Gamifying Mathematics: A Hermeneutic Phenomenological Study Focused on Role-Playing Games in Linear Equations

The use of digital technology in mathematics education has gained significant interest over the past few years with the rapid development of technology and the changing practices in education all around the world. Technology-enhanced learning of mathematics has been increasingly used to enhance conceptual understanding, engagement and problem-solving skills of the students. This study was an attempt to identify and synthesize the pedagogical opportunities of technology enhanced mathematics learning and examine the practical constraints associated with the integration of technology in mathematics education. This research is a systematic review of the studies published between 2020 and 2025 concerning the pedagogical opportunities and practical limitations regarding the use of technology in mathematics education. Following the PRISMA framework, a systematic identification, screening, and analysis of peer-reviewed journal articles were performed. After a rigorous selection process eighteen studies were identified to have met the predefined inclusion criteria, and included in the final review. The selected studies were analyzed with the method of thematic analysis used to identify recurring patterns in the literature and key themes. The results indicated that technology-enhanced mathematics learning provides important pedagogical opportunities such as better conceptual understanding, better student motivation, and development of higher-order thinking skills as well as individualized learning experiences and inclusive education support. However, persistent practical problems were also identified, including insufficient preparedness of teachers, insufficient technological infrastructure, digital inequity, misalignment of curriculum and ethical issues concerning artificial intelligence. The findings in this study conclude that while technology has great potential to transform mathematics education, the effectiveness of technology depends on pedagogical alignment, teacher competence and institutional support. Addressing these constraints is crucial to ensuring sustainable and meaningful integration of technology in mathematics classrooms.

This study explores the complex interplay between teacher attributes, learner instructional approaches, and the integration of Information and Communication Technologies (ICTs) in mathematics education, highlighting their collective impact on educational outcomes. Through a comprehensive survey of 196 teachers and 315 learners, the research delves into the relationships between teacher experience, educational qualifications, and the frequency and manner of technology use in the classroom. The analysis reveals that younger educators and those possessing advanced academic credentials are more inclined to actively incorporate ICTs into their teaching practices, demonstrating a higher level of comfort and enthusiasm for leveraging these tools to enhance student learning. Conversely, the study finds that more experienced teachers, particularly those with lower qualifications, tend to utilize technology less frequently, possibly due to a preference for traditional teaching methods or a lack of confidence in their ability to effectively integrate new technologies. Additionally, the study investigates the strategies employed by learners, with a particular focus on web-based self-learning approaches, such as the use of online educational videos and interactive platforms. The data indicates a significant positive correlation between these strategies and improved academic performance in mathematics, suggesting that learner-centered approaches that emphasize self-directed, technology-mediated learning can lead to better educational outcomes. These findings underscore the critical importance of considering both teacher characteristics and learner-centered instructional methods when developing strategies for the effective integration of technology in mathematics education. By tailoring these strategies to meet the diverse needs and preferences of educators, while simultaneously promoting effective self-learning techniques among students, educational institutions can better harness the potential of ICTs to improve learning outcomes in mathematics and beyond.

This chapter examines the evolution and future perspectives of in the integration of digital technologies in mathematics education through the work of two research groups: Entornos Tecnológicos en Educación Matemática (ETEM) from SEIEMand Educación Matemática y Tecnologías Digitales (EMTD) from SOMIDEM.The objectives and research lines of each group are presented, detailing the theoretical and methodological frameworks employed, as well as the most relevant results obtained to date. Furthermore, challenges and emerging areas in the use of technology in mathematics education are identified, such as the impact of artificial intelligence, computational thinking, and technology-mediated assessment. Finally, potential synergies between ETEM and EMTD are proposed to foster future collaborations that contribute to the advancement of the research in mathematics education and technology.

The present study investigated the impact of virtual reality on mathematics learning, specifically focusing on the perimeters and areas of regular geometric figures. Employing a quantitative approach, a descriptive quasi-experimental study was conducted with eighth-grade students in basic education. Pre- and post-surveys were utilized to assess students’ motivation before and after the virtual reality intervention. The results revealed a significant increase in students’ motivation after the intervention, supporting the hypothesis that virtual reality positively affects students’ motivation towards mathematics learning. Additionally, positive changes were observed in the perception of complexity, enjoyment, and willingness to continue using virtual reality in mathematics learning. These findings suggest that virtual reality could be considered a tool that offers numerous benefits for increasing student motivation and engagement in mathematics learning. Future research is recommended to be longitudinal, comparative, and focused on the development of new virtual reality applications, aiming to further expand understanding of the use of this technology in mathematics education and enhance students’ learning experiences.

The development of professional digital competencies is an important condition for a meaningful integration of digital technologies in mathematics education. A widely used and empirically studied approach for the professional development of in-service teachers are teacher design teams, in which lessons are collaboratively planned, implemented and reflected. However, this approach has not yet been considered for the collaboration of pre-service and in-service teachers. Therefore, this article examines in a holistic case study mixed teacher design teams composed of pre-service and in-service teachers. A total of 23 interviews were conducted with pre-service and in-service teachers and analyzed by inductive development of categories using the method of qualitative content analysis. The case study shows among other things, that the different prerequisites of the participants can lead to a relatively clear division of roles within the collaboration, which turns out to be suitable for the professionalization of both pre-service and in-service mathematics teachers.

In ICME12, the role of technology in mathematics education was divided into two distinct study groups: Analysis of uses of technology in the teaching (TSG 18) and learning (TSG 19) of mathematics. Of course, these two aspects of mathematics education are closely intertwined, but we tried to concentrate the TSG 19 discussions around the aspect of LEARNING with ICT (Information and Communications Technology).

Objective: This study aims to investigate the trajectory and contributions of the Remote Experimentation Laboratory (RExLab) over its 27 years of existence, focusing on the integration of technology in education and its relevance to teaching and learning. Theoretical Framework: RExLab was founded in 1997 with the aim of promoting digital inclusion and democratization of science education through the provision of Remote Laboratories. Over the years, the research group has added more resources to its projects, such as the integration of technologies in education, teacher training, and the creation of Open Educational Resources (OER), receiving several awards and distinctions along the way. Method: The research adopted a documentary and bibliographical approach, tracking the evolution and impact of RExLab from its inception to the present moment. Data collection was conducted through the analysis of documents and publications related to RExLab. Results and Discussion: The results highlight RExLab's contributions to the integration of technology in education, demonstrating its role in generating practical knowledge to solve specific problems and in understanding the experiences and perceptions related to technology in education. The discussion contextualizes these results in light of the theoretical framework, emphasizing the importance of RExLab for teaching and learning. Research Implications: This research reflects on how RExLab can continue to be an ally in the integration of technology in education, even in the face of future challenges. Its implications encompass both the field of education and applied research. Originality/Value: This study contributes to the literature by highlighting the importance of RExLab as a successful model in the integration of technology in education over time. Its relevance lies in the emphasis on the practical application of research and in promoting equality through education.

The Industry 5.0 era demands mathematics learning models that are not only technology-enhanced but also culturally responsive and competence-oriented. This systematic literature review investigates the integration of technology-supported problem-based learning (PBL) with culturally responsive teaching (CRT) in mathematics education. Following the PRISMA 2020 protocol, 24 records were retrieved from Scopus, ScienceDirect, and Google Scholar; five met the inclusion criteria and were thematically analyzed. Results show that PBL supported by technology improves students’ problem-solving skills, mathematical literacy, motivation, and self-regulated learning. However, explicit integration of CRT within these models remains limited. Compared to conventional approaches, a combined PBL-CRT-technology framework holds greater potential to promote meaningful, inclusive, and future-oriented mathematics learning. This review recommends the development of a comprehensive instructional model that aligns cultural relevance, digital innovation, and inquiry-based learning. Implications for research and practice are outlined to support mathematics education in diverse and digitally connected learning environments.

This volume collects most recent work on the role of technology in mathematics education. It offers fresh insight and understanding of the many ways in which technological resources can improve the teaching and learning of mathematics. The first section of the volume focuses on the question how a proposed mathematical task in a technological environment can influence the acquisition of knowledge and what elements are important to retain in the design of mathematical tasks in computing environments. The use of white smart boards, platforms as Moodle, tablets and smartphones have transformed the way we communicate both inside and outside the mathematics classroom. Therefore the second section discussed how to make efficient use of these resources in the classroom and beyond. The third section addresses how technology modifies the way information is transmitted and how mathematical education has to take into account the new ways of learning through connected networks as well as new ways of teaching. The last section is on the training of teachers in the digital era. The editors of this volume have selected papers from the proceedings of the 65th, 66th and 67th CIEAEM conference, and invited the correspondent authors to contribute to this volume by discussing one of the four important topics. The book continues a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l’Etude et l’Amelioration de l’Enseignement des Mathematiques / International Commission for the Study and Improvement of Mathematics Education.

This study investigated the effects of technology integration education on professors' and students' perspectives at U AE universities, as well as their ideas regarding potential impediments to technology integration in education. In order to achieve this goal, participants (students and professors) were given two important questions: “What might ‘Technology Integration in Education’ imply to you?” and “What would be the potential impediments to technology integration in education?” The study included 100 students and professors in all. In this qualitative study, the data was examined using the descriptive analysis method. According to the findings of the study, students and professors have critical perceptions of technology integration, such as effective use of technology, inclusion of technology in the course curriculum, increasing engagement, visualizing course content, working with administrators to integrate technology, and being able to teach with technology that cannot be taught beforehand. Regarding external and internal constraints, participants stated that a lack of funding/budget, a lack of equipment, a lack of ability, and a lack of time are important impediments to technology integration in education. In contrast to other research in the field, academics pointed to parental worries and security concerns as reasons why technology can't be used in teaching.

The study conducted a comprehensive examination of scholarly research that investigated the effectively integrating technology into mathematics education and its benefits and challenges to teachers. Utilizing technology in education significantly enhances teaching outcomes. The primary objective of this systematic review was to analyze active research and produce a thorough synthesis of the results. A comprehensive methodology was employed, featuring a detailed review database and strict inclusion and exclusion criteria. A qualitative approach was adopted, and data were collected using a customized data extraction form. The target population compromised teachers instructing mathematics subjects integrated with technology, and purposive sampling was utilized as the sampling strategy. Fourteen research studies met the inclusion criteria and were incorporated into the final analysis. The results suggest that effective integration necessitates sufficient technical resources and ways to address time constraints in the classroom. Technology integration has benefits and challenges for teachers, especially in teaching and learning mathematics. The usage of integrating technology also makes learning enjoyable and relatable, capturing students’ attention, personalized learning and connecting abstract concepts to practical scenarios, reinforcing relevance. These research findings have implications for educators and policymakers, highlighting the potential benefits and challenges for instructors in incorporating technology into mathematical education. This systematic review presents analyzing data and information into technology integration and its effect and challenges to teachers. Balancing benefits and challenges are crucial for successful integration.

Technological mediation has gained relevance in teaching mathematics. Its usefulness and impact depend, to a great extent, on how students approach the learning of the discipline. Two independent instrumental studies were conducted to analyze the psychometric properties of the Spanish version of the Mathematics and Technology Attitudes Scale (MTAS-sv). The first was with 573 Colombian high school students (258 girls) and the second was with 400 (262 girls). Study 1 identified a three-dimensional factor structure formed by the subscales Attitude toward learning mathematics with technology, Self-concept in mathematics, and Confidence in technology, with good factorial properties and appropriate internal consistency scores (ωglobal = .884). Study 2 collected evidence of convergent validity by demonstrating that the subscales correlate directly with similar constructs. This adapted and validated version offers a useful alternative for investigating the role of technology in mathematics education.

This study investigates kindergarten children’s mathematics learning with a focus on the role of teachers’ mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show that teachers’ beliefs regarding what is important for children’s preparation in mathematics selectively influenced what they taught in the classrooms for mathematics education and what children experienced in kindergarten. The results also reveal that children who were provided ample experiences in reading and singing activities at home, and more frequent math learning practices, problem-solving activities, and arts or life-related materials within the classroom showed greater math thinking skills and higher math achievement scores than those who were not provided such experiences. More reading and singing activities at home, math learning practices, problem solving activities, and use of art or life-related materials during the kindergarten year are encouraged to highlight kindergarteners’ mathematics instruction and learning. What has a greater impact on mathematics learning in kindergarteners appears to be the kind of instruction that is planned and delivered, rather than teachers’ beliefs regarding mathematics readiness.

Technology is important in teaching and learning mathematics. This paper will discuss the use of graphing calculators, the internet and computer math software in mathematics education. Our modern world has entered the information age. Internet online teaching and learning, and online testing have become important part of faculty development and student learning.

It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field of mathematics education in Turkey. One of these applications is the use of technology in mathematics education. Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research is based on a mixed-method research design in which both quantitative and qualitative methods were used. The quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4 different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the 2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary basis. The research data were obtained from the “Attitude Scale towards Mathematics”, the “Interactive Whiteboard Attitude Scale” and the semi-structured interviews. It was found that the participants in the survey had a positive attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male students’ attitudes towards the interactive whiteboard were more positive than that of the female students, and the level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.