The teaching and learning fractions is one of the most problematic areas in primary school mathematics. A large number of studies have engaged paper-and-pencil test to measure students' instrumental understanding about fractions but few have sought to learn about children's fraction sense. This paper reports a study that investigated fraction sense possessed by the Malaysian primary pupils. A 16-item Fraction Sense Test (FST) was developed and administered to a group of 198 Primary 4 pupils to test their fraction sense in solving problems about fractions. From the FST result, six respondents were selected from the low ability, intermediate ability, and high ability group. These respondents underwent a series of clinical interviews. Results show that the low and intermediate achievers lack fraction sense. The high achievers demonstrated flexibility in visualizing and recognizing the representations of unfamiliar fractions. They developed mental referents for fractions. They noticed the number of parts and were aware that these parts must be equal when comparing fractions. They could visualize and perform operations mentally with larger value numerators and denominators. They have good sense of estimation and applied equivalence of fractions. These findings are useful to teachers who prepare teaching activities to enhance fraction sense.

Students at universities now routinely participate in online learning (OL), which has become the new standard. More recent research and attention are needed to understand the issue of their participation and motivation. Therefore, this study was conducted to investigate to what extent university students were engaged and motivated in OL mathematics classes at a selected public university in Malaysia. A quantitative approach with a correlational research design was used in this study. A series of survey questions were adapted from an earlier investigation. It was distributed to 169 mathematics education students. Both descriptive and inferential analyses were performed on the data that had been gathered. The findings demonstrated that university students were highly motivated and engaged in their mathematics classes. The findings also showed a moderately positive correlation between student motivation and involvement in a mathematics class. Further research is suggested to examine any causative relationship factors and to observe the nature of student engagement and motivation in a mathematics lesson.

Mathematics education is now focusing on the application of technological instruments. The sudden change in the learning environment during COVID-19 may need more attention. Hence, this study aims to investigate how mathematics teaching communities in Taman Negara Pahang contribute to mathematics education. This study employed purposive sampling to interview four teachers from Taman Negara, Pahang (Malaysia). This study utilised a case study design to collect data, which provides insights into their teaching practices. Specifically, they shared how they lead a learning community for the development of mathematics education in their schools. The findings revealed that the teachers had used Information and Communications Technology (ICT) as the sole ICT tool for the development of mathematics education. Furthermore, they found that getting the parents communicated is the most important matter to guide the students since parents play an important role in monitoring their children in the mathematics community. The success of communication contributes to the student's development in learning mathematics. Therefore, a frequent reminder to the parents is needed to assist the students. Particularly, this study suggests that parents and teachers should focus on giving motivation to the students by maximising the usage of WhatsApp and teachers' efforts to make video recordings to guide the parents in guiding their children.

Preservice teachers' roles in conducting online learning (OL) are getting more attention since OL is increasingly used as instructional methods. Acknowledging the level of efficacy in teaching mathematics through online learning can provide more inputs for developing OL skills. Hence, this study aims to identify the level of efficacy and motivation in teaching mathematics through online learning. A correlational research design was employed to collect quantitative data. A questionnaire was adapted from two instruments, and it was distributed to 126 preservice mathematics teachers. The samples were selected using convenient sampling techniques with consideration of easy access to their agreement to participate in the study. The data was analysed using both descriptive and inferential methods such as Pearson Correlation. The findings demonstrated that the preservice teachers were highly effective and motivated in their instruction of mathematics via online learning. Additionally, a mildly favourable association between preservice teachers' efficacy and motivation in a mathematics class was also found in the data. Although OL is not frequently used by preservice teachers, this study found that preservice teachers demonstrated favourable reactions in terms of motivation and instructional efficacy. However, it is recommended that future studies should investigate the use of qualitative research methodologies to gather insightful data and thereby deliver more comprehensive conclusions.