International Journal of Education in Mathematics, Science and Technology
type: channel
description: The International Journal of Education in Mathematics, Science and Technology (IJEMST) is a peer-reviewed scholarly online journal. The IJEMST is published six times a year. The IJEMST is a non-profit journal and publication is completely free of charge. The IJEMST welcomes any papers on math education, science education and educational technology using techniques from and applications in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, research in an educational context, book reviews, and review articles. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJEMST. Please consider that editor and reviewers invest significant time in the submission. Thus, the submission cannot be withdrawn without the approval of the editorial office during the review, the revision, the production after acceptance or publication process. The submission is first reviewed by the editorial team. This initial review is completed in two weeks. If the submission passes the initial review, then the blind review takes about 6 months. The journal has a double-blind review process. Any manuscript submitted for consideration in publication in the regular or special issue of the journal is reviewed by at least two international reviewers with expertise in the relevant subject area. The final author versions of the papers should be proofread in terms of language and APA style. If any paper does not meet the language and/or APA style standards at any level of review or publication process, then it will be rejected. Please use an institutional email address for the contact author. Requests or submissions submitted using alternative or generic email addresses (e.g.; @gmail.com, @yahoo.com, @hotmail.com) will not be processed. Use of generic emails prevents unambiguous identification of the author. The tem…
publisher: Dr. Ismail Sahin
language: en
publication name: International Journal of Education in Mathematics, Science and Technology
issn: 2147-611X
copyright: Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the journal, the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
items: Tech Level-Ups: Technology-Based Micro-Credential Program as a Novel Approach to K-12 Professional Development
items: Project-Based, Experiential, and Integrated Learning in STEM Education: A Global Perspective
items: A Gamified Curriculum’s Effect on Physics Identity in Urban High School Students
items: Examining the Digital Literacy and Artificial Intelligence Attitudes of University Students Studying Arts
items: Examining the Relationship between Physical Activity Attitudes, Technology Addiction, and Well-Being in High School Students
items: Simulating Science: The Impact of Computer Simulations on Middle School Chemistry Understanding
items: The Effect of Translanguaging in a Middle School Science Classroom
items: On the Role of Generative AI in Fractals Teaching: Solutions and Class Proposals Designed by Chatbots and Mathematics Teachers
items: Artificial Intelligence in Mathematics Education: ChatGPT’s Capabilities and Limitations in Problem Posing
items: A Systematic Literature Review on Critical Thinking Skills in Physics Education
items: Exploring Resilience Mechanisms in High School Mathematics: A Study on Problem-Solving Challenges and Self-Regulation
items: Leveraging AI for Enhanced Bibliometric: A Multi-Faceted Approach to Citation Context, Sentiment, and Cognitive Link Analysis in Research Evaluation
items: Exploring the Primary School Students' Cognitive Structures of 3D Printers from Multiple Perspectives
items: Guided Experiment in Basic Electronics Simulations: Its Effect on Student Engagement and Motivation with Controlling Self-Regulation
items: Using Indigenous Games as a Resource for Teaching Mathematics
items: Teacher Candidates' Perceptions of AI Integration in Secondary Education: A Comparative Study of STEM and Non-STEM Majors
items: The Effects of Multiple Intelligences Theory Applications on Students' Cognitive, Affective and Skills Dimensions
items: The Effect of REACT Strategy Integrated with Artificial Intelligence on Academic Achievement
items: The Impact of Learning Approaches and Performance Levels on Pro-Environmental Behavior in Inquiry Contexts
items: What Exactly is the Productive Struggle? Lessons Learned from a Content Analysis of the Mathematics Education Literature
items: Investigation of Physical and Cognitive Performance of Athletes
items: STEM in Early Childhood: A Phenomenological Perspective on Teachers' Views, Experiences, and Professional Development Needs
items: Differences in Parental Involvement and Expectations during Primary Education: Reflections of STEM and Non-STEM Grammar School Students
items: Supporting Diverse Learners in STEM Education: The Impact of a Peer Assessment and Content Creation Activity
items: Relationships between Math Class Perceptions, Math Identification, and Choice of STEM Major: Racial and Gender Differences
items: Regulating the Load: A Systematic Review of SRL and Metacognitive Strategies in STEM Problem Solving Tasks
items: What is the Impact of Student Reflections and Intentional Project-Based Learning on Student Success and Attitude in a Mathematics Classroom?
items: Tracing Gender Equity in STEM: A Bibliometric Analysis of Women Representation in STEM Education
items: Transdisciplinary Learning: Using "Transfer Skills and Tools" for Deeper Learning to Achieve Higher-Order Thinking on Cross-Curricular Content
items: A Meta-Analytic Review of the Effectiveness of Engineering Design Process in Enhancing STEM Competence

Tech Level-Ups: Technology-Based Micro-Credential Program as a Novel Approach to K-12 Professional Development
type: item
description: While professional development (PD) is an important part of teachers’ professional growth, current PD formats are often perceived as irrelevant or too brief to significantly impact teaching practices. This mixed-methods action-research study evaluated a four-session, beginner-level fabrication-technology micro-credential (MC) program delivered to 102 distinct teachers across four cohorts. Descriptive statistics were utilized to summarize teacher demographics and self-reported comfort with fabrication technologies. Kruskal–Wallis tests were applied to compare post-session ratings of pacing, relevance, facilitator quality, and overall satisfaction across cohorts. Open-ended comments were thematically coded to capture perceived utility and classroom transfer. Participants included teachers from elementary (41.9%), middle (27.5%), and high school (20.6%) grades, with the remainder teaching multiple grades. The median comfort level with fabrication tools increased from "beginner" to "intermediate" over the sessions, while satisfaction levels remained consistently high. Differences in overall satisfaction among the cohorts were not statistically significant, H = 3.29, p = .35. Qualitative themes emphasized the importance of hands-on training, iterative practice windows between meetings, and facilitator feedback loops. The findings support the MC design principles of self-direction, job embedding, and competency-based assessment as effective solutions to common PD challenges. Implications include actionable steps for other MC programs and districts to support teachers.
subject: Articles
  topic: section
subject: Professional development
  topic: keywords
subject: Micro-credential
  topic: keywords
subject: K-12 education
  topic: keywords
subject: Educational technology
  topic: keywords
creator: Timothy Chang
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-21
publication date: 2025-10-21
starting page: 1662
ending page: 1679
doi: 10.46328/ijemst.5906

Project-Based, Experiential, and Integrated Learning in STEM Education: A Global Perspective
type: item
description: As we continue to navigate the complexities of the twenty-first century, STEM education trends provide a road map for developing a generation of learners who are prepared to face tomorrow's challenges with creativity, critical thinking, and a thorough understanding of the interconnectedness of their world. The collection of papers in this special issue examines the dynamics of STEM education from a global perspective. Papers range from early childhood education to higher education. This editor’s essay provides an overview of each of the 19 articles and their contributions to the expanding research on STEM education. Included is a mix of empirically focused action research studies, literature reviews, and meta-analyses conducted by researchers and researcher-practitioners from Serbia, Philippines, United States, Indonesia, and Turkey. Five main themes emerge: (1) Computational thinking in STEM education, (2) Embracing mathematics in STEM education, (3) Knowledge, competence, and support structures in the STEM setting, (4) STEM Integration: Integrated learning, Equity, accessibility and inclusion, and (5) Assessment, identity and diverse learners in the STEM.
subject: Articles
  topic: section
subject: International
  topic: keywords
subject: Experiential learning
  topic: keywords
subject: Integrated learning
  topic: keywords
subject: Project-based learning
  topic: keywords
subject: STEM education
  topic: keywords
creator: Anthony H. Normore
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1317
ending page: 1327
doi: 10.46328/ijemst.5854

A Gamified Curriculum’s Effect on Physics Identity in Urban High School Students
type: item
description: A positive physics identity is crucial for women and minorities who are underrepresented in the field of physics. Pedagogical methods that focus heavily on math rather than concepts present a deterrent to many students in physics courses. This research aimed to determine how a ‘gamified’ physics curriculum with immediate feedback affects students' perception of their ability to master physics as a discipline. Furthermore, the study aimed to investigate how an online algebra-based physics curriculum, which provides students with multiple levels of mastery in an interactive and responsive format, affects students' physics identity and academic achievement. Survey data were analyzed via ANOVA and/or discriminant analysis to determine shifts in participants’ attitudes about physics as the school year progressed. While the students’ self-assessed physics ability improved in the classroom, their assessment of their ability to do physics on a professional level decreased. This coincided with a decline in their interest in physics. In addition, the students did not prefer one content delivery method over another. These data suggest that even as students' perceived ability in physics increased, the improvement in ability was confined to their current class.
subject: Articles
  topic: section
subject: Physics identity
  topic: keywords
subject: Gamification
  topic: keywords
subject: Underrepresented groups
  topic: keywords
subject: Education
  topic: keywords
creator: LaTeira Haynes Zavala
creator: Kathryn Theiss
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1650
ending page: 1661
doi: 10.46328/ijemst.5853

Examining the Digital Literacy and Artificial Intelligence Attitudes of University Students Studying Arts
type: item
description: This research aimed to investigate the relationship between the digital literacy levels of university students enrolled in art education and their attitudes towards Artificial Intelligence (AI) technologies. The study utilized a relational survey model and was conducted with a total of 229 students studying in fine arts, music, visual arts education, and conservatory departments across Turkey. Data were gathered using the “Digital Literacy Scale” (Hamutoğlu et al., 2017) and the “General Attitude towards Artificial Intelligence Scale” (Schepman & Rodway, 2020). The findings indicate that students demonstrate high levels of digital literacy, high levels of positive AI attitudes, and moderate levels of negative attitudes toward AI. A statistically significant difference in digital literacy was found based on gender, favoring male students, but no difference was observed in AI attitudes. Regarding class level, senior students exhibited higher digital literacy levels, while negative AI attitudes increased in the final years. Furthermore, a positive and significant correlation was established between digital literacy and positive AI attitudes. The results suggest that art education students are effectively using technology in their creative processes but maintain a cautious approach regarding the artistic originality and ethical dimensions related to AI. In line with the findings, it is recommended that art education programs develop courses that integrate digital literacy and AI awareness.
subject: Articles
  topic: section
subject: Digital literacy
  topic: keywords
subject: Artificial intelligence
  topic: keywords
subject: Art education
  topic: keywords
subject: University students
  topic: keywords
subject: Attitude
  topic: keywords
creator: Volkan Burak Kibici
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-13
publication date: 2025-10-13
starting page: 1283
ending page: 1297
doi: 10.46328/ijemst.5839

Examining the Relationship between Physical Activity Attitudes, Technology Addiction, and Well-Being in High School Students
type: item
description: This study was conducted with the aim of simultaneously describing the patterns among physical activity attitudes, technology addiction, and psychological well-being in high school students and investigating whether these variables differ by gender. Data were collected from a total of 320 participants aged 13–17, located in four different provinces across various regions of Turkey. Data were gathered using the Youth Physical Activity Attitude Scale (YPAAS), the Technology Addiction Scale (TAS), and the Subjective/Psychological Well-Being Scale. Data were analyzed with SPSS 27.0; following checks for normality of distributions, descriptive statistics, independent samples t-tests for gender comparison, and Pearson product-moment correlation were applied for inter-variable relationships. The findings indicate that students' positive physical activity attitudes and psychological well-being generally trend at a moderate level. Components of technology addiction are also found to be at a moderate level, with relatively higher scores observed in the sub-dimensions of social networking and online gaming use. In gender-based comparisons, no significant differences were determined for physical activity attitudes or psychological well-being; however, significant differences were found in some sub-dimensions of technology addiction. Correlation analyses revealed that a positive physical activity attitude is significantly negatively correlated with indicators of technology addiction and positively correlated with psychological well-being. Conversely, negative attitude exhibited relationships in the opposite direction. The findings suggest that in school-based interventions, it may be beneficial to concurrently target components that reinforce physical activity and enhance digital self-regulation.
subject: Articles
  topic: section
subject: Sport psychology
  topic: keywords
subject: Physical activity attitude
  topic: keywords
subject: Technology addiction
  topic: keywords
subject: Psychological well-being
  topic: keywords
subject: Adolescence
  topic: keywords
creator: Mehmet Mubarek Bora
creator: Selami Karuc
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 1253
ending page: 1267
doi: 10.46328/ijemst.5807

Simulating Science: The Impact of Computer Simulations on Middle School Chemistry Understanding
type: item
description: This study explored how using computer simulations helped 7th grade students improve their understanding of chemistry. At my school, many students are below grade-level in reading and math, which can make science more challenging. During a 3-week chemistry unit, I used simulations from Amplify and other online tools. These simulations allowed students to interact with virtual experiments like combining substances and observing what happens directly on the computer. Students in two classes took a test before and after the unit. After using the simulations, their scores increased, and they were able to explain scientific ideas more clearly in writing, including using and developing and using models. Instead of just naming atoms, students began to show how atoms rearrange and stay balanced during chemical reactions by creating models. This study shows that computer simulations make learning science more engaging and accessible, especially for schools that don’t have full lab equipment. It also helps support Next Generation Science Standards (NGSS) by giving students opportunities to build and test their own models. This kind of learning which is called model-based reasoning helps students better understand abstract science concepts in a meaningful way.
subject: Articles
  topic: section
subject: Computer simulations
  topic: keywords
subject: Models
  topic: keywords
subject: Student achievement
  topic: keywords
subject: Science standards
  topic: keywords
creator: Jerry Manases Coronado
creator: Cecilia Duenas
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1556
ending page: 1567
doi: 10.46328/ijemst.5735

The Effect of Translanguaging in a Middle School Science Classroom
type: item
description: In today’s increasingly multilingual classrooms, leveraging students’ diverse linguistic resources is essential for fostering equity, inclusion and deeper learning. This action research explored the impact of translanguaging on student engagement, joy, and identity in a middle school science classroom. Translanguaging, which is leveraging students' full linguistic repertoire, was integrated into NGSS-aligned instruction in 8th grade science classes. Using pre- and post-surveys, data collected were analyzed to assess changes in student learning experience. Analysis of data indicates that translanguaging strategies foster greater engagement, affirm students’ cultural and linguistic identities, and create more inclusive and collaborative learning environments. The significant shifts in the reported instances of translanguaging, peer collaboration using LOTE, and positive shifts in attitudes and participation confirm that multilingual practices can transform science learning into a more inclusive, responsive, and meaningful experience. While some students have expressed minor concerns for potential confusion, the overall result was overwhelmingly positive. The result of this research reinforces that importance of culturally and linguistically responsive instruction. This highlights translanguaging as an effective strategy to promote equity, belonging and deeper and meaningful learning in science.
subject: Articles
  topic: section
subject: Translanguaging
  topic: keywords
subject: Multilingual
  topic: keywords
subject: Science education
  topic: keywords
subject: Inclusive classroom
  topic: keywords
creator: Ma Teresa Aki
creator: Kathryn Theiss
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1509
ending page: 1526
doi: 10.46328/ijemst.5734

On the Role of Generative AI in Fractals Teaching: Solutions and Class Proposals Designed by Chatbots and Mathematics Teachers
type: item
description: Fractal Geometry (GF) comprises problems characterized by having particular geometric and analytical properties based on the concept of self-similarity. Fractals constitute a breaking point in relation to classical Geometry. In addition, many natural phenomena exhibit fractal features, leading to several useful practical applications. In spite of this, fractals are rarely included in curriculum design and, let alone, seen in actual classrooms. This also leads to a lack of resources for teaching fractals at different educational levels. In this context, generative AI (GenAI) can bring an opportunity to produce resources for teaching fractals. In this work we present the results of a study oriented to analyze and compare the productions of in-service Mathematics teachers and GenAI models (namely ChatGPT, Copilot and Gemini) related to a particular fractal: the Sierpinski Triangle. The solutions to the problem as well as the class proposals built by both teachers and chatbots were compared in terms of a number of proposed categories (such as correctness of the results, level of mathematical justification, specificity of class proposal in several aspects). Our findings have multiple practical implications in terms of the design of methodological proposals including GenAI in fractals teaching.
subject: Articles
  topic: section
subject: Fractals
  topic: keywords
subject: Sierpinski triangle
  topic: keywords
subject: Chatbots
  topic: keywords
subject: Mathematics teachers
  topic: keywords
subject: Generative AI
  topic: keywords
subject: Artificial intelligence
  topic: keywords
creator: Patricia Sureda
creator: Verónica Parra
creator: Ana Rosa Corica
creator: Daniela Godoy
creator: Silvia Schiaffino
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1298
ending page: 1316
doi: 10.46328/ijemst.5713

Artificial Intelligence in Mathematics Education: ChatGPT’s Capabilities and Limitations in Problem Posing
type: item
description: This study investigates the ability of ChatGPT to generate mathematical problems creatively, focusing on fluency, flexibility, and originality. The findings indicate that ChatGPT can produce a vast number of problems, demonstrating a high level of fluency. Additionally, it tends to prioritize the most original problem among its generated outputs. In terms of flexibility, the model successfully formulates problems across various mathematical content areas, showing adaptability in different contexts. Despite its fluency, ChatGPT occasionally repeats content or diverges from the given instructions in later stages, highlighting the importance of expert supervision. When used in educational settings, AI-generated problems should be reviewed to ensure their relevance and accuracy. While ChatGPT has potential as a supportive tool in mathematics education, it should not function independently in instructional environments. Another observed limitation is the inconsistency in how ChatGPT categorizes mathematical problems, which may indicate gaps in its conceptual understanding. Furthermore, its inability to generate visual representations of geometric concepts could contribute to misclassifications or errors. These findings suggest that while ChatGPT can enhance creative problem posing in mathematics, its effectiveness depends on careful monitoring and structured implementation within the teaching and learning process.
subject: Articles
  topic: section
subject: ChatGPT
  topic: keywords
subject: Flexibility
  topic: keywords
subject: Geometry
  topic: keywords
subject: Problem posing
  topic: keywords
subject: Artificial Intelligence
  topic: keywords
creator: Cigdem Arslan
creator: Hatice Kubra Guler Selek
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1189
ending page: 1205
doi: 10.46328/ijemst.5712

A Systematic Literature Review on Critical Thinking Skills in Physics Education
type: item
description: Critical thinking skills are skills that were developed in the 21st century. Critical thinking skills are student-centered learning. Critical thinking skills can be developed from elementary school to college. Through a literature review, this study aims to provide information related to learning models and instruments used that can improve critical thinking skills in physics learning. Data collection is based on the source of the Scopus database. This type of document originated from journal articles with the keywords <<critical thinking>>, <<critical thinking skills>>, <<physics>>, and <<physics learning>> from 2015 to 2025. The procedure used in this literature review was adapted from PRISMA. The published documents are based on predetermined content analysis criteria including learning model, physics material topics, research subjects, education level and analysis. Learning with the guided inquiry model and problem-based learning are learning models that are often used to improve critical thinking skills with various indicators. Static fluids are a topic that is often discussed in research. This research broadly contributes to improving students' thinking skills through recommended learning models. The research findings provide information that student-centered learning models can improve students' thinking skills.
subject: Articles
  topic: section
subject: Critical thinking skills
  topic: keywords
subject: Guided inquiry
  topic: keywords
subject: Problem-based learning
  topic: keywords
subject: Static fluids
  topic: keywords
creator: Tugirin
creator: Masak
creator: Masita Husen
creator: Heru Kuswanto
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1268
ending page: 1282
doi: 10.46328/ijemst.5709

Exploring Resilience Mechanisms in High School Mathematics: A Study on Problem-Solving Challenges and Self-Regulation
type: item
description: This study explored how students develop and demonstrate resilience when prompted with mathematical problems. Anchored on the Three-Dimensional Resilience Theory in Mathematical Problem Solving, a multiple case study was conducted on thirteen (13) purposively selected students from a public senior high school in Davao City, Philippines. The cross-case analysis revealed three emerging themes on their mechanisms in dealing with mathematics problems: (1) mathematics resilience and problem-solving independence; (2) learner regulation of “negative emotions” towards Math problems; and (3) self-regulation and matching of learner behavior of learning challenge. The findings show that although all learners encounter learning difficulties, high resilience enables them to push through the difficulty until they overcome their struggle, creating meaningful learning experiences that boost their self-esteem and confidence in the long run. Learners with lower levels of math resilience were found to feel trapped in their struggle and resolute at the prospect of failure implying disempowerment. The findings also underscore the need to foster mathematics resilience among learners to empower them to actively deal with and overcome learning challenges.
subject: Articles
  topic: section
subject: Math resilience
  topic: keywords
subject: Problem solving mechanism
  topic: keywords
subject: Math education
  topic: keywords
subject: Cross-case analysis
  topic: keywords
creator: Roar A. Callaman
creator: Fe Monique M. Tagaytay
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1237
ending page: 1252
doi: 10.46328/ijemst.5708

Leveraging AI for Enhanced Bibliometric: A Multi-Faceted Approach to Citation Context, Sentiment, and Cognitive Link Analysis in Research Evaluation
type: item
description: This study developed a comprehensive bibliometric framework by integrating data from Scopus, Web of Science, and Google Scholar, leveraging the unique strengths of each platform. The dataset, comprising 6,000 papers, was proportionally distributed across the three sources, with 40% from Scopus and 30% each from Web of Science and Google Scholar. Scopus provided curated, peer-reviewed content ideal for assessing high-impact scholarly works, while Web of Science complemented this with its long standing indexing of high-quality journals and conference proceedings. Google Scholar, with its broader scope, incorporated grey literature and interdisciplinary studies, addressing gaps left by traditional databases and ensuring a more inclusive dataset. The data collection process prioritized diversity and methodological rigor, combining the reliability of structured bibliographic sources with the inclusivity of non-traditional content. Advanced analytical techniques sentiment analysis, citation context classification, and citation network mapping were employed to uncover trends in research impact, intellectual linkages, and interdisciplinary collaborations. The results revealed that SCIE and SSCI indexed journals dominated the dataset, reflecting their established roles in disseminating high-quality research. Contributions from ESCI and open-access platforms showcased emerging and innovative avenues for bibliometric analysis. Geographically, the United States, United Kingdom, and China emerged as leading contributors, collectively accounting for over 65% of the analyzed research, highlighted their influence on global scholarly output. The study concluded that integrating multiple bibliometric databases minimizes potential biases, enhances the inclusivity of sources, and provides a more balanced evaluation of global research trends. To advance bibliometric methodologies further, future research should incorporate additional data sources and leverage advanced AI techniques to r…
subject: Articles
  topic: section
subject: Bibliometric Databases
  topic: keywords
subject: Citation Analysis
  topic: keywords
subject: Research Impact Evaluation
  topic: keywords
subject: Artificial Intelligence in Bibliometrics
  topic: keywords
subject: Interdisciplinary Research Trends
  topic: keywords
creator: Samra Maqbool
creator: Hafiz Muhammad Ihsan Zafeer
creator: Sufyan Maqbool
creator: Ayesha Tariq
creator: Amjad Islam Amjad
creator: Nadia Rehman
creator: Usama Kalim
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1206
ending page: 1224
doi: 10.46328/ijemst.5707

Exploring the Primary School Students' Cognitive Structures of 3D Printers from Multiple Perspectives
type: item
description: The aim of the current study is to develop a detailed understanding of how third-grade primary school students construct 3D printers in their minds based on their initial knowledge about 3D printers. This study, which was conducted with a phenomenological design, is one of the qualitative research methods. The participants of the study consisted of 52 third-grade students who were selected through a criterion sampling method. The implementation phase of the research was planned as two lesson hours. Data was gathered via semi-structured student interview form, semi-structured teacher interview form and unstructured researcher observation notes. The results of the research showed that participants have a high interest in 3D printers. Besides, it was found that the participants were willing to obtain detailed information about 3D printers. In addition, it was concluded that although students had a limited understanding of the usage areas of 3D printers, they could associate them with education.
subject: Articles
  topic: section
subject: Educational technologies
  topic: keywords
subject: Technology integration in education
  topic: keywords
subject: 3D printer
  topic: keywords
subject: Primary school students
  topic: keywords
subject: Phenomenology
  topic: keywords
creator: Ugur Orhan
creator: Eda Demirhan
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1159
ending page: 1176
doi: 10.46328/ijemst.5705

Guided Experiment in Basic Electronics Simulations: Its Effect on Student Engagement and Motivation with Controlling Self-Regulation
type: item
description: This study investigates the impact of implementing guided experiments in basic electronics practicum simulation on student engagement and motivation, with particular attention to the role of self-regulation. While guided experiments have been extensively utilized in laboratory learning, prior research has predominantly concentrated on academic outcomes, overlooking the aspects of student engagement, motivation, and self-regulation. The study used Posttest-Only Design on 76 students, with MANCOVA analysis. The results showed that self-regulation had a significant effect on student engagement [F (1, 73) = 45.147; p = 0.000; ηρ² = 0.385] and motivation [F (1, 73) = 201.644; p = 0.000; ηρ² = 0.737]. However, guided experiments did not have a significant effect on engagement [F (2, 73) = 0.039; p = 0.962; ηρ² = 0.001] and student motivation [F (2, 73) = 0.101; p = 0.904; ηρ² = 0.003]. This conclusion confirms that self-regulation is a key factor in increasing student engagement and motivation, while the guided experiment method does not provide a significant impact. The implications of this study encourage the strengthening of student self-regulation in laboratory learning design to be more effective.
subject: Articles
  topic: section
subject: Guided experiment
  topic: keywords
subject: Laboratory
  topic: keywords
subject: Student engagement
  topic: keywords
subject: Motivation
  topic: keywords
subject: Self-regulation
  topic: keywords
creator: Suritno Fayanto
creator: Erniwati
creator: Husein
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 1177
ending page: 1188
doi: 10.46328/ijemst.5704

Using Indigenous Games as a Resource for Teaching Mathematics
type: item
description: This study contended that Grade 1 learners can use the indigenous Amagende game as part of their learning, especially in mathematics. In line with this assertion, this paper's authors explored the impact of Amagende in learning numeracy skills. This qualitative case study, underpinned by Mbigi's Collective Fingers Theory, conducted semi-structured interviews and classroom observations by engaging five Grade 1 teachers. The findings revealed that indulging in indigenous games like Amagende as a teaching strategy encourages literacy, numeracy, and personal development in early learning. It was recommended that teachers should consider indigenous games as tools to enhance mathematics performance in Grade 1 classrooms. This means there can be a cross-pollination of African and Western Indigenous games. This study contributes to new knowledge by highlighting that incorporating a native game like Amagende into the curriculum can increase gamification tactics and social and cognitive development.
subject: Articles
  topic: section
subject: Amagende
  topic: keywords
subject: Numeracy
  topic: keywords
subject: Indigenous
  topic: keywords
subject: Collective figures
  topic: keywords
subject: Game
  topic: keywords
subject: Teaching Mathematics
  topic: keywords
creator: Blanche Hadebe-Ndlovu
creator: Blandina Manditereza
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1144
ending page: 1158
doi: 10.46328/ijemst.5703

Teacher Candidates' Perceptions of AI Integration in Secondary Education: A Comparative Study of STEM and Non-STEM Majors
type: item
description: This study delves into teacher candidates’ (TCs) perspectives, particularly in secondary mathematics and science education. Through qualitative analysis of survey data and essays from 17 TCs across two institutions, including 9 STEM education major TCs (math and science TCs), and 8 non-STEM TCs, diverse attitudes towards AI integration emerge. Our finding shows that more STEM TCs exhibit enthusiasm than non-STEM TCs. However, both groups emphasized the need for ethical AI use and students’ critical thinking skills. Their exposure to AI-embedded classroom experiences also showed differences. This study underscores the importance of tailored mathematics teacher education programs for AI integration in preparing future secondary teacher educators. In summary, this study not only sheds light on the perspectives of secondary TCs on AI integration but also provides actionable recommendations for enhancing teacher education programs to better prepare future educators for AI-enhanced classrooms.
subject: Articles
  topic: section
subject: Artificial Intelligence (AI)
  topic: keywords
subject: STEM Education
  topic: keywords
subject: Teacher Candidates (TCs)
  topic: keywords
subject: Preservice Teachers
  topic: keywords
subject: Mathematics Teacher Education (MTE)
  topic: keywords
subject: Secondary Education
  topic: keywords
subject: AI Integration
  topic: keywords
subject: Teacher Perspectives
  topic: keywords
creator: Jung Colen
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1097
ending page: 1112
doi: 10.46328/ijemst.5701

The Effects of Multiple Intelligences Theory Applications on Students' Cognitive, Affective and Skills Dimensions
type: item
description: This study aims to reveal the applicability of the theory of multiple intelligences, based on daily life problem-solving skills, in primary school fourth-grade science courses. The study was conducted using an action research design, one of the qualitative research methods. The participant group of the research consisted of 23 students attending the fourth grade of a public primary school in Istanbul during the 2022-2023 academic year, their parents, and the classroom teacher. The data for the study were collected through observation findings obtained via video recordings and observation forms, diaries kept by the researcher, products created by the students, evaluation and self-evaluation forms, and semi-structured interviews conducted with students, parents, and the classroom teacher. The content analysis technique was utilized for the analysis of the research data. As a result of the analysis of the obtained data, five main themes were identified under the headings: "process," "cognitive," "affective," "skills," and "problems and suggestions." In the process dimension, it was understood that the lesson plans prepared within the context of the theory of multiple intelligences were suitable plans that could help students achieve the relevant outcomes. In the cognitive domain, it was determined that students' abilities to understand and comprehend, as well as their academic success, increased, and this contributed to their permanent learning. In the affective domain, it was observed that during the activities, students were happy, enjoyed themselves, were entertained, felt excited, and were willing to participate. Furthermore, it was seen that students gained self-confidence and their self-efficacy perceptions developed. In the skills dimension, it was revealed that students' abilities to relate the knowledge they acquired to daily life and to communicate had developed. In the problems and suggestions dimension, it was concluded that the students' intense desire to …
subject: Articles
  topic: section
subject: Action research
  topic: keywords
subject: Multiple intelligences
  topic: keywords
subject: Primary school students
  topic: keywords
subject: Science courses
  topic: keywords
creator: Muhammet Fatih Dogan
creator: Mehmet Gultekin
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1113
ending page: 1143
doi: 10.46328/ijemst.5700

The Effect of REACT Strategy Integrated with Artificial Intelligence on Academic Achievement
type: item
description: As the use of artificial intelligence increases, its effects in many fields continue to multiply. One of the affected fields is science education. This study’s purpose is to examine the effect of teaching the 'Electrical Circuit Elements' unit of the 5th grade science course with the REACT strategy integrated with artificial intelligence on the students’ academic success. The study’s research problem: "Does teaching the 5th grade unit of 'Electrical Circuit Elements' with REACT strategy integrated with artificial intelligence have an effect on pupils' academic success?" is as follows. In the study, a semi-experimental research design, which is one of the quantitative research methods, was used, pre- and post-tests were applied, and experimental and control groups were included. The study’s participants were 37 students in the 5th grade of a secondary school in Türkiye. "Electrical Circuit Elements Academic Achievement Test" and students' applications related to ChatGPT were implemented as data collection tools in the study. In the experimental group, the REACT strategy integrated with artificial intelligence was used by preparing a lesson plan with ChatGPT for four weeks and getting help from ChatGPT during the lesson, while the 5E method was implemented in the control group. As a consequence of the research, it was detected that both approaches increased the students’ academic success, but the REACT strategy integrated with artificial intelligence increased statistically significantly more than the 5E method.
subject: Articles
  topic: section
subject: Artificial intelligence
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: REACT strategy
  topic: keywords
subject: Electric circuit elements
  topic: keywords
subject: Academic achievement
  topic: keywords
creator: Latif Gunes
creator: Mustafa Yilmazlar
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1083
ending page: 1096
doi: 10.46328/ijemst.5698

The Impact of Learning Approaches and Performance Levels on Pro-Environmental Behavior in Inquiry Contexts
type: item
description: This article examines the impact of implementing a didactic strategy rooted in inquiry-based learning on the development of pro-environmental behaviors. The study considers the Learning Approaches and Performance Levels achieved by 108 students aged 13 to 16 from a public rural educational institution in the Department of Meta, Colombia. This research follows the principles of the mixed methodological paradigm, employing a Simple Integrated Empirical Case Study with a descriptive approach. The characteristics of inquiry-based learning contribute to the improvement of environmental education processes. This approach enables half of the participating students to reach the higher levels of the SOLO taxonomy, while a third achieve the multi-structural level. These outcomes are not influenced by the student's preferred Learning Approach or associated factors such as their academic ease in environmental sciences or the socioeconomic conditions of their families. Instead, the strategy enhances pro-environmental behaviors by encouraging students to analyze the impact of human actions on their environmental reality, particularly those actions that benefit the environment and improve the well-being of social groups. The study concludes that actions perceived as difficult by young people are often linked to negative socio-affective aspects, such as low self-esteem or feelings of shame.
subject: Articles
  topic: section
subject: Pro-environmental behavior inquiry
  topic: keywords
subject: Learning approach
  topic: keywords
subject: Performance level
  topic: keywords
creator: Angelica Rocio Guzman-Lenis
creator: Maria Rocio Perez-Mesa
creator: Yair Alexander Porras-Contreras
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1064
ending page: 1082
doi: 10.46328/ijemst.5697

What Exactly is the Productive Struggle? Lessons Learned from a Content Analysis of the Mathematics Education Literature
type: item
description: Productive struggle (PS) has emerged as a critical construct in mathematics education, emphasizing the importance of persistence, cognitive engagement, and conceptual understanding in problem-solving. However, inconsistencies in its conceptual and operational definitions have hindered its effective implementation and assessment. This study conducted a content analysis of mathematics education literature to examine how PS is defined and operationalized. Findings reveal that while cognitive demand, deeper understanding, and effortful engagement are consistently emphasized, other critical characteristics—such as ingenuity, mathematical relationships, and student-centered learning—are less frequently addressed. Based on these findings, we propose a comprehensive conceptual definition of PS: an effortful, student-centered process involving cognitively demanding tasks that require persistence, ingenuity, and deeper mathematical understanding. Additionally, we identify observable and measurable classroom indicators to support the structured implementation and assessment of PS. By aligning research, teacher training, and instructional practices with this refined conceptualization, this study provides a foundation for enhancing mathematical problem-solving, resilience, and critical thinking in students. Implications for mathematics educators, researchers, and curriculum developers are discussed.
subject: Articles
  topic: section
subject: productive struggle
  topic: keywords
subject: mathematics education
  topic: keywords
subject: content analysis
  topic: keywords
creator: Jamaal R. Young
creator: Miriam Sanders
creator: Danielle Bevan
creator: Syahrul Amin
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1040
ending page: 1063
doi: 10.46328/ijemst.5696

Investigation of Physical and Cognitive Performance of Athletes
type: item
description: This study aims to examine the relationship between physical performance levels and cognitive functions of male athletes aged 18-25 years competing in the Turkish Hockey Indoor 1st League. 45 athletes participated in the study, balance, flexibility and vertical jump tests and D2 Attention Test were applied. In addition to descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA) and Pearson correlation analysis were used to analyze the data. The results revealed that attention levels did not differ significantly according to age, education, sport experience and position (p>0.05). While there was no significant relationship between physical performance variables and attention, only vertical jump values showed a significant difference between the positions (p<0.05). In addition, positive and significant correlations were observed between the sub-dimensions of the attention test. In this context, it was concluded that not only physical criteria but also cognitive skills should be systematically included in the performance evaluations of hockey athletes.
subject: Articles
  topic: section
subject: Hockey
  topic: keywords
subject: Physical performance
  topic: keywords
subject: Cognitive
  topic: keywords
subject: Functions/attention
  topic: keywords
subject: Athletes
  topic: keywords
creator: Abdulkerim Ceviker
creator: Abdusselam Turgut
creator: Omer Zambak
creator: Muhammed Said Yanar
creator: Furkan Camici
creator: Cisem Unlu
creator: Seref Eroglu
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 1225
ending page: 1236
doi: 10.46328/ijemst.5685

STEM in Early Childhood: A Phenomenological Perspective on Teachers' Views, Experiences, and Professional Development Needs
type: item
description: The implementation of STEM education in early childhood has become increasingly important for the development of children's 21st-century skills. However, the effective realization of this interdisciplinary approach is directly related to teachers' theoretical knowledge and practical competencies. In this study, the views, implementation experiences, and professional development needs of preschool teachers regarding STEM education were examined. The study, conducted using a phenomenological design, a qualitative research method, included 16 preschool teachers selected through criterion sampling. Data were collected through two online focus group interviews and analyzed using the content analysis method. The findings indicate that teachers define STEM as an interdisciplinary approach but have some misconceptions. While all teachers emphasized that STEM education is important and necessary for children, it was found that they do not implement it. The main factors hindering STEM education include a lack of professional support, insufficient knowledge, materials, and resources, time constraints, and inadequate administrative and family awareness. The research findings show that teachers need practical training, mentoring support, professional learning communities, and guiding resources and materials. The study also offers recommendations to improve the quality of STEM implementation in early childhood.
subject: Articles
  topic: section
subject: Early childhood
  topic: keywords
subject: STEM education
  topic: keywords
subject: Preschool teacher
  topic: keywords
subject: Teacher perceptions
  topic: keywords
subject: Professional development needs
  topic: keywords
creator: Nefise Ozok Bulut
creator: Serap Erdogan
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1632
ending page: 1649
doi: 10.46328/ijemst.5539

Differences in Parental Involvement and Expectations during Primary Education: Reflections of STEM and Non-STEM Grammar School Students
type: item
description: Parental involvement during primary education plays an important role in shaping students’ academic trajectories and aspirations. The aim of this study was to examine how grammar school students perceive parental involvement during their primary school years, and how it differs depending on whether they later chose STEM or Non-STEM tracks (languages, social sciences, sports, and arts). Furthermore, the present study explores how these patterns vary by gender, place of residence, and parental education. Using a quantitative research design, data were collected from grammar school students in Serbia. The results indicate that students who chose Non-STEM departments experienced greater parental involvement than those who chose an educational pathway that prepares them for academic studies in STEM subjects. Data analysis on parental involvement across STEM and Non-STEM groups yielded valuable findings in relation to students’ sociodemographic backgrounds: differences reflected in homework supervision, encouragement to pursue higher education, and expectations about immediate employment These findings emphasize the importance of recognizing the multifaceted nature of parental engagement, ranging from practical help to symbolic encouragement, and its interaction with social and cultural capital. The study concludes with recommendations for inclusive education policy and practice that recognize and strengthen family-school partnerships.
subject: Articles
  topic: section
subject: Parental involvement
  topic: keywords
subject: Grammar school students
  topic: keywords
subject: Educational choice
  topic: keywords
subject: STEM
  topic: keywords
subject: Non-STEM
  topic: keywords
creator: Aleksandra Maksimović
creator: Filip Stašević
creator: Aleksandar Milenković
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1595
ending page: 1614
doi: 10.46328/ijemst.5521

Supporting Diverse Learners in STEM Education: The Impact of a Peer Assessment and Content Creation Activity
type: item
description: Teaching complex subjects in STEM studies to academically heterogeneous students presents significant pedagogical challenges. This study evaluates the impact of an active learning intervention where students created and peer-assessed exam questions. Using a mixed-methods approach, it was compared an intervention group (n=74) against a control group (n=76) and was analyzed pre/post-test results and student feedback. The findings reveal a statistically significant and substantial improvement in academic performance. The intervention group not only demonstrated exceptional learning gains (Cohen's d = 1.10) but also significantly outperformed the control group on the final exam (Cohen's d = 1.15). Student feedback confirmed the activity's value for learning, despite being perceived as demanding. This student-led assessment strategy proves to be a highly effective pedagogical tool for enhancing comprehension and success in challenging STEM courses for diverse student populations.
subject: Articles
  topic: section
subject: Active Learning
  topic: keywords
subject: Student-Generated Questions
  topic: keywords
subject: Peer Assessment
  topic: keywords
subject: Diverse Learners
  topic: keywords
subject: Collaborative Learning
  topic: keywords
creator: Sergio Blanco
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1568
ending page: 1581
doi: 10.46328/ijemst.5499

Relationships between Math Class Perceptions, Math Identification, and Choice of STEM Major: Racial and Gender Differences
type: item
description: STEM (Science, Technology, Engineering, and Mathematics) careers remain in high demand, and the United States continues to compete globally to expand its STEM workforce while addressing persistent racial and gender disparities. This study employed structural equation modeling (SEM) with multigroup analyses to examine the relationships among high school students’ perceptions of their math classes, their math identification, and their decision to pursue math-intensive STEM majors. The theoretical framework integrated the MUSIC Model of Motivation (eMpowerment, Usefulness, Success, Interest, Caring) and domain identification theory. Data were drawn from 23,503 participants in the nationally representative High School Longitudinal Study (HSLS: 2009–2013). Analyses focused on differences by gender and race, with particular emphasis on Black female students. Results indicated that students’ perceptions of success and interest in their math classes were positively associated with math identification, which in turn was positively related to their decision to pursue a STEM major. No statistically significant differences were found between Black females and their peers (Black males, White females, and White males) in the strength of these relationships. Implications for educators and schools seeking to increase the participation of Black female students in STEM fields are discussed.
subject: Articles
  topic: section
subject: STEM education
  topic: keywords
subject: MUSIC Model of Motivation
  topic: keywords
subject: Identification with mathematics
  topic: keywords
subject: career choice
  topic: keywords
subject: Black female students
  topic: keywords
creator: Sachiel Mondesir
creator: Jesse L. M. Wilkins
creator: Brett D. Jones
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1527
ending page: 1555
doi: 10.46328/ijemst.5484

Regulating the Load: A Systematic Review of SRL and Metacognitive Strategies in STEM Problem Solving Tasks
type: item
description: This systematic review examines how students manage cognitive load during STEM problem solving by using self-regulated learning (SRL) and metacognitive strategies, and how instructional designs can support these attempts. Fourteen empirical studies published since 2010 were thematically analyzed using the SALSA framework and PRISMA guidelines. Based on these studies, the findings suggest that SRL strategies do more than reducing the cognitive load and they also facilitate deeper student engagement by increasing germane cognitive load. The findings are organized according to two research questions. The first focuses on the strategies students use to reduce the cognitive load, which emerge under three themes as "Monitoring & "Evaluation", "Elaboration & Explanation", and "Strategic Regulation". The second focuses on how instructional designs support these strategies particularly through "Metacognitive Activation via Prompting" and "Load Optimization through Multimedia Principles". Overall, the findings reveal that when students are encouraged to reflect, explain, and make conscious choices regarding their existing skills and knowledge, they can better handle the cognitive load of complex STEM tasks. Instructional supports like prompts and multimedia elements help to reduce extraneous load and create space for meaningful learning. These results point to the value of flexible, well-designed learning environments that actively support students in managing their thinking processes.
subject: Articles
  topic: section
subject: Cognitive Load
  topic: keywords
subject: Self-Regulated Learning
  topic: keywords
subject: metacognition
  topic: keywords
subject: STEM Problem Solving
  topic: keywords
subject: Instructional Design
  topic: keywords
creator: Ozlem Ozbey-Demir
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1491
ending page: 1508
doi: 10.46328/ijemst.5429

What is the Impact of Student Reflections and Intentional Project-Based Learning on Student Success and Attitude in a Mathematics Classroom?
type: item
description: Our study focused on the challenges of student attitudes towards math has on their performance in the mathematics classroom. We sought out to see the impact of reflective opportunities on how students feel about the mathematics they are learning as well as how they view themselves as mathematicians. We also incorporated Project Based Learning to allow students to collect and analyze their own data, interview professionals, and present their findings. Our results highlight the need for educators to use methods which allow students to reflect, and to be provided with a variety of learning methods in the math class setting. Our findings further suggest that utilizing these teaching practices may reduce anxiety, and students have opportunities to create memorable and valuable learning experiences.
subject: Articles
  topic: section
subject: math anxiety
  topic: keywords
subject: project based learning
  topic: keywords
subject: math autobiography
  topic: keywords
creator: Keesha Aldridge
creator: Kathryn Theiss
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1582
ending page: 1594
doi: 10.46328/ijemst.5278

Tracing Gender Equity in STEM: A Bibliometric Analysis of Women Representation in STEM Education
type: item
description: Advancing gender parity in STEM education remains a global priority, yet persistent inequities continue to limit women’s participation and leadership in science and technology fields. This study examines the intellectual structure and evolving research trends on gender parity in STEM education through a comprehensive bibliometric analysis of women’s representation in science and technology. Drawing on 585 publications indexed in the Scopus database from 2000 to 2024, the study employs co-citation and co-word analyses to map thematic clusters, identify influential works, and forecast future research directions. Three major co-citation clusters emerged: (1) identity formation, stereotypes, and structural barriers influencing women’s participation in STEM; (2) structural barriers, role models, and challenges intensified by the pandemic; and (3) psychological constructs and multi-factorial barriers affecting engagement and persistence. Co-word analysis further revealed dominant trends around diversity and inclusion, representation in policy, and educational innovation in higher education. Despite the field’s growth, critical gaps remain in intersectional approaches, longitudinal studies, and evaluations of systemic policy reforms. This study not only synthesizes the knowledge landscape of gender parity research but also underscores its practical significance. It offers actionable insights for scholars, educators, and policymakers by highlighting the need for inclusive pedagogies, institutional reforms, mentorship structures, and targeted interventions, including teacher-training programs that emphasize gender-responsive pedagogy, to improve participation, retention, and leadership pathways for women in STEM.
subject: Articles
  topic: section
subject: gender equity
  topic: keywords
subject: gender parity
  topic: keywords
subject: STEM education
  topic: keywords
subject: women representation
  topic: keywords
subject: bibliometric analysis
  topic: keywords
creator: Analiza A. Villacorte
creator: Elenita P. Galvez
creator: Crisanta T. De Leon
creator: Jesusa C. Francisco
creator: Luisito M. Nanquil
creator: Jane Kristine G. Suarez
creator: Ronilo P. Antonio
creator: Walton Wider
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1445
ending page: 1466
doi: 10.46328/ijemst.5233

Transdisciplinary Learning: Using "Transfer Skills and Tools" for Deeper Learning to Achieve Higher-Order Thinking on Cross-Curricular Content
type: item
description: In this study, researchers investigated the impact of transdisciplinary learning on minority students as they were asked to apply higher-order thinking to solve real-world problems. Minority students, aged 10 to 11, who attended the researcher’s elective classes participated. To see the potential in Transdisciplinary Learning, researchers looked at its essence through the use of “transfer skills and tools” such as: metacognition, questioning, Computational Thinking, Common Core State Standards Mathematical Practices (MP1: Make Sense of Problems and Persevere in Solving Them; MP4: Modeling with Mathematics; MP7: Look for and make use of structure; MP8: look for and express regularity in repeated reasoning), digital technology tools, and self-efficacy. The use of these “transfer skills and tools” was monitored to collect data on students' progress and development to see how underrepresented students fare with rigorous instruction that offered them student-centered experiences that would build their capacity to solve “wicked” 21st-century global problems. Results yielded self-efficacy as a critical variable that provided some statistically significant outcomes. While promising for refining future efforts to empower students, the findings for the immediate effects of transfer skills and tools used to increase students’ deep learning were inconclusive.
subject: Articles
  topic: section
subject: Transdisciplinary learning,
  topic: keywords
subject: Underrepresented students,
  topic: keywords
subject: Self-efficacy,
  topic: keywords
subject: Deeper learning
  topic: keywords
subject: Higher-order thinking
  topic: keywords
creator: James Borden
creator: Cecilia Duenas
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1467
ending page: 1490
doi: 10.46328/ijemst.5221

A Meta-Analytic Review of the Effectiveness of Engineering Design Process in Enhancing STEM Competence
type: item
description: This meta-analysis synthesized 18 qualified studies, resulting in 29 effect sizes. This study involved a total sample of 1,280 students to evaluate the effectiveness of Engineering Design Process (EDP)-based instructional approaches in STEM education. Eligible studies were systematically selected through inclusion and exclusion criteria following the PRISMA protocol, and effect sizes were computed using Hedge’s g, applying random-effect model due to substantial heterogeneity (Qe = 156.367, df = 28, p < 0.001). The overall effect size (ES = 1.168) reflects a strong positive impact of EDP-based interventions on STEM learning. Meta-regression analysis further revealed that tertiary education level significantly moderated the effect size (p=0.033), while STEM competence type and implementation period did not yield statistically significant effects. The findings also revealed that scientific creativity and engineering-focused STEM integration were the most frequently enhanced STEM competence and instructional approach used on the reviewed studies respectively. These findings support the pedagogical strength of EDP in fostering inquiry-driven, higher-order thinking and suggest tailoring approaches based on learner’s academic level to maximize impact.
subject: Articles
  topic: section
subject: engineering design process
  topic: keywords
subject: meta-analysis
  topic: keywords
subject: STEM competence
  topic: keywords
subject: STEM education
  topic: keywords
creator: Albert Andry E. Panergayo
rights: Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1416
ending page: 1430
doi: 10.46328/ijemst.5224