Vol. 3 No. 1 (2026): MATHIEU Journal of Mathematics Education and Learning
This article examines the intersecting forces that shape mathematics education — from innovative instructional strategies and educational technology to teacher quality, student motivation, and the design of supportive learning environments — all united by a single ambition: to understand what makes mathematics teaching truly transformative. Rather than treating student achievement as a product of curriculum alone, this research surfaces the deeper interdependencies between pedagogical approach, classroom dynamics, and learner agency that collectively move students beyond procedural fluency toward genuine conceptual understanding, critical thinking, and adaptive problem-solving, offering educators and policymakers an evidence-based foundation for building learning systems that are both more equitable and more intellectually alive.
Published:
2026-05-22
