Jurnal Pendidikan Matematika (JPM), an electronic peer-reviewed international journal, provides a forum for publishing original research articles, reviewing articles from contributors, and publishing novel technology news related to mathematics education. This journal is provided for writers, teachers, students, professors, and researchers who will publish research reports or literature review articles (only for invited contributors) about mathematics education and its instruction for authors and readers worldwide. Starting from 2022, JPM would be published three times a year. Besides regular writers, for each volume, the contents will be contributed by invited contributors who are experts in mathematics education, either from Indonesia or abroad.
The journal invites original research articles and is not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education is welcome, which includes, but is not limited to, the following topics:
- Realistic Mathematics Education (RME)
Realistic Mathematics Education (RME) is a teaching and learning theory in mathematics education that was first introduced and developed by Freudenthal. Two of his essential points of view are that mathematics must be connected to reality and that mathematics is a human activity. RME is implemented following three principles: (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 is eligible to be included in this topic if the paper accommodates these three principles and these five characteristics.
- Design Research in Mathematics Education
Educational design research is the systematic study of designing, developing, and evaluating educational interventions (programs, teaching-learning strategies, materials, products, and systems) as solutions to such problems. It also aims to advance 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.
- 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 skills: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities.
- PISA Tasks
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' academic performance in mathematics, science, and reading. PISA tasks here refer to the mathematics tasks developed to measure mathematical literacy. An individual can identify and understand mathematics's role in the world, make well-founded judgments, and use and engage with mathematics to meet the needs of that individual’s life as a constructive, concerned, and reflective citizen. 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.
- Ethnomathematics
Ethnomathematics is the study of the relationship between mathematics and culture. In a deeper understanding, ethnomathematics refers to mathematics which is 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 essential part of the focus and scope of the journal. The ideas of this research on related topics can be traced to the works of Marcia Ascher, Ubiratan d'Ambrosio, Robert Ascher, Marcelo C. Borba, and published books in Springer, Taylor & Francis, or other publishers.