The Journal on Mathematics Education (JME) is an international electronic journal that provides a platform for publishing original research articles, systematic literature reviews (invited contributions), and short communications related to mathematics education. This journal is dedicated not only to members of the Indonesian Mathematics Society (IndoMS) but also to lecturers, researchers, mathematics school teachers, teacher educators, and university students (Master's and Doctoral levels) who wish to publish their research findings, literature reviews (for invited contributors only), or short communications on mathematics education and its instruction. In addition to regular contributors, each volume features articles from invited experts in mathematics education from both Indonesia and abroad, ensuring a rich and diverse range of perspectives.

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

• Realistic Mathematics Education (RME)

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 mathematics must be connected to reality and mathematics as a human activity. RME is implemented following three principles, they are: (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 students contribution, (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, and published books in Springer or other publishers.

• Design/Development Research in Mathematics Education

Educational design research is perceived as the systematic study of designing, developing and evaluating educational interventions (programs, teaching-learning strategies, and materials, products, systems) as solutions to such problems. It also aims at advancing our knowledge about the characteristics of these interventions and the processes to design and develop them. Authors could submit their work, either a validation study or a development study in mathematics education, with a comprehensive description and analysis of every stage. The ideas of this research on related topics can be traced to the works of Jan Van den Akker, Koeno Gravemeijer, Susan McKenney, Nienke Nieveen, Tjeerd Plomp, Arthur Bakker, and published books in Taylor & Francis or other publishers.

• PISA Task

The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations intended to evaluate educational systems by measuring 15-year-old school students' scholastic performance on mathematics, science, and reading. PISA tasks here refers to the mathematics tasks developed to measure mathematical literacy. It is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizens. A paper is eligible for inclusion in the PISA task if it provides a comprehensive analysis of the development or the use effect of the task considering the appropriate content, context, and process.

• Mathematics Ability

Mathematics ability refers to the ability (a human construct) to obtain, to process, and to 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 researches (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. 

• ICT in Mathematics Education

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, Michèle Artigue, Colette Laborde, Luc Trouche, and published books in Springer or other publishers. 

• Ethnomathematics

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 ethnomathematics 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, and published books in Springer, Taylor & Francis, or other publishers