AlphaMath: Journal of Mathematics Education is an international, peer-reviewed journal that provides a platform for the dissemination of original research articles and recent developments in the field of mathematics education. The journal is dedicated to advancing the understanding and practice of mathematics teaching and learning across all educational levels.
AlphaMath welcomes contributions from a wide range of scholars and practitioners, including university lecturers, researchers, mathematics teachers, teacher educators, and graduate students (Master’s and Doctoral levels). Submissions must represent original research and must not be under review or published elsewhere.
The journal publishes high-quality empirical studies that address key issues in mathematics education. Areas of interest include, but are not limited to:
| 1. Mathematics Education Curriculum |
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This area focuses on the design, development, analysis, and evaluation of mathematics curricula at various educational levels. It encompasses research on curriculum coherence, cultural responsiveness, standards alignment, and curricular innovation. Prominent works in this field include those by Alan J. Bishop, Jeremy Kilpatrick, and Zalman Usiskin, who have extensively discussed curriculum development in mathematics education. Relevant publications can be found in Springer, Routledge, and the Journal of Curriculum Studies.
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| 2. Innovative and Creative Mathematics Learning |
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This scope examines pedagogical strategies that foster innovation and creativity in mathematics teaching and learning. Research emphasizes inquiry-based learning, real-world problem solving, constructivist approaches, and STEM integration. Key scholars include Jo Boaler, Paul Cobb, and David Pimm, whose work highlights creative pedagogy and student-centered practices. Related studies are frequently published in Educational Studies in Mathematics and ZDM – Mathematics Education.
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| 3. Mathematics Learning Media |
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This focus area addresses the design, development, and impact of various instructional media in mathematics education, including manipulatives, visual representations, and interactive technologies. Researchers such as Richard Lesh, Jean-Baptiste Lagrange, and Gert Kadunz have contributed significantly to this domain. Publications from Springer, Elsevier, and Taylor & Francis provide valuable insights into media-supported learning.
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| 4. Assessment and Evaluation of Mathematics Learning |
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This topic includes research on assessment tools, strategies, and practices used to evaluate mathematical understanding and support student learning. Key contributors include Jan de Lange, Edward Silver, and Dylan Wiliam, who have explored formative assessment, authentic assessment, and data-driven instruction. Journals such as Assessment in Education: Principles, Policy & Practice and Mathematical Thinking and Learning often feature studies in this area.
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| 5. Mathematical Thinking Skills |
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This section focuses on the development and enhancement of higher-order mathematical thinking, including reasoning, abstraction, generalization, and proof. Influential scholars include Alan Schoenfeld, John Mason, and Keith Devlin, who emphasize metacognition and mathematical problem-solving processes. Research articles in this area are commonly published in Journal for Research in Mathematics Education (JRME) and For the Learning of Mathematics.
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Ethnomathematics is the study of the relationship between mathematics and culture. In a deeper understanding, ethnomathematics refers to mathematics practiced by members of a cultural group who share similar experiences and practices with mathematics, which may exist in unique and localized forms. Culture provides diverse and meaningful contexts for mathematical exploration and pedagogy. This area is inspired by the foundational work of Ubiratan D’Ambrosio, Marcia Ascher, Robert Ascher, and Marcelo C. Borba. Important publications can be found in Springer, Taylor & Francis, and the International Journal of Science and Mathematics Education.
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| 7. Information and Communication Technology (ICT) in Mathematics Learning |
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This domain explores the integration of digital tools and technologies in mathematics education, including dynamic geometry software, virtual simulations, learning management systems, and artificial intelligence. Researchers such as Celia Hoyles, Richard Noss, and Hans-Georg Weigand have contributed extensively to understanding how ICT reshapes mathematical instruction and learning. Relevant studies appear in journals like Technology, Knowledge and Learning, Journal of Computers in Mathematics and Science Teaching, and publications from Springer and Routledge.
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Through the publication of rigorous and relevant research, AlphaMath aims to contribute to the development of effective mathematics education practices and to foster scholarly dialogue among international communities of educators and researchers.
