About the journal

International Journal on Emerging Mathematics Education (IJEME) is a peer-reviewed open access journal published twice in a year (March and September). The IJEME aims to provide an international forum for researchers and professionals to share their ideas on all topics related to mathematics education. It publishes its issues in an online (e-ISSN 2548-5806) and a printed (p-ISSN 2549-4996) version. The IJEME has been 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. This journal has been indexed and abstracted in SINTA, Microsoft Academic Search, EBSCO, Garuda (Garba Rujukan Digital), Google Scholar, Crossref, BASE (Bielefeld Academic Search Engine), and CiteFactor.

Aims and Scope

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.