Aims and Scope
AIMS
JRAMathEdu (Journal of Research and Advances in Mathematics Education) is an open-access, peer-reviewed international journal that aims to advance mathematics education research through an interdisciplinary lens, emphasising bridging theory and practice, and publishing rigorous studies in educational psychology, digital technology, and mathematical thinking. It prioritises instructional frameworks for teacher professional development and culturally grounded ethnomathematics approaches. The journal serves as a platform for worldwide educators, researchers, and practitioners to share insights on their novel research findings across all educational levels.
SCOPES
Digital Technology in Mathematics Education
Digital technology plays a crucial role in teaching and learning mathematics, especially in the 21st century, as it supports understanding of fundamental concepts and enhances problem-solving skills (NCTM, 2008). However, integrating digital tools into mathematics classrooms remains a significant challenge for both teachers and students. Therefore, JRAMathEdu focuses on publishing studies that promote the use of digital technologies in mathematics learning.
Topics: graphing calculators, computer algebra systems (CAS), dynamic mathematics software (DMS), virtual reality (VR), augmented reality (AR), spreadsheets, virtual manipulatives, social media, game-based learning, gamification, web-based learning, educational apps for smartphones and tablets, online platforms for learning, programming in mathematics, robotics, online platforms for collaborative problem solving, online assessment, Technological Pedagogical Content Knowledge (TPACK), flipped classroom, the use of Artificial Intelligence (AI) in learning.
Educational Psychology in Mathematics Education
Psychology plays a vital role in shaping effective mathematics education. Educational psychology examines how people learn, taking into account student abilities, instructional practices, and individual differences in learning. Although these topics have been widely studied, the rapid changes in society continue to pose new challenges for education, including mathematics instruction. JRAMathEdu welcomes research on all aspects of educational psychology in mathematics education.
Topics: cognitive load, cognitive development, conceptual and procedural knowledge, metacognition, mental representation, schema development, problem-solving skills, mathematical creativity, critical thinking, attitudes, perceptions, motivation, learning styles, cognitive style, belief, math-anxiety, self-efficacy, gender differences, giftedness, learning disabilities.
Mathematical Thinking
Mathematical thinking involves the ability to reason logically, solve problems, make generalisations, and understand abstract concepts. In mathematics education, fostering mathematical thinking is essential for developing deep conceptual understanding and critical thinking skills. Research in this area explores how mathematical thinking is taught, learned, assessed, and supported in various educational settings.
Topics: mathematical problem-solving, number sense, numerical reasoning, mathematical representation, reflective thinking, metacognition, logical reasoning, mathematical proof, argumentation in mathematics, misconceptions, students' difficulties, mathematical communication, spatial reasoning, algebraic thinking, geometric thinking, fraction and ratio thinking,
Mathematics Teacher Professional Development
Teacher quality is widely recognised as the most influential school-related factor affecting student achievement (OECD, 2005). In today’s rapidly evolving educational landscape, teachers must not only possess strong content knowledge and pedagogical skills but also be able to adapt to ongoing technological and societal changes. Therefore, the professional development of mathematics teachers is essential and non-negotiable. JRAMathEdu publishes studies focusing on the development of both pre-service and in-service mathematics teachers.
Topics: mathematical content knowledge, pedagogical content knowledge, mathematical knowledge for teaching, teachers' beliefs, culturally responsive teaching in mathematics classrooms, teacher use of technology in learning, innovative-based teaching.
Ethnomathematics
Ethnomathematics examines the relationship between mathematics and culture, drawing heavily from anthropological perspectives to understand how mathematical ideas are embedded in the daily lives, practices, and worldviews of different communities. Through the lens of anthropology, ethnomathematics reveals how cultural artefacts, traditions, and problem-solving strategies reflect unique forms of mathematical thinking. JRAMathEdu is committed to publishing research that explores how these culturally rooted mathematical practices can inform and enrich mathematics education, promote inclusivity, and bridge formal mathematics with local or indigenous knowledge systems.
Topics: mathematical practices in indigenous communities; number systems and counting in local cultures; culturally responsive pedagogy; using traditional games, crafts, weaving, pottery, beadwork, carvings, and architecture for learning mathematics; comparing mathematical systems across cultures; lexical and syntactic analysis of mathematical expressions in local dialects; community-based STEM projects; history of mathematical knowledge in non-Western civilizations; ethnomodeling; ethnographic.
