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Education Sciences
Special Issues
Integrating Technology in Mathematics Teaching and Learning
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Integrating Technology in Mathematics Teaching and Learning

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 May 2026) | Viewed by 2511

Editor

Prof. Dr. Sergei Abramovich

E-Mail Website
Guest Editor
School of Education and Professional Studies, State University of New York, Potsdam, NY 13676, USA
Interests: mathematics education; differential equations; control theory
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The aim of this Special Issue is to publish scholarly papers on the effective use of technology (both digital and physical) in the teaching and learning of mathematics within the wide range of experiences, grade levels, and curricular topic. Of special interest are papers that demonstrate the duality of mathematics and technology use in the sense that whereas technology enhances mathematics education and facilitates new paths to knowledge acquisition, the subject matter itself can be used to improve the efficiency of technology uses in the classroom.

At the pre-college level, the Special Issue seeks to identify successful experiences in using technology to communicate the presence of big ideas within seemingly mundane curricular topics and, by the same token, to enable the study of traditionally difficult and conceptually rich topics using technology. At the college level, the Special Issue is interested in papers that demonstrate how experimental approach to mathematics that draws on the power of technology to enhance presentation of ideas and perform computations and graphical constructions, makes it possible to balance informal and formal teaching and learning of big ideas of the subject matter.

A few recommended topics may include (but not limited to):

  • The use of technology in the preparation of mathematics teachers,
  • Technology and the revision of teaching STEAM disciplines.
  • A relationship between technology uses (including AI) and the growth of online degree programs.

Prof. Dr. Sergei Abramovich
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • technology
  • big ideas
  • teaching
  • learning
  • teacher education
  • K-16 mathematics education
  • STEAM

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

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Research

15 pages, 1808 KB  
Article
Examining Elementary School Pre-Service Teachers’ Use of Artificial Intelligence to Explore Differentiation in Mathematics
by Drew Polly
Educ. Sci. 2026, 16(8), 1329; https://doi.org/10.3390/educsci16081329 - 19 Aug 2026
Viewed by 152
Abstract
This study leverages both Kolb’s experiential learning theory and technological pedagogical content knowledge (TPACK) to explore elementary school pre-service teachers’ experiences using generative artificial intelligence (GenAI) to provide ideas to differentiate instruction. Findings from this exploratory study indicate that pre-service teachers (PSTs) found [...] Read more.
This study leverages both Kolb’s experiential learning theory and technological pedagogical content knowledge (TPACK) to explore elementary school pre-service teachers’ experiences using generative artificial intelligence (GenAI) to provide ideas to differentiate instruction. Findings from this exploratory study indicate that pre-service teachers (PSTs) found GenAI tools helpful and aligned to research-based approaches taught in the course. Additionally, PSTs who had more robust background knowledge made more connections to differentiating mathematics strategies with reference to a progression of supports from concrete to pictorial to abstract activities. Implications from this study include the need for teacher educators to thoughtfully consider the use of GenAI and for scholars to systematically examine the potential benefits and drawbacks of these tools. Full article
(This article belongs to the Special Issue Integrating Technology in Mathematics Teaching and Learning)
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22 pages, 12644 KB  
Article
Using Ancient Ideas and Digital Tools in Mathematics Teacher Education
by Sergei Abramovich
Educ. Sci. 2026, 16(8), 1268; https://doi.org/10.3390/educsci16081268 - 9 Aug 2026
Viewed by 198
Abstract
This paper shows how the ideas of Archimedes about integrating “mechanical methods” and formal reasoning can be connected with the modern-day use of three computer programs—Wolfram Alpha, Maple, and Excel—in exploring topics related to the elementary theory of numbers. Explorations deal with the [...] Read more.
This paper shows how the ideas of Archimedes about integrating “mechanical methods” and formal reasoning can be connected with the modern-day use of three computer programs—Wolfram Alpha, Maple, and Excel—in exploring topics related to the elementary theory of numbers. Explorations deal with the subsequences of integer sequences through the step-by-step elimination of every other term obtained in the previous step. This process, resembling the sieve of Eratosthenes and some modern-day sieving algorithms, is applied to tetrahedral numbers stemming from an ancient tradition to associate integers with geometric shapes and social contexts. It is demonstrated that symbolic computations in Wolfram Alpha enable generalization in the construction of sieves that is confirmed by Maple and a spreadsheet. This conceptual paper addresses one of the aims of the Special Issue by demonstrating the duality of mathematics and technology in the sense that whereas the latter facilitates new approaches to knowledge acquisition, the former can be used to improve the efficiency of computations by reflecting on the results made possible by these approaches. The activities conducted advocate for the value of a pedagogical framework that integrates ancient ideas, digital tools, and elementary number theory in the education of mathematics teachers. Reflective comments by teacher candidates are included as appropriate and linked to established educational frameworks to illustrate conformity. Full article
(This article belongs to the Special Issue Integrating Technology in Mathematics Teaching and Learning)
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36 pages, 5879 KB  
Article
“Precision”, “Approximation”, and Experimental Mathematics at School in the Age of Digital Educational Technology
by Marita Barabash
Educ. Sci. 2026, 16(8), 1199; https://doi.org/10.3390/educsci16081199 - 27 Jul 2026
Viewed by 349
Abstract
This paper explores the interrelations between “precision”, “approximation”, and experimental mathematics supported by digital educational technology in the classroom. It examines the epistemic and pedagogical challenges and opportunities these links create in school mathematics and what is required of teachers to address them. [...] Read more.
This paper explores the interrelations between “precision”, “approximation”, and experimental mathematics supported by digital educational technology in the classroom. It examines the epistemic and pedagogical challenges and opportunities these links create in school mathematics and what is required of teachers to address them. Instances of “approximation” mathematics, emerging from experiments performed with digital tools, are analyzed and evaluated from the standpoint of “precise,” deductive mathematics. The study presents examples where “approximate” computations—or inferences based upon them—are incorrect from the standpoint of “precision” mathematics. It also shows how to correct or further investigate such discrepancies and how school mathematical practices would profit from such approaches. In addition, it discusses instances where experimental mathematics reveals issues typically outside the school curriculum but still conceptually accessible, yielding unexpected or unfamiliar results. The paper also considers recurrent sequences and their hands-on exploration in the context of the interrelation between the three realms of mathematics. The analysis of the examples through the prism of three realms of mathematics linked by digital technologies outlines the ensuing epistemic shift in the mathematics classroom. The teachers’ expectations in view of this shift are analyzed and presented. Full article
(This article belongs to the Special Issue Integrating Technology in Mathematics Teaching and Learning)
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20 pages, 3234 KB  
Article
Students’ Mathematical Argumentation with Guiding Interactive Diagrams: A Case Study of Semiotic Conflict and Rebuttal Formation
by Elena Naftaliev and Osama Swidan
Educ. Sci. 2026, 16(7), 1070; https://doi.org/10.3390/educsci16071070 - 3 Jul 2026
Viewed by 408
Abstract
This study aims to identify math students’ argumentation processes and how the design of interactive materials may serve such processes. Despite the increasing use of such materials in mathematics education, their role in shaping students’ argumentation processes remains underexplored. The case study to [...] Read more.
This study aims to identify math students’ argumentation processes and how the design of interactive materials may serve such processes. Despite the increasing use of such materials in mathematics education, their role in shaping students’ argumentation processes remains underexplored. The case study to be reported here is part of a project aimed at examining the potential of interactive materials to support students’ argumentation processes. Three 13- and 14-year-old students were challenged by a task presented as a guiding interactive diagram centered on an animation of multi-process motion and parallel time-position graphs. The study was based on a framework for analyzing the pedagogical functionality of interactive diagrams and the Toulmin model for analyzing the argument structure. The argumentation processes evolved from claiming a discrepancy between the two hot-linked representations in the diagram. The students used backing to generate mathematical ideas and rebuttals to strengthen them by analyzing exceptional cases. The study provides evidence of the contribution of the guiding interactive diagram design to the emergence of rich argumentation processes. The students engaged in deeper argumentation and used rebuttal as a way to address the semiotic conflict prompted by the design into their broader argument structure. Full article
(This article belongs to the Special Issue Integrating Technology in Mathematics Teaching and Learning)
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23 pages, 1668 KB  
Article
Artificial Intelligence and Digital Competencies: An Importance–Performance Analysis of Future Mathematics Teachers’ Perceptions
by Pilar Gómez-Rey, Salvador Angosto, Ari Alamäki and Stephan Schlögl
Educ. Sci. 2026, 16(7), 1024; https://doi.org/10.3390/educsci16071024 - 28 Jun 2026
Viewed by 515
Abstract
This study examines how future mathematics teachers perceive the importance of AI-related and digital competencies and their self-reported performance in these areas. The study was conducted in a Mathematics Education course in Spain with 198 Primary Education students. Using an Importance–Performance Map Analysis [...] Read more.
This study examines how future mathematics teachers perceive the importance of AI-related and digital competencies and their self-reported performance in these areas. The study was conducted in a Mathematics Education course in Spain with 198 Primary Education students. Using an Importance–Performance Map Analysis (IPMA) framework, the questionnaire assessed six dimensions: AI awareness, AI usage, AI evaluation, AI ethics, AI trust, and digital skills, with items adapted from previous studies. The results showed that students assigned higher importance to all competencies than the level of performance they reported. AI evaluation, AI trust, and digital skills received the highest importance scores, whereas AI awareness obtained the lowest scores. The IPMA identified AI usage as the main priority for improvement, as students considered it relevant but reported comparatively lower performance. Differences by academic year and self-reported AI knowledge level suggest that students’ stage of training and perceived AI knowledge influenced their perceptions. These findings reveal a gap between the importance future teachers assign to AI-related competencies and their perceived level of development. The study highlights the need for more specific and pedagogically grounded AI training in Mathematics Education and offers practical implications for teacher education curricula in response to the demands of 21st-century classrooms. Full article
(This article belongs to the Special Issue Integrating Technology in Mathematics Teaching and Learning)
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