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 2, April 2025

Current Issue - In Progress

Research Article
Reducing gender gaps in physics achievement: The role of constructivist methods
Bagdat Abdikadyr, Bayan Ualikhanova, Daulet Berdaliyev, Gulnara Issayeva, Samat Maxutov
EUR J SCI MATH ED 2025, 13(2), 58-76
DOI: https://doi.org/10.30935/scimath/16037
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Review Article
Mathematics problem-solving research in high school education: Trends and insights from the Scopus database (1983–2023)
Le Minh Cuong, Nguyen Tien-Trung, Pham Nguyen Hong Ngu, Vilaxay Vangchia, Nguyen Phuong Thao, Trinh Thi Phuong Thao
EUR J SCI MATH ED 2025, 13(2), 77-89
DOI: https://doi.org/10.30935/scimath/16038
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Research Article
Mediating role of metacognitive awareness between attitude and mathematics reasoning in pre-service teachers
Chan Choon Tak, Hutkemri Zulnaidi, Leong Kwan Eu
EUR J SCI MATH ED 2025, 13(2), 90-102
DOI: https://doi.org/10.30935/scimath/16116
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Research Article
Design and validation of a questionnaire to explore the geometric work of mathematics teachers
Carolina Henríquez-Rivas, Andrea Vergara-Gómez
EUR J SCI MATH ED 2025, 13(2), 103-118
DOI: https://doi.org/10.30935/scimath/16161
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Research Article
Greek primary teachers’ views about STEM education
Achilleas Mandrikas, Constantina Stefanidou
EUR J SCI MATH ED 2025, 13(2), 119-136
DOI: https://doi.org/10.30935/scimath/16162
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Research Article
Mathematics in vocational education: A comparative study between Portugal and Spain
Alexandra Sofia Rodrigues, Corália Maria Santos Pimenta
EUR J SCI MATH ED 2025, 13(2), 137-150
DOI: https://doi.org/10.30935/scimath/16164
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Research Article
Perceptions of pre-service science teachers towards technological disasters and examination of the sources of these perceptions
Tülay Kurak, Emine Çil
EUR J SCI MATH ED 2025, 13(2), 151-171
DOI: https://doi.org/10.30935/scimath/16182
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