Aim and Scope

AIM

The International Journal of Research in Mathematics Education (IJRME) is a double-blinded, peer-reviewed journal that publishes research articles in mathematics education. The journal serves as a platform for disseminating emerging research findings, theoretical advancements, and practical insights that contribute to the development of mathematics education globally. IJRME aims to bridge the gap between research and practice by providing educators, researchers, policymakers, practitioners, and students at the undergraduate, master’s, and doctoral levels with relevant perspectives on contemporary issues and trends in mathematics education. The journal also welcomes contributions from school teachers and university lecturers who seek to share their experiences and research findings.

SCOPE

IJRME welcomes original research articles, systematic review articles, and short communications investigating various mathematics education issues. The journal welcomes articles using various research methods, including qualitative, quantitative, and mixed methods. The topics addressed by IJRME, but not limited to, include the following:

1. Teaching and Learning of Mathematics
This strand deals with emerging pedagogies, teaching approaches, and learning processes that promote students’ mathematical insight and interest. Discuss topics covering active learning approaches such as problem-based, inquiry-based, and realistic mathematics education (RME). Like problem-based learning, RME emphasizes student-centred learning, wherein students construct their mathematics through rich real-world contexts, guided reinvention, and incremental mathematization. Some other pertinent topics are mathematical reasoning, conceptual knowledge, the impact of cultural contexts on learning (ethnomathematics), and the use of manipulatives and representations in teaching mathematics.

2. Curriculum, Assessment, and Evaluation in Mathematics Education
This section covers research on curriculum design, development, and implementation in mathematics education, along with assessment and evaluation methods used to measure students’ mathematical proficiency. Topics may include comparative studies of national and international curricula, curriculum reforms, interdisciplinary approaches, formative and summative assessments, diagnostic testing, assessment for learning, and the impact of assessment policies on instructional practices.

3. Professional Development of Mathematics Teachers
This area focuses on improving pre-service and in-service mathematics teachers’ knowledge, skills, and competencies. Topics may include teacher preparation programs, professional learning communities, reflective teaching practices, teacher beliefs and attitudes, mentorship and coaching models, and the role of technology in teacher development.

4. Mathematics Education in the Digital Age
Considering the fast-paced growth of technology, this section addresses the integration of digital technologies, virtual learning environments, artificial intelligence, and learning software in mathematics instruction. Research can discuss the effectiveness of online platforms, learning mathematics through gamification, virtual and augmented reality, and the application of technology towards learning personalization.
IJRME is committed to fostering a global scholarly community by featuring contributions from researchers, educators, and students worldwide. The journal prioritizes rigorous peer review, academic integrity, and contributions that advance mathematics education’s theoretical and practical dimensions.