacher professional development.
This study addresses the inherent limitations of traditional Euclidean approaches to geometric extremum and distance problems, which frequently result in unsystematic and difficult-to-generalize solutions. To overcome these challenges, a structured three-step mathematical modeling framework is introduced: (1) vectorization of the geometric configuration; (2) formulation of an analytical objective function; and (3) systematic optimization via derivatives or gradients. Methodologically, the research employs a constructive modeling strategy that translates complex spatial relationships into vector-based algebraic expressions, rigorously tested across eight purposively selected examples ranging from elementary plane geometry to advanced spatial dynamics. The results indicate that this framework effectively transforms intricate geometric constraints into tractable, variable-dependent functions, allowing derivative-based optimization to yield precise extremum values while bypassing ad hoc geometric constructions. Ultimately, this research contributes to the literature by bridging synthetic geometry and mathematical analysis, offering a robust, generalizable tool that clarifies the underlying mathematical structures and fosters the development of abstract thinking and generalization capabilities for future pedagogical applications.
Mathematics learning in elementary schools continues to face challenges, including students’ perceptions of mathematics as difficult, procedural teaching practices, and low engagement. These challenges highlight the need for instructional approaches that improve student learning and foster teachers’ pedagogical transformation. This study examined the pedagogical transformation of elementary school teachers who teach mathematics following the implementation of the GASING method in their teaching. A mixed-methods sequential explanatory design was employed involving 27 teachers, of whom 6 selected for interviews. Data were collected through questionnaires and semi-structured interviews and were analyzed using descriptive statistics and thematic analysis. The findings indicate that teachers’ pedagogical transformation was high across the dimensions of perceptions, pedagogical strategies, and professional reflection. Teachers increasingly view errors as learning opportunities, adopt more contextual and student-centered instructional strategies, and engage more actively in professional reflection. These findings suggest that the GASING method can support teachers’ pedagogical transformation and contribute to more meaningful, reflective, and student-centered mathematics learning in elementary schools in Indonesia.
Mathematical disposition is crucial in learning mathematics, reflecting students attitudes, perseverance, curiosity, and appreciation of mathematics. However, many students still perceive mathematics as uninteresting and lack confidence in solving mathematical problems. This study aimed to evaluate the potential of an RPG Maker–based game as a pedagogical tool to support students’ mathematical disposition in the topic of geometric transformation. This study employed a pre-experimental quantitative approach with a one-group pretest-posttest design, supplemented by a brief interview. The participants of this study were 21 male high school students from Bandung, West Java, Indonesia. Data were collected using a mathematical disposition questionnaire administered before and after the intervention, as well as through interviews with one teacher and one student. Quantitative data were analyzed using paired-samples t-test. The results revealed a significant improvement in students' mathematical disposition, with the average score increasing from moderate to high. The analysis confirmed a significant change in students’ mathematical disposition, presenting a large effect size based on Cohen's criteria. The interview findings supported these results, indicating increased student engagement, confidence, and persistence. These results suggest that RPG Maker–based games have strong potential as a pedagogical tool for enhancing students’ mathematical disposition.
This research was motivated by the limitations of assessment instruments capable of measuring students' initial conceptual understanding of mathematics related to real numbers, which is the basis of calculus. This study aimed to develop a valid, practical, and effective diagnostic assessment to measure students' conceptual understanding of mathematics. This research is developmental research with the Plomp model, which includes the stages of preliminary research, development or prototyping, and assessment of the product. Data were collected through interviews, observations, questionnaires, and tests and analyzed using quantitative descriptive analysis. The results of the validator assessment on the validation sheet indicate that the developed diagnostic assessment has a validity level of 91.8% (content aspect), 87.6% (construct aspect), and 92.6% (linguistic aspects). The practicality level was 70.85% (practical), as obtained from the questionnaire scores completed by the students. In terms of effectiveness, the developed assessment met the effectiveness criteria because it could identify areas of conceptual difficulty, differentiate levels of conceptual understanding, and provide meaningful information for decision-making. Its uniqueness lies in the development of a diagnostic assessment item design framework based on specific conceptual understanding indicators for real numbers in higher education and its assessment method.
Trigonometry instruction in mathematics education is often perceived as abstract and insufficiently interactive, with limited integration of Islamic values. This study aimed to develop and implement a web-based trigonometry learning application integrating Islamic values as a supplementary learning resource. The application integrates instructional materials, interactive quizzes, educational games, and assignments to support student learning. This study employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through lecturer interviews, needs-assessment questionnaires, expert validation, and student-response questionnaires. The application was validated by five experts, comprising two mathematics content experts, one Islamic studies expert, and two media experts, using validation instruments based on a Likert scale. Expert validation indicated that the application was highly feasible, with scores of 93.75% from mathematics content experts, 91.67% from the Islamic studies expert, and 94.50% from media experts. In addition, responses from 21 first-semester students yielded a score of 88.57%, categorized as “Very Positive.” These findings indicate that the developed application met the established feasibility criteria and received positive student responses, supporting its potential use as a supplementary learning resource for trigonometry instruction.
Students need to develop creative mathematical thinking skills because these skills support academic success and are linked to a creative attitude an affective aspect that fosters the emergence of new ideas. In reality, students struggle to come up with new ideas when solving problems because they remain fixated on the examples provided. Therefore, learning that integrates technological support is necessary. This study aimed to investigate mathematical creative thinking skills in integral calculus using Google Sites. This study employed a qualitative method with a case study strategy. Data were obtained from students enrolled in the integral calculus course through interviews, observation, documentation, and questionnaires. The results showed that students with high and moderate creative attitudes were not yet able to fully meet the four indicators of mathematical creative thinking skills. The errors that emerged were predominantly conceptual errors that developed into procedural and technical errors. Google Sites-assisted learning through PBL was able to support group collaboration, but it had not optimized conceptual understanding and individual mathematical creative thinking skills. These findings imply the need to strengthen conceptual understanding, provide more interactive learning activities, and conduct individual evaluations to optimize the development of mathematical creative thinking skills.
This study aims to assess the psychometric quality of mathematics evaluation tools using the Rasch Model. The analysis was conducted on 15 test items administered to university students, item difficulty, model fit, reliability, and test information function. The findings of the analysis show that the item difficulty level ranges from −1.50 to 1.75 logits, indicating sufficient variation in difficulty to measure abilities from low to high. Most items show good model fit with Mean Square INFIT and OUTFIT values within an acceptable 0.5–1.5. Item reliability was very high (0.99), indicating stability in the item difficulty hierarchy, while individual reliability was in the moderate category (0.60), reflecting the homogeneity of the respondents' abilities. The test's information function peaks in the ability range of approximately θ = 0 to θ = +1, where the lowest measurement error occurs in that range, making this instrument most accurate in assessing abilities that are average to slightly average. These findings are consistent with Rasch theory and previous research. Overall, the results of this study reinforce that the Rasch Model is effective for assessing and improving mathematics evaluation tools in higher education and provide for the development of more accurate instruments in future research
Although mathematical communication is considered important, students still struggle to express mathematical ideas effectively. Therefore, this research is going to use a commognitive framework that provides a valuable lens for analyzing and enhancing students' mathematical communication skills. The purpose of this study is to describe students' cognition in solving linear programming problems. The researcher selected six students for interviews based on the consistency of their answers and then selected two students from the six students who had been interviewed. Commognitive analysis shows striking differences in mathematical thinking and communication between DAJ and ED subjects, who are students with high and low commognitive abilities, respectively. Students with high commognitive abilities tend to be more comprehensive and exploratory. In contrast, a student with low commognitive ability is relatively more limited and procedural. This implies that teachers cannot judge understanding only by whether students reach the correct answer. They must also attend to how students talk, write, and represent mathematics, since these discursive moves reveal whether their routines are genuinely conceptual or merely imitative. As a result, it is advised that future studies include a group discussion, better-developed question types, and more specified student criteria.
This study addresses a limitation in ethnomathematics research, which often does not go beyond identifying visual patterns, by examining how ethnomathematical modeling of traditional dance can illuminate graph isomorphism. Focusing on the Serampang Dua Belas dance of North Sumatra, the study employs a qualitative ethnographic approach, with data collected through performance observations, video documentation, interviews with cultural experts in Serdang Bedagai Regency, and a review of choreographic literature. Movement sequences were analyzed through data reduction, categorization of transition patterns, and reconstruction of spatial–temporal relations, then modeled as directed graphs using GeoGebra. Dancers’ positions were represented as vertices and transitions as directed edges, enabling formal analysis through adjacency matrices and bijective mappings to verify isomorphism. The findings reveal that although the variations differ visually, several segments exhibit structural equivalence across linear, cyclic, and loop-containing graphs. This study advances ethnomathematics toward formal structural verification grounded in graph theory and highlights its potential to support relational understanding in discrete mathematics learning.
Although metacognition plays a pivotal role in mathematics learning, comprehensive studies mapping the global research landscape over the past five years remain scarce. This study addresses this gap by systematically examining global metacognitive research in mathematics education from 2021 to 2025. A systematic literature review (SLR) integrated with bibliometric analysis was conducted on 29 studies retrieved from six scientific databases (Scopus, ScienceDirect, PubMed, ERIC, Springer, and IEEE Xplore), following PRISMA 2020 guidelines. Two independent reviewers conducted screening; disagreements were resolved through discussion. Bibliometric visualization was performed using VOSviewer 1.6.20. Four main findings emerged: (1) research trends reveal theoretical maturity from basic studies toward cognitive-affective integration and technology-enhanced interventions; (2) Turkey and Indonesia lead research productivity (14% each), with Asian countries accounting for 55% of total output; (3) methodological approaches are balanced across qualitative, quantitative, and mixed-methods designs; and (4) metacognitive awareness significantly predicts mathematics achievement, operates within an integrated cognitive-affective system, shows individual differences, and is trainable through interventions, yet low-achieving students exhibit calibration problems. This study lays the groundwork for designing evidence-based metacognitive interventions and informing future research directions in mathematics education. Researchers and curriculum designers are encouraged to prioritize longitudinal designs, valid assessment instruments, and technology integration.
Mathematical literacy is essential for preparing students to solve real-world problems, yet the cognitive processes underlying context-based problem solving remain insufficiently understood. In the PISA framework, mathematical literacy involves the ability to formulate, employ, and interpret mathematics in meaningful contexts. Previous studies have focused primarily on outcomes rather than the processes involved, particularly within local cultural settings such as Jambi. Given the persistent underperformance of Indonesian students in PISA, examining mathematical literacy in a local context is important. This study aimed to analyze students’ mathematical literacy processes using Jambi-based contextual tasks. A qualitative descriptive design was employed involving 24 seventh-grade students selected through purposive sampling to represent high, moderate, and low ability levels. Data were collected through PISA-like written tests and semi-structured interviews and analyzed based on the processes of formulate, employ, and interpret/evaluate. The results showed that 68.06% of students were able to formulate problems, 52.78% successfully employed appropriate mathematical procedures, and only 34.72% correctly interpreted and evaluated solutions. These findings indicate that students experience the greatest difficulty in connecting mathematical results to real-life situations. The research process-oriented assessment and culturally contextualized tasks strengthen students’ interpretative and evaluative competencies in mathematical literacy.
The simultaneous development of computational thinking skills and mathematical resilience remains a challenge in basic mathematics learning in higher education, primarily due to the limited number of interventions that empirically examine the relationship between the two after learning. This study aims to analyze the effect of a project-based learning (PBL)-based basic mathematics module on students’ computational thinking skills and mathematical resilience, as well as the relationship between the two constructs after the intervention. This study employed a quasi-experimental method with a single-group pretest-posttest design involving 31 students. Data were collected through a computational thinking test and a mathematical resilience questionnaire and then analyzed using descriptive statistics, normality tests, paired t-tests, effect sizes, and Pearson correlations. The results demonstrated a significant increase in computational thinking skills (t(30) = −13.348, p < 0.001, d = 2.397) and mathematical resilience (t(30) = −13.338, p < 0.001, d = 2.396), but no significant relationship was found between the two (r = 0.053, p = 0.777). These findings indicate that the PBL module is effective in improving both abilities separately, suggesting that a more integrative learning design is necessary to connect the development of both simultaneously.
Conventional descriptive geometry instruction often fails to facilitate accurate spatial visualization, perpetuating epistemological obstacles. This study investigates how integrating independent exploration via GeoGebra impacts students' knowledge construction of orthogonal projection concepts. A descriptive qualitative case study was conducted involving 16 mathematics education students at the State University of Jakarta during the odd semester of 2026. Data were collected using a conceptual understanding test comprising three hierarchical questions and a structured interview guide, and then analyzed through an interactive qualitative model. Findings indicate that GeoGebra functions beyond a mere visual aid; it acts as a cognitive instrument mediating instrumental genesis. Specifically, independent exploration utilizing dragging and 3D manipulation empowered students to diagnose and dismantle persistent epistemological obstacles related to dimensional transformations and planar intersections. However, varying levels of student dependence on instructor scaffolding highlight that successful instrument adaptation relies on individual learning dispositions. The study implies that effectively integrating technology in geometry education requires a differentiated pedagogical approach and a shift toward orchestrated digital exploration.
The rapid advancement of generative artificial intelligence (GenAI), particularly tools like ChatGPT, has introduced both opportunities and challenges for academic assessment in higher education. This systematic review explores how GenAI has influenced academic integrity concerns and highlights the assessment redesign strategies proposed or implemented in response. Drawing from 18 peer-reviewed articles published between 2022 and 2025, the review identifies seven key thematic areas: integration of GenAI in educational settings, pedagogical opportunities, integrity-related challenges, impacts on critical thinking and originality, educator and student perspectives, practical implementation outcomes, and strategic recommendations. While GenAI offers personalized feedback, improved access, and scaffolding for learning, it also raises critical issues, including plagiarism, superficial engagement, and the erosion of authorship. The review further reveals a lack of institutional policy, inconsistent ethical guidelines, and disparities in GenAI access among students. In response, researchers advocate for AI-resilient assessment models, ethical literacy, and adaptive institutional frameworks. Although the reviewed studies are general, these issues are critical in mathematics education, where assessment emphasizes reasoning and problem-solving. GenAI may bypass key cognitive processes, undermining assessment validity. The findings suggest proactive, pedagogically informed assessment redesign that leverages GenAI while safeguarding academic integrity, particularly in mathematics learning contexts.
Although research on culturally responsive pedagogy and ethnomathematics continues to grow, empirically grounded models for systematically integrating cultural contexts into numeracy-oriented geometry instruction remain limited. This study aimed to develop and evaluate a contextual numeracy learning model based on Culturally Responsive–Ethnomathematics (CReM) using the architectural features of the Joglo Jompongan. Research and Development (R&D) with design thinking was employed with 22 junior high school equivalent learners at a Community Learning Activity Center (Package B). Data were collected through interviews, classroom observations, and student activity sheets and were analyzed descriptively. The findings indicate notable improvements in students’ understanding of plane and solid geometry, as well as in their ability to connect mathematical concepts with culturally situated contexts. High levels of learning engagement and cultural awareness were also observed. Embedding geometric ideas within familiar architectural elements supported students’ construction of mathematical meaning from lived experiences, offering an adaptable framework for culturally responsive and conceptually grounded numeracy instruction.
This study addresses persistent difficulties in students’ geometry problem-solving, particularly in coordinating representations and applying structured reasoning. Prior research has shown the potential of problem-based learning (PBL) and digital tools; however, limited evidence exists regarding how technology-enhanced PBL supports students’ engagement across Polya’s problem-solving stages. To examine this issue, a quasi-experimental pretest–posttest control group design was employed involving two intact undergraduate geometry classes. The experimental group was taught using e-Problem-Based Learning (e-PBL), while the control group received conventional instruction. Students’ performance was measured using a Polya-based problem-solving test. Data were analyzed using descriptive statistics, assumption testing, and an independent samples t-test. The results showed that the experimental group outperformed the control group (M = 70.74 vs. 65.07), with a statistically significant difference (p < .001) and a large effect size (d = 1.16). Performance gains were observed across all four stages of Polya’s framework, particularly in the planning and reflection stages. These findings suggest that e-PBL is associated with improved mathematical problem-solving performance by supporting structured reasoning and reflective thinking. The research emphasizes the necessity of integrating digital scaffolding and collaborative inquiry in geometry instruction.
The growing use of digital learning media in mathematics classrooms has not been matched by sufficient evidence of students’ mathematical reasoning (MR) when solving mathematical literacy problems. This study aims to analyze the MR of junior high school students at different MR levels while solving mathematical literacy problems on systems of linear equations in two variables (SLETV) in a learning context supported by a mathematical literacy-based e-module. Using a descriptive qualitative design, the study involved ninth-grade students from a public junior high school in Palembang, South Sumatra, Indonesia. Data were obtained through three written mathematical literacy problems and follow-up semi-structured interviews and then analyzed using three MR indicators: finding patterns of relationships and generalizing a statement, proposing conjecture, and verifying the truth of an argument. The results reveal that students’ MR remains limited, with only a small proportion demonstrating medium to high-level reasoning. High-reasoning students are already capable of demonstrating all indicators of MR, but low-reasoning students struggle to develop mathematical models from contextual problems. These findings suggest that e-module-assisted learning can support reasoning, but students at lower reasoning levels still require more explicit scaffolding, particularly for modeling, conjecturing, and justification.
