Journal of Honai Math, an international peer-reviewed open-access journal published by Universitas Papua in collaboration with the Indonesian Mathematics Educators Society (I-MES), provides an advanced forum for exclusively publishing the original research articles, review articles from invited experts, and novel technology news related to mathematics education. The JHM also publishes timely and thorough survey articles on current trends, new theoretical techniques, novel ideas and new mathematics education teaching and learning tools in different branches of mathematics subject. It seeks to reflect the variety of research concerns within this field and the range of methods used to study them. It deals with methodological, pedagogical/didactical, political, and socio-cultural aspects of teaching and learning mathematics, rather than with specific programs for teaching mathematics. A submission must be well written and of interest to a substantial number of mathematics educators and scientists worldwide.

 

Our aim is to encourage scientists to publish their experimental and theoretical results in as much detail as possible. There is no restriction on the length of the papers. The full account of the research must be provided so that the results can be reproduced. Electronic files or software which provide the full details of the calculations, proofs and experimental procedures can be deposited as supplementary material (if unable to be published in a normal way). The journal exists to survey, discuss, and extend current research-based and theoretical perspectives, as well as to create a forum for critical analyses of issues within mathematics education. Within this range, this journal is open to all research approaches. The emphasis is on high-level articles of more than local or national interest. All contributions to this journal are peer-reviewed, and the audience is predominantly mathematics education researchers worldwide interested in current developments in the field.

 

The journal invites original research articles not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education is welcome, which includes, but is not limited to, the following topics:

Values and valuing, particularly in the context of doing, teaching, and learning school mathematics, is a confusing, complex, and contested terrain where colleagues have struggled to even find common definitions of values and valuing, although many have nuanced each other ideas. Furthermore, ethnomathematics is the study of the relationship between mathematics and culture. In a deeper understanding, ethnomathematics refers to mathematics which is practiced by members of a cultural group who share similar experiences and practices with the mathematics that can be in a unique form. Culture gives diverse and interesting contexts in mathematics learning to be discussed. Therefore, the scope of values and valuing in ethnomathematics study is an important part of the focus and scope of the journal. The ideas of this research on related topics can be traced to the works of Marcia Ascher, Ubiratan d'Ambrosio, Robert Ascher, Marcelo C. Borba, Philip Clarkson, Wee Tiong Seah, JeongSuk Pang, and published books in Springer, Taylor & Francis, or other publishers.

The advance of information and communication technology (ICT) has been the concern of all human life, including in education. When all students use technology, education must be the first one to utilize it for the sake of effectiveness and attractiveness. The researches (ideas of research) on related topics could be traced to the works of Paul Drijvers, Willem J. Pelgrum, Tjeerd Plomp, Jean-Baptiste Lagrange, Mich¨le Artigue, Colette Laborde, Luc Trouche, and published books in Springer or other publishers.

Educational design research is perceived as the systematic study of designing, developing and evaluating educational interventions (programs, teaching-learning strategies, and materials, products, and systems) as solutions to such problems. Furthermore, Realistic Mathematics Education (RME) is a teaching and learning theory in mathematics education that was first introduced and developed by Freudenthal. Two of his important points of view are that mathematics must be connected to reality and mathematics as a human activity. RME is implemented following three principles: (1) guided reinvention and progressive mathematizing, (2) didactical phenomenology, and (3) self-developed model. Furthermore, the practice of RME also has its own characteristics; they are: (1) phenomenological exploration or the use of contexts; (2) the use of models or bridging by vertical instruments; (3) the use of students own productions and constructions or student contributions; (4) the interactive character of the teaching process or interactivity; and (5) the intertwining of various learning strands. A paper is eligible to be included in this topic if the paper accommodates these three principles and these five characteristics. The researches (ideas of research) on related topics can be traced to the works of Hans Freudenthal, Marja van den Heuvel-Panhuizen, K.P.E. Gravemeijer, Jan Van den Akker, Koeno Gravemeijer, Susan McKenney, Nienke Nieveen, Tjeerd Plomp, Arthur Bakker, and published books in Taylor & Francis, Springer, or other publishers.

Mathematics ability refers to the ability (a human construct) to obtain, to process, and retain mathematical information (cognitive) and to solve mathematics problems (pragmatic). To maintain the focus of this journal, the scope of mathematics ability includes the following abilities: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities. The research (ideas of research) on related topics can be traced to the works of Markku S. Hannula, CERME Proceedings, ICME Proceedings, and published books in Springer or other publishers.

Classroom action research is a reflective process which helps teachers to explore and examine aspects of teaching and learning and to take action to change and improve. It begins with a question or questions about classroom experiences, issues, or challenges. Generally, classroom action research is consisting of 4 steps, namely, planning, action, observation, and reflection. Authors could submit their work with a comprehensive description and analysis of every step.