Technology, in particular augmented reality (AR), has the potential to greatly enhance interactive learning environments for mathematics in both classrooms and other teaching environments. The purpose of the present study was to investigate existing literature on AR in mathematics education. We selected papers from 10 databases, Scopus, Web of Science Core Collection, ERIC, IEEE Xplore Digital Library, Teacher Reference Center, SpringerLink, zbMATH Open, Taylor & Francis Online Journals, JSTOR, and MathSciNet. From these databases, 42 related studies were selected by the method of preferred reporting items for systematic reviews and meta-analysis (PRISMA2020). The results from all the papers showed positive outcomes as a result of AR implementation in mathematics education. They were also analyzed into different themes according to quantitative and qualitative criteria. The advantages and challenges of AR usage in mathematics education are also discussed in detail.

To successfully solve the complex challenges facing us in the 21st century, people with expertise in the science, technology, engineering, arts and mathematics (STEAM) fields and other fields are needed, especially for their interdisciplinary way of thinking and working. These competencies should be learned in school, which first implies teacher education to that effect. In this article, a detailed theoretical reflection on the connections or overlapping areas between STEAM education and the dimension of sustainability in a model-like way is presented. It is also argued that mathematical modelling can be a possible instrument for promoting pre-service teachers’ professionalism in STEAM education and education for sustainable development (ESD). Based on authors’ developed model of this theoretical framework, an ESD-modelling seminar was created for pre-service mathematics teachers in which they also worked on that ESD and STEAM-based modelling problems. In the written reflections on the seminar, which were used as the survey instrument within the conducted empirical study, the teachers presented their subjective views on the connection between modelling and ESD. Based on an evaluation of these written reports by type-forming qualitative content analysis, three teacher profiles for handling ESD within mathematical modelling were developed. These types of teachers illustrate a strong awareness of promoting STEAM and ESD through modelling activities in their upcoming teacher life.

Creating lasting knowledge is an important goal of education. But how much do students retain what they have learned in school beyond the next class assignment? Is school instruction suitable for creating lasting knowledge and skills? And what can teachers do to foster the learning of lasting knowledge? We present a selective overview of research on these questions. The two theoretical strands that deal with lasting learning are meaningful learning and desirable difficulties in learning. We propose combining ideas from these two approaches to develop a comprehensive theoretical account of lasting learning and sketch questions that research should clarify to enable such a theory.

This study examined the impact of a teacher training programme combining Education for Sustainable Development (ESD) and Mathematical Modelling (MM) on pre-service primary mathematics teachers’ (PSTs) understanding of sustainability and its integration into mathematics education. Using a mixed-methods approach, data were gathered through pre- and post-test questionnaires and qualitative reflections. The results showed a significant improvement in PSTs’ knowledge of sustainability after the training. Key themes included the development of mathematical modelling competence and an increased understanding of sustainability topics and the importance of critical thinking. Participants also emphasized the importance of lifelong learning, openness to change, and acquiring the necessary didactic skills for creating ESD–modelling tasks. Additionally, the study found that PSTs’ personal behaviours shifted toward sustainability, with a focus on responsible consumption, water conservation, and climate action, aligning with various Sustainable Development Goals (SDGs). The seminar addressed all 17 SDGs, however, in the post-test questionnaire, participants most frequently provided examples related to SDG 6 (Clean Water and Sanitation), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). It recommended a stronger emphasis on interdisciplinary approaches, targeting underrepresented SDGs, and challenging existing beliefs that restrict sustainability integration in subjects like mathematics. Mathematical modelling activities were highlighted as a key tool for integrating sustainability concepts into mathematics lessons.