<![CDATA[Mathematical critical thinking involves distinct reasoning processes that are rarely evaluated separately in immersive technology-supported mathematics. This study aims to develop and formatively assess MathVerse M6 and describe overall and indicator-level change and exploratory phase-linked associations. An educational design research approach included 16 mathematics teachers in preliminary needs analysis and 118 Grade 9 students in a small trial (n = 28) and a large one-group pre–post-test trial (n = 90) across four schools in Cirebon, Indonesia. Three experts rated five artefacts, and classroom implementation and student responses were observed. Mean expert ratings were 3.48–3.82/4. The large-scale mean mathematics score increased from 48 to 82; mastery (score ≥75) increased from 0/90 to 75/90 (83.3%). Inference (+38 percentage points) and analysis (+35) showed the largest descriptive indicator changes; self-regulation (+18) showed the smallest. Previously reported phase and artefact correlations used only six and five aggregate pairs and remain exploratory. MathVerse M6 was judged suitable for trial and showed promising within-group changes, but the absence of a control group, clustered classes, single-item indicators, and inconsistent effect-size reporting preclude causal conclusions.]]>
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