JMLI: Journal of Mathematics Learning Innovation publishes original research articles in mathematics education that have not been previously published and are not under review elsewhere. The journal welcomes conceptual, empirical, and developmental studies that explore innovations in mathematics teaching and learning.

JMLI accommodates diverse methodological approaches including qualitative, quantitative, and mixed methods that advance both theoretical insights and practical developments in mathematics education. Areas of interest include, but are not limited to, the following themes:

1. 1. Realistic Mathematics Education (RME)
   This topic focuses on research grounded in the Realistic Mathematics Education approach, which emphasizes the use of meaningful, context-based learning experiences to develop students’ mathematical understanding. Contributions in this area investigate how real-world problems, everyday scenarios, and culturally relevant contexts are employed to introduce, explore, and solidify mathematical concepts. Studies may also examine the theoretical underpinnings of RME, such as guided reinvention and progressive mathematization, as well as the instructional design principles and challenges associated with its classroom implementation. Foundational ideas in this area are reflected in 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.
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3. 2. Instructional Strategies and Models in Mathematics Education
   This theme welcomes studies that investigate innovative and evidence-based instructional approaches, teaching models, and classroom strategies aimed at enhancing the effectiveness of mathematics education. Research may explore the design, implementation, and evaluation of pedagogical models, including inquiry-based learning, flipped classrooms, cooperative learning, and differentiated instruction within diverse educational settings. Emphasis is placed on how these approaches foster deeper conceptual understanding, mathematical reasoning, and student-centered learning environments. The ideas of this research on related topics can be traced to the works of Reigeluth, C.M., Beatty, B.J., & Myers, R.D, Setiana, D. S., Purwoko, R. Y., & Sugiman, S, and published books in Springer, Taylor & Francis, or other publishers.
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5. 3. Psychological Dimensions of Mathematics Learning
   Submissions under this theme explore the cognitive and affective factors influencing students’ learning experiences and achievement in mathematics. This includes investigations into learners’ motivation, beliefs about mathematics, self-efficacy, mindset, anxiety levels, and emotional responses to mathematical tasks. Research may adopt psychological theories to explain learning behaviors and propose interventions or instructional adjustments to address psychological barriers in mathematics education. The ideas of this research on related topics can be traced to the works of Skemp, R. R. Obersteiner, A., Reiss, K. & Heinze, A, and published books in Springer, Taylor & Francis, or other publishers
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7. 4. Mathematics Learning Media and Resources
   This area encompasses research on the development, use, and impact of instructional media and educational resources designed to enhance students’ mathematical understanding. Contributions may focus on a range of media, from concrete manipulatives and printed materials to interactive digital tools and visual representations. Studies should discuss the pedagogical rationale behind media use, the design process, and empirical findings on how these resources support engagement, conceptual clarity, and retention of mathematical ideas. The ideas of this research on related topics can be traced to the works of Bulut, N., Cevikbas, M., Kaiser, G., Crompton, H., & Traxler, J, and published books in Springer, Taylor & Francis, or other publishers. 
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9. 5. Information and Communication Technology (ICT) in Mathematics Education
   This topic invites studies that critically examine the integration of ICT tools into the teaching and learning of mathematics. Relevant research includes the use of dynamic geometry software, computer algebra systems, mobile applications, learning management systems, and virtual or augmented reality environments. Emphasis is placed on how these technologies facilitate mathematical exploration, visualization, and interaction, as well as the pedagogical frameworks that guide their effective use in classrooms. 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.
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11. 6. Ethnomathematics
    This theme focuses on research that investigates the interplay between mathematics and cultural practices, traditions, and indigenous knowledge systems. Ethnomathematics seeks to contextualize mathematical learning by drawing from students’ cultural backgrounds and real-life experiences. Contributions in this area may explore curriculum integration, culturally responsive pedagogy, and the development of culturally relevant instructional materials that promote inclusivity, identity affirmation, and respect for diversity in mathematics education. Foundational ideas in this area are reflected in 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.
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13. 7. Applied Mathematics in Educational Contexts
    This domain includes studies that examine how mathematical concepts are applied in real-life, interdisciplinary, or vocational contexts to enhance students’ understanding and appreciation of the subject. Research may explore project-based learning, STEM/STEAM integration, mathematical modeling, or problem-based tasks that bridge theory and practice. Implications for curriculum innovation, student engagement, and the development of transferable skills are central to this theme. The ideas of this research on related topics can be traced to the works of English, Baker, C.K., Galanti, T.M, who discussed the integration of STEM in the primary curriculum, and Armutcu, Y., & Bal, A. P who explored the effect of mathematical modeling activities on students' mathematical modeling skills within the context of STEM education. Additionally, relevant works can be found in published books in Springer, Taylor & Francis, or other academic publishers

JMLI seeks to contribute to ongoing discourse in mathematics education by fostering research that brings forward meaningful innovations in theory, practice, and policy. The journal aims to serve as a valuable resource for researchers, educators, curriculum developers, and policymakers committed to advancing the field of mathematics education.

 

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Journal of Mathematics Learning Innovation is indexed by:

 

 

Journal of Mathematics Learning Innovation is licensed under a Creative Commons Attribution 4.0 International License.