Focus & Scope

The Journal of Honai Math (JHM) is an international, peer-reviewed, open-access journal published by Universitas Papua in collaboration with the Indonesian Mathematics Educators Society (I-MES). The journal aims to advance theoretical understanding, empirical inquiry, methodological innovation, and evidence-informed practice in mathematics education. It welcomes scholarly contributions addressing mathematics teaching and learning, assessment, curriculum development, teacher education, and educational policy, with the potential to inform research, educational practice, and policy internationally.

Recognizing mathematics education as a multifaceted field shaped by cognitive, affective, social, cultural, historical, technological, institutional, and political dimensions, JHM encourages diverse theoretical perspectives and research methodologies, including qualitative, quantitative, and mixed-methods approaches, educational design research, intervention studies, systematic reviews, meta-analyses, and theoretical or conceptual investigations. Research conducted in specific geographical, cultural, institutional, or national contexts is welcome, provided that it demonstrates methodological rigour, analytical depth, and a clear scholarly contribution. The journal prioritizes originality, theoretical coherence, transparency of reporting, and the significance of findings, particularly their implications for advancing knowledge, educational practice, or future research beyond the immediate research setting, where appropriate.

JHM welcomes original and significant contributions across the broad spectrum of mathematics education research, including, but not limited to, the areas outlined below. Submissions must establish a substantive connection to mathematics education, engage critically with relevant literature, and demonstrate a meaningful contribution to the field. Studies primarily concerned with mathematics or statistics, without clear implications for mathematics education, as well as descriptive accounts of instructional activities, teaching materials, technologies, or interventions lacking sufficient analytical depth, fall outside the journal's scope. All manuscripts are subject to editorial screening and peer review and must comply with JHM's author guidelines, research integrity requirements, and publication ethics policies. Manuscripts under consideration by another journal are not eligible for submission.

1. Mathematics Teaching, Learning, and Didactics

Research examining the processes and conditions of mathematics teaching and learning, including mathematical thinking, conceptual understanding, procedural knowledge, mathematical reasoning, problem-solving, mathematical communication, representation, connections, mathematical modelling, classroom interaction, and students' participation in mathematical activity.

This area also encompasses pedagogical and didactical approaches, instructional design, task design, classroom discourse, formative assessment, differentiation, inclusive mathematics education, and the relationships between teaching practices and students' mathematical learning.

2. Ethnomathematics, Culture, and Mathematics Education

Research exploring the relationships among mathematics, culture, language, history, identity, community practices, and education. Topics may include culturally situated mathematical practices, mathematical knowledge embedded in local traditions and everyday activities, Indigenous and community-based knowledge, cultural values and valuing in mathematics education, and the critical examination of how cultural knowledge can inform mathematics teaching and learning.

JHM welcomes studies that investigate the epistemological, pedagogical, social, and ethical implications of connecting cultural knowledge with formal mathematics education. Such studies should provide a clear analytical account of the mathematical ideas, cultural practices, or educational processes under investigation.

3. Curriculum Development, Instructional Design, and Design Research

Research on mathematics curriculum, learning trajectories, instructional materials, learning environments, and the design, development, implementation, and evaluation of mathematics education interventions.

This area includes Realistic Mathematics Education (RME), educational design research, design-based research, lesson study, and other theoretically informed approaches to instructional innovation. Studies may examine design principles, conjectured learning processes, the development of instructional theory, implementation conditions, and evidence of learning outcomes. Contributions should explain the rationale for the design, the methods used to investigate it, and the implications for mathematics education research or practice.

4. Mathematical Cognition, Competencies, and Affective Dimensions

Research investigating how learners develop, understand, use, and communicate mathematical knowledge across educational levels and contexts. Relevant topics include mathematical reasoning, problem-solving, conceptual and procedural knowledge, mathematical modelling, mathematical literacy, metacognition, mathematical creativity, and the development of mathematical competencies.

This area also includes mathematical beliefs, attitudes, motivation, interest, identity, anxiety, self-efficacy, and other affective or social dimensions of mathematics learning, particularly when their relationships with mathematical activity, learning processes, or educational outcomes are theoretically and empirically examined.

5. Mathematics Teacher Education and Professional Development

Research on mathematics teachers' knowledge, beliefs, professional identities, pedagogical practices, and professional learning throughout their careers. Topics include pre-service and in-service teacher education, mathematical knowledge for teaching, pedagogical content knowledge, teacher noticing, reflective practice, collaborative professional development, mentoring, and the relationship between teacher learning and classroom practice.

JHM particularly welcomes studies that explain how teachers interpret, adapt, and enact pedagogical approaches within specific institutional, cultural, and educational conditions.

6. Digital Technologies, Artificial Intelligence, and Mathematics Education

Research examining the design, implementation, and evaluation of digital technologies in mathematics teaching, learning, assessment, and teacher education. Relevant topics include dynamic mathematics software, digital learning environments, educational platforms, technology-enhanced mathematical modelling, online and blended learning, artificial intelligence, generative AI, learning analytics, and technology-supported assessment.

Studies should provide a clear educational rationale and critically examine the opportunities, limitations, learning processes, or consequences associated with the technologies under investigation. Contributions addressing human agency, equity, accessibility, ethical responsibility, and the pedagogical implications of emerging technologies are also welcome.

7. Assessment, Measurement, and Evaluation in Mathematics Education

Research on the assessment of mathematical knowledge, competencies, learning processes, and educational outcomes. This area includes classroom assessment, formative and summative assessment, diagnostic assessment, psychometric measurement, instrument development and validation, assessment literacy, large-scale assessments, mathematical literacy assessments, and the use of assessment evidence to inform teaching and educational decision-making.

Studies may also investigate the interpretation of assessment results, the validity and fairness of assessment practices, and the relationships between assessment systems, classroom instruction, and mathematics education policy.

8. Equity, Inclusion, Sociocultural Contexts, and Mathematics Education Policy

Research examining the social, cultural, linguistic, economic, institutional, and political conditions that shape participation and achievement in mathematics education. Topics include equity and inclusion, Indigenous and minority learners, gender and mathematics education, multilingual classrooms, educational disadvantage, access to mathematical opportunities, educational governance, curriculum policy, and the implementation of mathematics education reforms.

JHM welcomes critical and empirical investigations that identify mechanisms underlying educational inequalities and offer theoretically grounded insights into improving the accessibility, responsiveness, and quality of mathematics education.

9. Research Methodology, Theoretical Development, and Evidence Synthesis

Research that advances methodological, conceptual, or theoretical understanding in mathematics education. This area includes the development and refinement of theoretical frameworks, methodological innovations, research instrument development, systematic reviews, scoping reviews, meta-analyses, and critical syntheses of established or emerging research areas.

Submissions should demonstrate methodological transparency, appropriate engagement with relevant scholarship, and a clear contribution to knowledge development. Review articles should employ a systematic and clearly explained approach appropriate to their stated purpose, while theoretical and conceptual papers should offer substantive analytical development rather than merely summarize existing literature.