The European Journal of Science and Mathematics Education aims to stimulate discussions on contemporary topics in science and mathematics education and to foster the application of the results in primary, secondary, and higher education in the countries of Europe and other countries. The journal is open-access, peer-reviewed and published quarterly. 

Volume 13, Issue 4, October 2025

Current Issue - In Progress

Research Article
Collaboration and conflicts among university teachers in a lesson study
Larissa Hagedorn Vieira, João Pedro da Ponte, Marisa Quaresma
EUR J SCI MATH ED 2025, 13(4), 238-254
DOI: https://doi.org/10.30935/scimath/17154
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Review Article
A systematic review of the best practices for teaching mathematical modelling in education context
Riyan Hidayat, Ahmad Fauzi Mohd Ayub, Mohd Afifi Bin Bahurudin Setambah, Nurul Hijja Mazlan
EUR J SCI MATH ED 2025, 13(4), 255-272
DOI: https://doi.org/10.30935/scimath/17155
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Research Article
Investigation of the relationship between learning concepts and mathematical thinking of secondary school students with canonical correlation analysis
Ahsen Filiz, Mevhibe Kobak Demir
EUR J SCI MATH ED 2025, 13(4), 273-288
DOI: https://doi.org/10.30935/scimath/17247
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Research Article
Assessing computational thinking skills of science and mathematics upper-secondary school students
Eli Rohaeti, Nur Huda
EUR J SCI MATH ED 2025, 13(4), 289-303
DOI: https://doi.org/10.30935/scimath/17248
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Research Article
Widening access to advanced mathematics: Teachers’ perspectives on the impact on secondary school teaching
Olivia Fitzmaurice, Patrick Johnson
EUR J SCI MATH ED 2025, 13(4), 304-320
DOI: https://doi.org/10.30935/scimath/17304
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Research Article
Enhancing high school students’ mathematics achievement and skills development through integrated STEM-PBL: A collaborative action research study
Njomza Selimi, Fatlume Berisha, Eda Vula
EUR J SCI MATH ED 2025, 13(4), 321-335
DOI: https://doi.org/10.30935/scimath/17311
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Review Article
Video games and key competencies’ development in STEM areas: A systematic review
Alejandra Ramírez-Segado, Alicia Benarroch, Francisco Javier Carrillo-Rosúa, David Aguilera
EUR J SCI MATH ED 2025, 13(4), 336-351
DOI: https://doi.org/10.30935/scimath/17409
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Review Article
A systematic review on visualization in mathematical problem-solving in secondary schools
Windia Hadi, Csaba Csíkos
EUR J SCI MATH ED 2025, 13(4), 352-367
DOI: https://doi.org/10.30935/scimath/17410
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Research Article
The development of mathematical knowledge of prospective primary teachers in a lesson study
Linda Cardoso, João Pedro da Ponte, Marisa Quaresma
EUR J SCI MATH ED 2025, 13(4), 368-384
DOI: https://doi.org/10.30935/scimath/17415
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Research Article
Helping puzzle-solvers find solutions missed by a famous puzzle author: Initial study on stimulated creativity
Josip Slisko
EUR J SCI MATH ED 2025, 13(4), 385-394
DOI: https://doi.org/10.30935/scimath/17509
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Research Article
Exploring the mathematics teacher’s specialized knowledge through the sigmoid function
Daniel Martín-Cudero, Rocío Guede-Cid, Ana Isabel Cid-Cid
EUR J SCI MATH ED 2025, 13(4), 395-416
DOI: https://doi.org/10.30935/scimath/17510
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Research Article
Pre-service physics teachers’ use of photon concept in the context of single-photon double-slit experiment
Aku Pajula, Maija Nousiainen, Ismo T. Koponen
EUR J SCI MATH ED 2025, 13(4), 417-432
DOI: https://doi.org/10.30935/scimath/17511
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Research Article
Teacher beliefs about mathematics instruction and teaching practices in Croatian primary schools
Josipa Čuka, Maja Cindrić
EUR J SCI MATH ED 2025, 13(4), 433-448
DOI: https://doi.org/10.30935/scimath/17512
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Research Article
Environmental pre-school education: Methodological positions of pre-service pre-school teachers
Vincentas Lamanauskas, Daiva Malinauskienė
EUR J SCI MATH ED 2025, 13(4), 449-465
DOI: https://doi.org/10.30935/scimath/17513
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Research Article
The effect of word problem formulation on the realistic reactions of prospective primary school teachers
Jakub Liptak
EUR J SCI MATH ED 2025, 13(4), 466-479
DOI: https://doi.org/10.30935/scimath/17514
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