EDITORIAL POLICIES

Focus and Scope

Jurnal Pendidikan Matematika (Jupitek) is provided for writers, teachers, students, professors, and researchers, who will publish their research reports or their literature review articles (only for invited contributors) about mathematics education and its instructional. Start from December 2018, this journal publishes two times a year, in Juny and December. Besides regular writers, for each volume, the contents will be contributed by invited contributors who experts in mathematics education either from Indonesia or abroad.

This journal publishes original research in mathematics education, covering theoretical and empirical studies across diverse contexts. Below are our key topics:

1. Realistic Mathematics Education (RME)

Realistic Mathematics Education (RME) is a pedagogical approach developed by Hans Freudenthal that emphasizes mathematics as a human activity rooted in meaningful, real-world contexts. Central to RME are three foundational principles: (1) guided reinvention, where students rediscover mathematical concepts through structured exploration; (2) didactical phenomenology, which examines how mathematical ideas emerge from phenomena; and (3) self-developed models, where learners create their own representations to solve problems.

RME is implemented through five key characteristics: (1) phenomenological exploration using authentic contexts, (2) progressive mathematization through model-building, (3) leveraging student-generated strategies, (4) interactive classroom discourse, and (5) integrating multiple mathematical strands. Papers must demonstrate how these principles and characteristics are operationalized in research or practice, with clear examples of contextualized tasks, student work, or teaching sequences that illustrate mathematization processes.

2. Design Research in Mathematics Education

Design research is a methodology for systematically developing and testing educational interventions while generating theoretical insights. This approach involves iterative cycles of (1) preliminary investigation to identify learning challenges, (2) design prototyping, and (3) implementation/evaluation in authentic settings.

Key features include: (1) theory-informed designs (e.g., hypothetical learning trajectories), (2) rigorous data collection across multiple iterations, (3) ecological validity through real-classroom testing, and (4) dual focus on practical solutions and theoretical contributions. Submissions should detail all phases—from problem analysis to design rationale and empirical validation—while addressing scalability and adaptability. Studies may examine digital tools, lesson modules, or professional development programs, but must explicitly link design choices to learning outcomes.

3. School Mathematics

This topic encompasses research on mathematics teaching and learning in K-12 classrooms. It examines how curricular content, pedagogical strategies, and assessment practices interact within formal schooling contexts.

Priority areas include: (1) longitudinal studies of skill development across grade levels, (2) comparative analyses of national curricula, (3) equity-focused interventions for diverse learners, and (4) teacher decision-making in lesson planning. Papers should ground investigations in specific school contexts (e.g., primary algebra instruction or secondary geometry) while addressing broader implications for policy or practice. Methodologies may include large-scale assessments, classroom ethnographies, or action research collaborations with teachers.

4. PISA Mathematics Problems

Research in this area analyzes the design, implementation, or outcomes of PISA's mathematical literacy assessments. The PISA framework evaluates students' ability to (1) apply mathematical content (e.g., quantity, space), (2) employ processes (e.g., formulating situations), and (3) solve problems embedded in real-world contexts.

Eligible studies might: (1) deconstruct task design principles, (2) examine cross-cultural performance patterns, (3) investigate alignment between PISA tasks and national curricula, or (4) propose instructional strategies to develop literacy skills. Papers must engage critically with PISA's conceptualization of competence and provide evidence-based recommendations for educators or policymakers.

5. Ethnomathematics

Ethnomathematics investigates mathematical practices within cultural communities and their implications for formal education. Grounded in D'Ambrosio's triad (knowledge, know-how, and wisdom), it challenges Eurocentric narratives by highlighting how mathematical thinking emerges from activities like weaving, navigation, or trade.

Studies should demonstrate: (1) rigorous documentation of cultural practices (e.g., indigenous calculation systems), (2) analysis of underlying mathematical structures, and (3) pedagogical applications (e.g., culturally responsive lesson units). Preferred methodologies include participatory action research or community-based collaborations that position local knowledge holders as co-researchers.

6. ICT in Mathematics Education

This domain explores how digital technologies (e.g., dynamic geometry software, programming environments, AI tutors) transform mathematics learning. Research should address: (1) cognitive effects (e.g., visualization support), (2) pedagogical integration models, and (3) equity considerations in access and implementation.

Example foci: (1) comparative studies of virtual vs. concrete manipulatives, (2) adaptive learning systems for personalized instruction, or (3) teacher professional development for technology integration. Papers must evaluate both learning outcomes and practical constraints (e.g., infrastructure requirements).