Through a search executed on Scopus database with general keywords such as ‘mathematical language’ and related terms, this study reveals the analysis of previous published articles based on PRISMA’s procedure where it guides researchers’ self-regulated learning on online platform. This review exhibits both inclusion and exclusion criteria in the publication distribution. Whilst, all included documents are articles in English language; the excluded articles are those from medicine subject area. The distribution of articles published specifically by years, subject areas, authors, countries and authors’ affiliated universities were examined. The varied of findings show Scopus database provides essential information pertaining to mathematical language and approach carried out involving students from various level. The study also reveals there are wide-ranging articles related to mathematical language and technology approach in the database. Meanwhile, developing student’s mathematical language learning using technology is one of the effective strategies. However, less attention has been given to such approach.

As GenAI technologies become more pervasive in higher education (HE), scholars call for guidance on AI governance. To meet this need, a Delphi technique and collective writing was used in gathering expert perspectives from across 22 countries/locations and six continents. This resulted in the development of a HE GenAI policy/guidelines framework with eight core areas: (1) academic integrity, (2) ethical use and responsible use, (3) privacy and protection, (4) equitable access, (5) GenAI literacy, (6) integration strategy, (7) human oversight and accountability, and (8) institutional support and infrastructure. In addition, a six-part framework was developed to ensure that policies remain current and relevant: (1) creating a dedicated GenAI Committee, (2) conducting regularly scheduled policy reviews, (3) providing ongoing professional development and support, (4) communicating with all stakeholders, (5) evaluating the effectiveness and impact of GenAI, and 6) monitoring external developments. By providing a robust, eight-part framework for policy and guidelines, alongside a six-part mechanism for continued review, this study offers faculty, students, administrators, educational leaders, policymakers, and funders a responsible, adaptable, and consensus-driven blueprint for navigating the integration of GenAI in HE, ensuring that technological innovation serves pedagogical excellence.

This study examined the effectiveness of STEAM (Science, Technology, Engineering, Art, Mathematics) integrated approach via Scratch on five subconstructs of computational thinking (CT) among 29 male and 30 female students. A quasi-experimental design was employed in the research. The participants demonstrated the application of CT in designing games via Scratch during the intervention. The Computational Thinking Survey (CTS) was administered pre-CT and post- CT tests in measuring the five subconstructs of CT. Repeated multivariate analysis of variance (MANOVA) results showed that the intervention positively affected male and female students’ comprehension concerning the five subconstructs of CT. The results were strengthened by the repeated measure of analysis of variance (ANOVA) with posthoc comparisons, indicating all five subconstructs of CT increased significantly (p < .05). Indirectly, this research introduced a new teaching methodology for students’ CT level in the current electronic and technology-advanced era and increased concept manipulation capacity among male and female students.

The current assessment is demanding for a more personalised and less-time consuming testing environment. Computer Adaptive Testing (CAT) is seemed as a more effective alternative testing method in comparison to conventional test in meeting the current standard of assessment. This research reports on the calibration of the released Grade 8 Science objective items in Trends in International Mathematics and Science Study (TIMSS) 2003-2015 based on Rasch model framework to be used in CAT as an alternative testing tool in a low stakes test. Concurrent common item equating method was used in linking and equating sets of items. Five test sets were produced consisting of 20 unique items and 10 common items in each set. The unique items were available only in a single set while common items were available in the two-consecutive set of items. The sets were administered through Paper and Pencil test to Form 2 (Grade 8) students who had been selected through a purposive sampling method from secondary schools in the northern part of Malaysia. The fit analysis, polarity analysis, unidimensionality analysis, item measure and Person-Map-Item were conducted. The analysis produced 122 calibrated items which meet the Rasch’s requirements and were suitable to be used in CAT.

Through a search executed on Web of Science database with general keywords pertaining to ‘teaching fractions’ or ‘understanding fractions’ and ‘representation’, this study utilized PRISMA’s procedure in analysing previously published articles. This review reveals seven articles in inclusion criteria and seventeenth articles in exclusion criteria with reasons. The included articles were reviewed for (a) studies characteristics, (b) instructional focus, (c) representation elements: real-world situation, manipulative aids, pictures, spoken and written symbols, and (d) the outcomes of each study. The metadata was analysed to organise the outcomes. Most of these articles focus on grade 3 and above and Western countries’ urban area. The result indicates most studies emphasize both conceptual and procedural understandings. Multi representations utilize sequential or parallel concept related to fractions improve students’ knowledge, particularly in understanding fractions. Meanwhile, developing fraction learning through multiple explicit representations at the initial Grade level of fraction instruction is for elementary school. However, less attention has been given to explicit representations in learning fractions at such a level.