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Fluency in mathematical language is essential in helping students to master mathematics content. This qualitative case study was conducted to describe how mathematics teachers apply mathematical language to students in the oral questioning process. Data were collected through observations, interviews, and field notes. Six mathematics teachers from six different primary schools were selected as participants of the study using a purposive sampling method. The data were then analyzed using a constant comparative method to identify the patterns and themes that emerged from the data obtained. The study found that students were questioned by emphasizing the correct pronunciation and were asked mathematical terms and keywords to improve their mathematical language ability through oral questions. To enhance mathematical language, the teacher also restated terms in the teachers' own words, asking using verbal-cloze questions, asking questions about mathematical terms repeatedly and using seeking-clarification questions. Thus, the use of various approaches in oral questioning had helped students to improve their fluency of mathematical language and enabled them to understand mathematical concepts better. Therefore, teachers need to understand the role played by oral questioning in the teaching of mathematical language to students.

As a research area, computational thinking (CT) has gotten increased attention in mathematics education in the last decade. A study identifying patterns in CT research would be essential in understanding the technique for developing CT in mathematics and guiding future research attempts. As a result, the goal of this systematic literature review is to look at the learning methods promoting CT in mathematics lessons. The Preferred Reporting Items for Systematic Review and Meta-Analyses standards were utilised to guarantee that this study was done systematically. The result shows that even though there are various types of learning tools that are most commonly used, the coding programming tool and robotic activities tool are the most user-friendly methods for encouraging CT in mathematics education. This literature review is intended to provide educators with a better understanding of learning tools in order to enhance CT, which may help transform education into something more creative and meaningful.   Keywords: Computational thinking; education; learning tools; mathematics; systematic review

The use of effective oral questioning in the teaching of mathematics can stimulate students' thinking and encourage them to think critically. As a result, this study was carried out to identify the oral questions used by teachers when teaching mathematics. This can encourage students' critical thinking. This was a qualitative study in the form of a case study conducted in six schools in a Malaysian state with a total of six study participants. They were chosen on purpose based on the specific criteria set by the researcher. The data was collected using observation methods, interviews, and field notes to gain an in-depth picture of the phenomena studied. The study findings were analyzed using the continuous comparison method to identify the themes and subthemes involved. The researchers used several methods to improve the validity and reliability of this study, including triangulation, the consent of the study participants, peer reviews, audit trails, researcher bias, and a long period in the field. According to the study findings, mathematics teachers frequently use three types of oral questions to encourage their students to think critically: prompting questions, reflective questions, and clarification questions. These types of oral questions are effective at encouraging students to think critically when trying to solve mathematical problems. This study implies that teachers should use caution when asking oral questions so that the students' thinking is stimulated, rather than focusing on memorizing important mathematical algorithms and procedures.