This study examines the current status and characteristics of the use of digital learning tools to support the mathematics learning of the rapidly growing population of students with migrant backgrounds and explores effective strategies for their implementation in school settings. To achieve this objective, relevant domestic studies published since 2015 were reviewed and qualitatively analyzed. The analysis identified five key patterns in the use of digital mathematics learning tools for students with migrant backgrounds: (1) reducing language barriers through visualization and interactive manipulation (2) providing individualized diagnosis and feedback based on learning analytics (3) supporting multilingual learning by linking mathematical terminology with symbols and representations (4) integrating culturally relevant contexts into mathematical concepts and (5) promoting collaboration and mathematical communication. The findings suggest that digital learning tools play a significant role in fostering an inclusive mathematics learning environment by providing diverse learning pathways that enable students with migrant backgrounds to engage in meaningful and high-level mathematical thinking regardless of their linguistic or cultural backgrounds. These findings provide practical implications for the effective integration of digital learning tools into multicultural mathematics education.

This study is to investigate the change of intelligent and affective domains through the student self-evaluation to identify causes of wrong answers. Through this evaluation, students could have opportunities to solve the given mathematical problems basically and to reflect their problem-solving process, and further to recognize which mathematical content led them to solve the problems incorrectly or wrong. Through this process, they would correct their wrong process and answers and to reinforce the prerequisite knowledges relevant to the problems, and furthermore, to enhance problem-solving abilities. To accomplish this, this study was executed as a case study on the subject of three ninth graders. In this study, three essay types of mathematical problems in ninth grade level were chosen. Based on the original three essay type of problems, three types of similar problems, namely equivalent problem, similar problem, and isomorphic problems were reconstructed, respectively by the researchers. The subjects were guided to solve the original three problems, and they corrected their wrong parts of the first problem of the three problems. They solved an equivalent problem of the first problem and executed self evaluation and also corrected wrong parts. Next, they dealt with a similar problem of the first problem and executed self evaluation and also corrected wrong parts. Next, while dealing with an isomorphic problem of the first problem, the subjects did the same things. Thus, for the second and third original problems, the study was implemented in the same way. To explore their intelligent and affective domains through student self-evaluation in-depth, the subjects were surveyed formally before and after doing the experiment and interviewed informally once.

This study examined the relationships among school-level technology resources, teachers' use of digital tools, students' technology-based learning experiences, and perceived information-processing competency. Nationwide survey data from 21,531 students in 186 schools were analyzed using multilevel linear models. Results showed that 19.7% of the variance in students' technology-based learning experiences was attributable to between-school differences. Teachers' average use of digital tools was positively associated with students' learning experiences, whereas school-level technology resources were not. Mathematical affective characteristics showed the strongest association with perceived information-processing competency, while students' technology-based learning experiences and school-level technology resources showed small positive associations. These findings suggest that technology resources, teacher use, student experiences, and perceived competency are not simply sequentially related, highlighting the need to consider both instructional use and students' learning experiences in technology-related policies.

Responding to paradigms emphasizing clinical practice in teacher education, this study critically examines the roles and professional identity of content-area university faculty (e.g., mathematicians) as teacher educators. Primarily trained as disciplinary researchers, content faculty often experience identity conflicts, relying on first-order teaching (transmitting content knowledge) rather than second-order teaching (pedagogical modeling for pre-service teachers). This creates a double disconnect between academic theory and school practice. Using the six-role framework for teacher educators, this paper explores key challenges and identity restructuring, particularly in mathematics.