About the Journal

Journal of Mathematics Education and Digital Learning is a peer-reviewed academic journal that publishes research articles, conceptual papers, and review studies in the field of mathematics education, with particular emphasis on digital learning, educational technology, and innovation in mathematics teaching and learning.

The journal aims to provide a scholarly platform for researchers, lecturers, teachers, practitioners, and policymakers to discuss theoretical, empirical, and practical developments in mathematics education across school, higher education, and teacher education contexts.

The scope of the journal includes, but is not limited to:

  1. Mathematics teaching and learning in digital environments;

  2. Digital learning media, mobile learning, and web-based mathematics instruction;

  3. Artificial intelligence, learning analytics, and adaptive learning in mathematics education;

  4. Technology-enhanced mathematics learning;

  5. Mathematical problem solving, reasoning, representation, communication, literacy, and numeracy;

  6. Development and evaluation of mathematics learning models, strategies, and instructional designs;

  7. Ethnomathematics and culturally responsive digital mathematics learning;

  8. Teacher professional development and digital competence in mathematics education;

  9. Assessment and evaluation in mathematics learning, including digital assessment;

  10. STEM, STEAM, and interdisciplinary approaches in mathematics education;

  11. Curriculum studies and policy analysis related to mathematics education and digital learning;

  12. Systematic literature reviews, meta-analyses, and bibliometric studies in mathematics education.

The journal welcomes manuscripts using qualitative, quantitative, mixed-methods, design-based research, classroom action research, development research, experimental studies, and systematic review approaches.

Manuscripts focusing only on pure mathematics without clear relevance to mathematics education, pedagogy, learning, teaching, or digital learning are outside the scope of the journal.