Mathematics teachers’ pedagogy (MTP) is an integral part of classroom instructional mediation through technology or manipulatives. This article describes a logical literature analysis for the MTP and technology with GeoGebra (GG). The findings reveal the intervention impact of MTP with GG and other technologies such as matrix laboratory (MATLAB); an interactive whiteboard (IWB) and computer algebra system (CAS); wxMaxima, which is a CAS; information and communication technologies (ICT); concrete materials as well as other resources in developing students’ performances in mathematics which were generally effective too. The systematic literature review (SLR) explored findings from current research between January 2011 and October 2020. Quality assessment screening of the papers was done and alongside further elimination of repeated documents from the analysis, twenty-eight publications met the refinement and inclusion/exclusion criteria out of 110 papers. The modified preferred reporting items for systematic reviews and meta-analyses (PRISMA) outline exemplifies the literature review accordingly. The authors observed, accomplished, and discussed the significance of the SLR. This was followed by the constraints, upcoming directions for MTP with technology and GG, and the MTP consequences for education and research.

Students’ engagement (SE) is an inherent part of learners’ participation in a classroom instructional task through different and diverse activity-based media. This paper analyses a logical literature of SE with cooperative learning (CL) and technology integration (TI). The outcomes reveal the impact of instructional methodology such as active learning through cohort instructions to generate conceptual understanding and SE, critical thinking, and student-centred activities, blended and flipped learning, Google Docs (a free Web-based tool that allows you to create, edit, and store documents online), and massive open online course (MOOC) to improve student homework. The systematic review of the literature establishes outcomes from current research conducted between January 2013 and June 2022. Out of 114 papers, thirty publications fulfilled the refining and exclusion/inclusion guidelines after standard evaluation screening of the journals and review, along with the additional elimination of repetitive records from the study. The goal of the evaluation is to analyse the effectiveness of all the papers utilised in the research. The literature review possibilities are illustrated by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework. The limitations and discussion from this systematic literature review (SLR) address some gaps, future directions for SE, and implications for education and research.

In the 21st century, teaching and learning mathematics courses witness significant expansion and development of technology use, which creates a shift from teacher-centred to student-centred learning engagement. Student engagement (SE) faces many challenges of poor performance and student difficulty in solving simultaneous equations involving indices (SEII), among others. This paper presents an evaluation viewpoint of the learning strategy (LS) with cooperative learning strategy (CLS) and GeoGebra (GG) integration to support SE in SEII. The LS employs the think-pair-share approach and the six (6) principles of learning phases associated with constructivism ideology. The discussion of the preliminary mathematical achievement test (MAT-test) from pre-and post-tests with 41 students who have learned SEII using the developed LS is also presented. Semi-structured interviews were conducted with three experienced lecturers to provide feedback and recommendations on interacting with LS. The themes that emerge from those lecturers include the connection between LS phases, specific material, cooperative activity, playfulness in the discovery process, and thinking. Experts’ feedback on the LS's content reasoning and content learning strategy through a questionnaire was tested using Fleiss multi-rater Kappa and showed good inter-rater reliability and agreement between them. The estimated marginal means covariate of the ANCOVA test was then examined, and the results supported the necessity for a learning strategy to be developed. The findings revealed that the LS, with CLS and GG integration, has the potential to be educationally effective in enhancing SE in SEII.

This study explores the process of enhancing students’ engagements (SE) in simultaneous equations involving indices (SEII) with cooperative learning strategy (CLS) and technology integration (TI). The concept paper sensitively expresses the need for a learning strategy (LS) and how it can change students’ learning difficulties in SEII through CLS and GeoGebra (GG). Also, to specifically to answer the research questions related to quantitative findings via MAT-test and follow-up with qualitative approach through an interview on how students successfully engage in their procedural and conceptual understanding with SEII using the LS developed. Multimodal analysis with a special package for social sciences (SPSS) and qualitative study research (QSR) via NVivo were used for the research study analysis. The study finds that the LS is a critical blueprint for formulating and creating a new approach to learning school algebra and SEII.