This systematic review aims to provide a complementary to existing synopses of the state-of-the-art of mathematics education research onproofandprovingin both school and university mathematics. As an organizing framework, we used Cohen et al.’s triadic conceptualization of instruction, which draws attention not only to the main actors of the didactical process (i.e., theTeacherandStudents) and theContentaround which the actors’ work is organized (herein, content related to proof and proving), but also to the relationships among the actors and the content. Out of the 103 papers we reviewed, almost half fell in the Student-Content category, which is consistent with the existence of a substantial number of frameworks, methods, and research findings related to students’ engagement with proof and proving. About a quarter of the papers fell in the Student–Teacher-Content category, which reflects an emphasis on viewing instructional practice in proof and proving in a holistic, systemic way. Only few papers fell in the categories that did not include Content in them, namely, the categories of Student, Teacher, and Student–Teacher; this suggests mathematics education research on proof and proving has a strong disciplinary identity, which potentially differentiates it from other mathematics education research strands. About a fifth of the papers were oriented towards ‘breaking ground’ through making an explicit theoretical and/or methodological contribution (Student–Teacher-Content and Content were the main categories where such contributions appeared), whilst the majority of the papers were focused on ‘building ground’ through elaborating or employing existing methodological and/or theoretical approaches.

Digital storytelling (DST) has emerged as a promising pedagogical approach in mathematics education, combining narrative and digital media to enhance conceptual understanding, engagement, and reflective practice. This systematic review synthesises recent research on how DST is conceptualised, implemented, and evaluated in mathematics education. Following PRISMA 2020 guidelines, four databases (ERIC, Scopus, HAL, Google Scholar) were searched in October 2025. Peer-reviewed studies (2015–2025) explicitly addressing DST in mathematics education were included. Screening and thematic synthesis were independently conducted by the two first authors to reduce bias. A total of 47 studies involving approximately 3000 participants across early childhood, school, and teacher education were included. DST was found to enhance mathematical reasoning, problem-solving, motivation, and self-efficacy, while supporting identity development and collaboration. For teachers, DST fostered reflective practice, emotional awareness, and technological–pedagogical–content integration. Challenges included limited preparation time, insufficient training, and unequal digital access, though emerging AI tools offered promising solutions for scalable DST creation. Evidence highlights DST’s cognitive, affective, and pedagogical benefits, though small-scale and short-term designs limit generalisability. Further longitudinal and cross-context studies are needed.

Background: The treatment of large osteochondral lesions of the talus (OLTs) is challenging due to the poor intrinsic reparative capability of the damaged articular cartilage. Autologous transfer of bone and periosteum has been used successfully in the treatment of large defects in animals, and therefore it was believed that this technique might show similar results in humans. The purpose of this study was to assess the outcome of an innovative technique for autologous transplantation of cancellous tibial graft with periosteal transfer in large OLTs. Methods: Forty-one patients (22 females, 19 males), with a mean age of 34.9 years (range, 18-72 years), with a large OLT (>200 mm²) were treated with autologous bone graft and periosteum transfer. OLTs averaging 310 mm² were identified on a preoperative computed tomography scan. The procedure consisted of malleolar osteotomy, curettage of sclerotic bone, autologous bone graft from the proximal tibia, and transfixion of periosteum over the graft. Outcome measures, including the pain visual analog scale (VAS), ankle range of motion (ROM), American Orthopaedic Foot & Ankle Society (AOFAS) score, and Foot & Ankle Disability Index (FADI), were compared between preoperative and 1 and 2 years following surgery. Results: There were significant improvements in VAS pain score from 7.7 before surgery to 1.1 at 1 year after surgery and 0.4 at 2 years or more after surgery. The AOFAS and FADI scores were also significantly improved from 40.3 and 53.3 preoperatively to 95 and 93.2 postoperatively at 1 year and 95 and 93.2 at 2 or more years postoperatively, respectively. Postoperative complications included 2 patients who required removal of medial malleolar osteotomy tension bands due to symptomatic hardware. There were no nonunions or malunions of the osteotomies and no donor site complications. Conclusion: Autologous bone graft and periosteum transfer was an effective treatment for large OLTs leading to significant decreases in pain and improvement in functional scores at more than 2 years after surgery. Level of Evidence: Level IV, retrospective case series.