Focus and Scope
Mathesis: Journal of Mathematics Education, published by QLA Inovasi Mandiri, is a peer-reviewed and open-access journal that provides a scholarly platform for researchers, educators, and practitioners to publish innovative research and critical studies in mathematics education. The journal seeks to advance knowledge and practice in mathematics teaching and learning at all educational levels by accommodating diverse perspectives, theories, and methodologies. Articles published in Mathesis may include empirical research, theoretical analyses, case studies, literature reviews, and classroom-based practices that contribute to the improvement of mathematics education in both national and international contexts.
The scope of Mathesis covers, but is not limited to, the following areas:
1. Digital Technology in Mathematics Education
The integration of digital technology into mathematics education has transformed the way concepts are introduced, explored, and mastered. In the 21st century, technological tools provide opportunities for students to engage with mathematics more interactively, encouraging deeper understanding of abstract concepts and enhancing problem-solving skills. However, the integration of technology also presents challenges, such as digital literacy gaps, access to resources, and the need for effective teacher preparation. Mathesis publishes studies that examine the pedagogical affordances of technologies such as dynamic mathematics software (DMS), computer algebra systems (CAS), graphing calculators, simulations, digital games, mobile learning applications, virtual reality (VR), and augmented reality (AR). Contributions may also address theoretical frameworks for technology integration, comparative studies on traditional versus digital approaches, and innovations in digital-based assessment. The research (ideas of research) on related topics can be traced to the works of NCTM (2008), Drijvers (2015), and Thomas & Palmer (2014).
2. Mathematics Teachers’ Professional Development
The quality of mathematics teachers significantly influences student achievement and the effectiveness of instructional practices. Professional development in mathematics education encompasses various aspects, including the enhancement of pedagogical content knowledge, the cultivation of reflective and adaptive teaching strategies, and the ability to respond to rapid educational and technological changes. Mathesis welcomes articles that investigate pre-service and in-service teacher preparation, teacher beliefs and attitudes, mentoring systems, lesson study, collaborative professional learning communities, and strategies for fostering lifelong learning among mathematics educators. Research may also focus on the development of teachers’ digital competencies, leadership in mathematics education, and innovations that promote teacher resilience and adaptability in the face of challenges such as curriculum reform and the digital era. The research (ideas of research) on related topics can be traced to the works of Shulman (1986), Ball, Thames, & Phelps (2008), and OECD (2005).
3. Mathematics Education for Diverse Learners
Mathematics education should be accessible, equitable, and responsive to the needs of all learners, including those with special educational needs, learners from different socio-economic backgrounds, and students from varied cultural contexts. Diversity in mathematics classrooms requires thoughtful curriculum design, differentiated instruction, and inclusive pedagogical approaches to ensure that every student has the opportunity to achieve mathematical literacy. Mathesis publishes studies that explore strategies for addressing equity in mathematics learning, the development of inclusive materials and adaptive resources, teacher competencies for supporting diverse learners, and the role of policy in promoting equal opportunities. Contributions may also highlight practices and interventions that support underrepresented groups, learners with disabilities, and students in rural or marginalized communities. The research (ideas of research) on related topics can be traced to the works of NCTM (2000), Florian & Black-Hawkins (2011), and Ball et al. (2005).
4. Educational Psychology in Mathematics Learning
Psychological perspectives are central to understanding how students learn mathematics, how they engage with challenges, and how they develop critical and creative thinking skills. Educational psychology in mathematics addresses areas such as cognitive processes, motivation, attitudes, self-efficacy, anxiety, metacognition, and problem-solving strategies. Mathesis publishes research that examines the role of psychological constructs in shaping students’ mathematical achievement, the dynamics of group interactions in classrooms, and the influence of teachers’ instructional practices on learners’ psychological development. In addition, studies on reflective thinking, perseverance in problem-solving, and the use of psychological theories to design effective learning interventions are encouraged. Such research is valuable in improving classroom practices, enhancing student engagement, and supporting long-term mathematical growth. The research (ideas of research) on related topics can be traced to the works of Piaget (1970), Vygotsky (1978), Schoenfeld (1992), and Hannula (2006).
5. Ethnomathematics and Cultural Dimensions in Mathematics Education
Mathematics is not only a universal language but also a discipline that is deeply embedded in cultural practices and local knowledge systems. Ethnomathematics emphasizes the relationship between mathematics and culture, showing how mathematical ideas emerge naturally in everyday activities, traditions, and artifacts of different communities. Mathesis encourages research that investigates how cultural perspectives can enrich mathematics learning, how local contexts can be integrated into teaching practices, and how ethnomathematical approaches can make mathematics more meaningful and relevant to students’ lives. Contributions may also focus on the development of culturally responsive curricula, the role of indigenous knowledge in mathematics education, and the use of ethnomathematics to strengthen students’ identity and sense of belonging in the classroom. The research (ideas of research) on related topics can be traced to the works of D’Ambrosio (1999), Bishop (1988), and Rosa & Orey (2016).