About the Journal

Focus and Scope

The aim of the International Journal on Emerging Mathematics Education (IJEME), p-ISSN 2549-4995 and e-ISSN 2548-5806, is to provide an international forum for the dissemination of research, experience, and perspectives on emerging issues of mathematics education.

The IJEME invites original articles and not simultaneously submitted to another journal or conference. Particularly, the IJEME welcomes articles discussing the following topics:

  • Lesson Study in Mathematics

Lesson study is a collaborative professional development approach widely used in education, primarily in the context of teaching improvement. The IJEME chooses the lesson study as one of its scopes since it promotes the continuous exploration of innovative teaching practices, especially when addressing emerging issues in the mathematics classroom. The IJEME provides a platform for educators, researchers, and practitioners to share insights, case studies, and empirical findings related to lesson study. It aims to foster a deeper understanding of how lesson study can enhance teaching quality, student learning outcomes, and professional growth for educators. The IJEME covers a broad scope of lesson study topics, including the design and implementation of lesson study cycles, the impact of lesson study on teacher collaboration and reflective practices, and its role in fostering a culture of continuous improvement in educational institutions. Additionally, it may explore different variations and adaptations of lesson study across various disciplines and educational settings and investigate the challenges and opportunities that arise during its implementation.

  • Ethnomathematics

The IJEME welcomes articles focused on exploring and disseminating research in the field of ethnomathematics. It centers on studying diverse cultural practices, perspectives, and worldviews related to mathematics. Since human culture is continuously developing from time to time, mathematics would also emerge with new approaches and roles to fulfill the human needs. The journal's scope includes investigations into how mathematical knowledge is embedded within different cultures, societies, and historical contexts. It seeks to understand how mathematics is learned, taught, and applied in various cultural settings. Additionally, the theme may cover topics such as integrating ethnomathematics into mainstream mathematics education, its implications for promoting cultural diversity in mathematics teaching, and its contributions to fostering a more inclusive and equitable approach to mathematical learning.

  • 21st-Century Skills in Mathematics

A theme focusing on 21st-century skills aims to explore and advance research on the essential competencies required in the modern era, especially in mathematics education. It covers a broad scope, delving into developing, implementing, and assessing these skills critical for success in the 21st-century workplace and society. The theme emphasizes multidisciplinary perspectives on creativity, critical thinking, communication, collaboration, digital literacy, problem-solving, and adaptability. It seeks to explore innovative educational practices, curricular designs, and pedagogical approaches that foster the acquisition and application of these skills in diverse contexts. Additionally, a theme may examine the impact of 21st Century Skills on learners, educators, and organizations, ultimately contributing to enhancing contemporary education and workforce readiness.

  • Mathematical Literacy and Numeracy

The topic of mathematical literacy and numeracy become an emerging focus of mathematics education, especially to assist individuals to know the role that mathematics plays in the world and to make the well-founded judgments and decisions needed by constructive, engaged, and reflective 21st-century citizens. The IJEME refers to the definition of mathematical literacy used by PISA 2022 as an individual’s capacity to reason mathematically and to formulate, employ, and interpret mathematics to solve problems in a variety of real-world contexts. Therefore, the IJEME welcomes articles in topics related to mathematical literacy among the general population, numeracy development in early education, and the impact of mathematical proficiency on various domains like finance, health, and decision-making. It explores innovative teaching strategies, assessment methods, and curricular designs to enhance mathematical literacy and numeracy.

  • Technology in Mathematics Learning

A journal theme focusing on Technology in Mathematics Learning aims to explore technology's integration, impact, and potential in enhancing mathematical education. The journal's scope encompasses research on innovative technologies, software, and digital tools that facilitate mathematical learning and teaching. It explores the effectiveness of technology-based interventions, virtual simulations, and gamification in promoting mathematical understanding and engagement. The journal also delves into the challenges and opportunities of incorporating technology in mathematics classrooms, including issues related to accessibility, equity, and teacher professional development. The journal contributes to advancing knowledge and best practices in leveraging technology to foster effective and inclusive mathematics learning experiences.

  • Assessment in Mathematics Learning

Assessment in mathematics learning, centers on critically examining and advancing assessment practices in mathematics education. This theme comprehensively focuses on various assessment methods, techniques, and tools for evaluating students' mathematical knowledge and skills. The scope includes investigations into the efficacy of formative and summative assessments in enhancing teaching and learning experiences. It explores the alignment of assessments with educational objectives and curriculum standards, addressing fairness, validity, and reliability issues. Additionally, the theme examines the impact of assessment data on instructional decision-making and policy development, aiming to promote effective and equitable mathematics learning outcomes for all learners.

  • Mathematics Learning Model

The theme of mathematics learning models centers on exploring and advancing diverse models and approaches in mathematics education. This journal theme focuses on the design, implementation, and evaluation of innovative instructional methods, pedagogical frameworks, and curriculum models that foster effective mathematics learning. The scope includes research on inquiry-based learning, problem-solving approaches, technology integration, flipped classrooms, and other emerging models. The journal seeks to disseminate evidence-based practices, theoretical insights, and empirical findings to inform educators, researchers, and policymakers. Ultimately, this theme enhances the understanding and practice of mathematics education, promoting engaged and successful student learning experiences.

  • Mathematics Teacher Professional Growth

A theme focused on Teacher Professional Growth seeks to advance the understanding and practice of professional development for educators. It encompasses a broad scope of research, such as exploring various aspects of teacher growth, including pedagogical strategies, content knowledge, instructional methods, classroom management, and technology integration. This journal theme aims to disseminate innovative approaches and evidence-based practices that promote continuous improvement among teachers. It also examines the impact of different professional development models, coaching and mentoring programs, and the role of reflective practices in enhancing teacher effectiveness. The journal's theme ultimately improves teaching quality and student learning outcomes through comprehensive teacher-professional growth initiatives.


Peer Review Process

An editor first reviews the submitted manuscript. It will be evaluated in the office whether it is suitable for International Journal on Emerging Mathematics Education focus and scope or has a major methodological flaw and similarity score by using Plagiarism Checker X PRO.

The manuscript will be sent to at least two anonymous referees for contribution, originality, relevance, and presentation (double-blind review). Reviewers' comments are then sent to the corresponding author for necessary actions and responses. The Editor shall inform you of the review results as soon as possible, hopefully in 30 to 60 days.

The suggested decision will be evaluated in an editorial board meeting. Afterward, the editor will send the final decision to the corresponding author. The journal is carried out by using Mendeley as a Tool Reference Manager. The language used in this journal is English.

Publication Frequency

The International Journal on Emerging Mathematics Education (IJEME) publishes twice a year, in March and September

Open Access Policy

This journal is an open-access journal that provides immediate, worldwide, barrier-free access to the full text of all published articles without charge readers or their institutions for access. Readers have the right to read, download, copy, distribute, print, search, or link to the full texts of all articles in the International Journal on Emerging Mathematics Education. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Publication Ethics

Publication Ethics and Publication Malpractice Statement

International Journal on Emerging Mathematics Education is committed to upholding the highest standards of publication ethics and taking all possible measures against publication malpractices. The Editorial Board is responsible for, among others, preventing publication malpractice. Unethical behavior is unacceptable, and the International Journal on Emerging Mathematics Education does not tolerate plagiarism in any form. Authors who submitted articles: affirm that manuscript contents are original. Furthermore, the authors’ submission also implies that the manuscript has not been published previously in any language, either wholly or partly, and is not currently submitted for publication elsewhere. Editors, authors, and reviewers, within the International Journal on Emerging Mathematics Education are fully committed to good publication practice and accept the responsibility for fulfilling the following duties and responsibilities, as set by the COPE Code of Conduct for Journal Editors. As part of the Core Practices, COPE has written guidelines on the Publication Ethics Guidelines.

Section A: Publication and authorship 

  1. All submitted papers are subject to a strict peer-review process by at least two peer reviewers that are experts in the area of the particular paper.
  2. Review processes are blind peer review.
  3. The factors taken into account in the review are relevance, soundness, significance, originality, readability, and language.
  4. The possible decisions include acceptance, acceptance with revisions, or rejection.
  5. If authors are encouraged to revise and resubmit a submission, there is no guarantee that the revised submission will be accepted.
  6. Rejected articles will not be re-reviewed.
  7. The paper acceptance is constrained by such legal requirements as libel, copyright infringement, and plagiarism shall then be in force.
  8. No research can be included in more than one publication. 

Section B: Authors’ responsibilities

  1. Authors must certify that their manuscripts are their original work.
  2. Authors must certify that the manuscript has not previously been published elsewhere.
  3. Authors must certify that the manuscript is not currently being considered for publication elsewhere. 
  4. The authors must participate in the peer-review process. 
  5. Authors are obliged to provide retractions or corrections of mistakes.
  6. All Authors mentioned in the paper must have significantly contributed to the research.
  7. The authors must state that all data in the paper are authentic.
  8. The authors must notify the Editors of any conflicts of interest.
  9. The authors must identify all sources used in the creation of their manuscripts.
  10. Authors must report any errors they discover in their published paper to the Editors. 

Section C: Reviewers’ responsibilities

  1. Reviewers should keep all information regarding papers confidential and treat them as privileged information. 
  2. Reviews should be conducted objectively, with no personal criticism of the author.
  3. Reviewers should express their views clearly with supporting arguments
  4. Reviewers should identify relevant published work that the authors have not cited.
  5. Reviewers should also call to the Editor in Chief’s attention any substantial similarity or overlap between the manuscript under consideration and any other published paper they have personal knowledge of.
  6. Reviewers should not review manuscripts in which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with the authors, companies, or institutions connected to the papers. 

Section D: Editors’ responsibilities

  1. Editors have complete responsibility and authority to reject/accept an article.
  2. Editors are responsible for the contents and overall quality of the publication.
  3. Editors should always consider the needs of the authors and the readers when attempting to improve the publication.
  4. Editors should guarantee the quality of the papers and the integrity of the academic record.
  5. Editors should publish errata pages or make corrections when needed.
  6. Editors should have a clear picture of research funding sources.
  7. Editors should base their decisions solely on the papers’ importance, originality, clarity, and relevance to the publication’s scope.
  8. Editors should not reverse their decisions nor overturn the ones of previous editors without serious reason. 
  9. Editors should preserve the anonymity of reviewers. 
  10. Editors should ensure that all research material they publish conforms to internationally accepted ethical guidelines.
  11. Editors should only accept a paper when reasonably certain.
  12. Editors should act if they suspect misconduct, whether a paper is published or unpublished, and make all reasonable attempts to persist in obtaining a resolution to the problem.
  13. Editors should accept papers based on suspicions; they should have proof of misconduct.
  14. Editors should not allow any conflicts of interest between staff, authors, reviewers, and board members.

Sponsors

Master Program of Mathematics Education, Universitas Ahmad Dahlan

Journal History

2016

  1. [December 8, 2016] IJEME inisiated by Rully Charitas Indra Prahmana. He requested an application letter to Director of Graduated Program of Universitas Ahmad Dahlan, Prof. Dr. Achmad Mursyidi, M.Sc., Apt., for requesting an e-ISSN (Online) to Indonesian Institute of Science which has elegibility and authority in Indonesia.
  2. [December 13, 2016] IJEME got e-ISSN (Online) number, 2548-5806 by Indonesian Institute of Science, Decree No. 0005.25485806/JI.3.1/SK.ISSN/2016.12 for Vol. 1, No. 1, March 2017.

2017

  1. [February 14, 2017] IJEME requested an application letter to Director of Graduated Program of Universitas Ahmad Dahlan, Prof. Dr. Achmad Mursyidi, M.Sc., Apt., for requesting an p-ISSN (Paper) to Indonesian Institute of Science.
  2. [February 18, 2017] IJEME got e-ISSN (Online) number, 2549-4996 by Indonesian Institute of Science, Decree No. 0005.25494996/JI.3.1/SK.ISSN/2016.12 for Vol. 1, No. 1, March 2017.
  3. [February 16, 2017] IJEME first edition, IJEME Vol. 1 No. 1 March 2017, published at http://journal.uad.ac.id/index.php/IJEME.
  4. [August 16, 2017] IJEME indexed in Directory of Open Access Journals (DOAJ) with green tick.
2018
  1. [March 3, 2018] IJEME has been updated editorial board, such as add more new members of International Editorial Board Members and Reviewers in OJS.
  2. [March 10, 2018] IJEME submitted for indexing in ASEAN Citation Index (ACI) database.
  3. Assoc. Prof. Dr. Masitah Syahrill is appointed as the editor in Chief of IJEME.
  4. The IJEME was accredited by National Journal Accreditation (ARJUNA) managed by Ministry of Research, Technology, and Higher Education, Republic Indonesia with Second Grade (Sinta 2) since Volume 1 Number 1, March 2017 to Volume 5 Number 2, September 2021 according to the decree No. 30/E/KPT/2018.

2022

  1. Prof. Takuya Baba (Hiroshima University) is appointed as the editor in chief of IJEME 
  2. Focus and Scopus of IJEME in 2016-2021 is listed as follows.
  • Realistic Mathematics Education (RME)

Realistic Mathematics Education (RME) is a teaching and learning theory in mathematics education that Freudenthal first introduced and developed. Two of his important points of view are mathematics must be connected to reality and mathematics as a human activity. RME is implemented following three principles, they are: (1) guided reinvention and progressive mathematizing, (2) didactical phenomenology, and (3) self-developed model. Furthermore, the practice of RME also has its own characteristics; they are: (1) phenomenological exploration or the use of contexts, (2) the use of models or bridging by vertical instruments, (3) the use of students own productions and constructions or students contribution, (4) the interactive character of the teaching process or interactivity, and (5) the intertwining of various learning strands. A paper can be included in this topic if the paper accommodates these three principles and these five characteristics.

  • Design/Development Research in Mathematics Education

Educational design research is perceived as the systematic study of designing, developing, and evaluating educational interventions (programs, teaching-learning strategies, materials, products, systems) to solve such problems. It also aims at advancing our knowledge about the characteristics of these interventions and the processes to design and develop them. Authors could submit their work, either a validation study or a development study in mathematics education, with a comprehensive description and analysis of every stage.

  • PISA Task

The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations intended to evaluate educational systems by measuring 15-year-old school students' scholastic performance science reading. PISA tasks here refer to the mathematics tasks developed to measure mathematical literacy. It is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned, and reflective citizens. A paper is eligible for inclusion in the PISA task if it provides a comprehensive analysis of the development or the use effect of the task considering the appropriate content, context, and process.

  • Mathematics Ability

Mathematics ability refers to the ability (a human construct) to obtain, process, and retain mathematical information (cognitive) and to solve mathematics problems (pragmatic). To maintain the focus of this journal, the scope of mathematics ability includes the following abilities: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities.

  • ICT in Mathematics Education

The advance of information and communication technology (ICT) has been the concern of all human life, including education. When all students use technology, the education must be the first one to utilize it for the sake of effectiveness and attractiveness. The IJEME welcomes papers focus on the use of ICT in mathematics learning.

  • Ethnomathematics

Ethnomathematics is the study of the relationship between mathematics and culture. In a deeper understanding, ethnomathematics refers to mathematics practiced by members of a cultural group who share similar experiences and practices with the mathematics that can be in a unique form. Culture gives diverse and interesting contexts in mathematics learning to be discussed. Therefore, the scope of ethnomathematics is an important part of the focus and scope of the journal.