Hasanah in Mathematics Education (HIME) is a peer-reviewed, open-access academic journal dedicated to advancing research, theory, innovation, and practice in mathematics education. The journal provides a scholarly platform for researchers, lecturers, teachers, educators, practitioners, and other educational stakeholders to disseminate high-quality research and engage in academic discussions in mathematics education.
HIME welcomes original and rigorous scholarly contributions addressing contemporary issues in mathematics teaching and learning across diverse educational levels and contexts. The journal publishes original research articles, systematic and literature reviews, conceptual studies, and innovative educational practices that contribute meaningfully to the development of mathematics education.
The journal is committed to maintaining high standards of academic quality, research integrity, methodological rigor, and ethical scholarly publishing. All submitted manuscripts undergo an initial editorial screening to assess their relevance, originality, academic quality, and compliance with the journal's requirements. Manuscripts that pass the initial screening are subjected to a double-blind peer-review process by independent reviewers with relevant expertise.
The scope of Hasanah in Mathematics Education (HIME) focuses on research, theory, innovation, and practice in mathematics education. The journal welcomes contributions in, but not limited to, the following areas:
Research on teaching strategies, learning approaches, instructional practices, classroom interactions, and innovative approaches that support effective mathematics learning.
Research focusing on problem-solving processes, strategies, competencies, metacognition, and students' abilities to solve mathematical and real-world problems.
Studies addressing mathematical reasoning, logical thinking, critical thinking, creative thinking, argumentation, proof, and mathematical communication.
Research concerning mathematical literacy, numeracy skills, quantitative reasoning, and the application of mathematics in everyday life and real-world contexts.
Studies related to curriculum development, curriculum implementation, instructional design, learning trajectories, and curriculum evaluation in mathematics education.
Research on formative, summative, diagnostic, authentic, and other forms of assessment and evaluation of mathematics learning.
Studies examining pre-service and in-service mathematics teacher education, teacher preparation, pedagogical knowledge, content knowledge, and professional competencies.
Research on teacher professional development, continuous professional learning, teacher communities, reflective practice, mentoring, and improvement of mathematics teaching practices.
Studies involving digital technologies, learning management systems, educational applications, dynamic mathematics software, digital resources, and technology-enhanced mathematics learning.
Research examining the use, opportunities, challenges, ethics, and implications of artificial intelligence, generative AI, intelligent tutoring systems, and AI-supported mathematics learning.
Studies investigating students' misconceptions, mathematical errors, learning difficulties, conceptual understanding, and interventions designed to improve mathematics learning.
Research addressing mathematics anxiety, motivation, self-efficacy, attitudes, beliefs, engagement, persistence, and other affective factors influencing mathematics learning.
Studies concerning inclusive practices, differentiated instruction, special educational needs, accessibility, equity, diversity, and participation in mathematics learning.
Research exploring mathematical ideas, practices, knowledge, and learning processes within cultural, indigenous, traditional, and local contexts.
Studies integrating mathematics with science, technology, engineering, and other disciplines through interdisciplinary, project-based, inquiry-based, and real-world learning approaches.
Research on the development, implementation, validation, and evaluation of textbooks, worksheets, manipulatives, multimedia, digital resources, and other mathematics learning materials.
Research focusing on critical thinking, creative thinking, collaboration, communication, problem solving, computational thinking, and other competencies relevant to contemporary mathematics education.
Quantitative, qualitative, mixed-methods, experimental, quasi-experimental, design-based research, classroom action research, development research, systematic reviews, and other rigorous research methodologies in mathematics education.
Research addressing innovative pedagogies, emerging technologies, new learning environments, digital transformation, personalized learning, blended learning, and contemporary developments in mathematics education.
Studies examining mathematics education policies, educational reforms, access and equity, educational quality, institutional practices, and the implications of national and international developments for mathematics education.
HIME welcomes research conducted at primary, secondary, vocational, and higher education levels, as well as studies involving mathematics teachers, teacher educators, students, educational institutions, and other relevant stakeholders.
The journal particularly encourages manuscripts that demonstrate original contributions, rigorous methodological approaches, strong theoretical foundations, empirical evidence, and meaningful implications for mathematics education research, practice, and policy.
Manuscripts that do not demonstrate a clear connection to mathematics education or do not make a substantive contribution to the field may be rejected during the initial editorial screening.
Hasanah in Mathematics Education (HIME) is published by CV. Gerasi Insan Nusantara. The journal is published twice a year, in May and November, and accepts manuscripts in English and Indonesian. HIME provides open access to its published articles to support the broad dissemination and accessibility of research in mathematics education.
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