Southeast Asian Mathematics Education Journal

Focus and Scope
Southeast Asian Mathematics Education Journal (SEAMEJ) is an academic journal that provides a forum for publishing a variety of research ideas and methods in the field of mathematics education. SEAMEJ aims to stimulate discussions at all levels of mathematics education through significant and innovative research studies. The journal welcomes articles highlighting empirical as well as theoretical research studies, including teacher professional development, best practice of mathematics learning and action research. This journal is designed and devoted to mathematics school teachers, teacher educators, lecturers, researchers, university students (Master and Doctoral) who want to publish their research reports or their literature review articles (only for invited contributors), best practice, and project report about mathematics education learning, and its instructional. Besides regular writers, for each volume, the contents will be contributed by invited contributors who experts in mathematics education either from Indonesia or abroad.

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:

1. Joyful and Meaningful Learning in Mathematics Education

The main goal of mathematics education in school is the mathematization of the child’s thought process through joyful and meaningful learning. Students at times struggle with mathematics due to the abstract concepts involved. Learning should be something joyful because it is a perpetual growth process and self-reflection. Mathematics teachers are expected to develop ideas to motivate students by joyful activities, such as discovering, exploring, constructing, designing, setting strategy, and solving problems that are wrapped in mathematics games, puzzles, teaching aids, and hands-on activities. It is expected that the concepts would be more relatable and understandable.

2. Mathematics Education Perspective in Southeast Asia

The developments of mathematics education in Southeast Asia have open many windows of knowledge and equipped many with the latest issues and trend in mathematics education. Notion and insight on mathematics education practice, international comparatives test result analysis, mathematics education policy, and research in Southeast Asian countries are welcome.

3. Mathematics Teacher Professional Development

Teacher professional development is defined as activities that develop an teacher’s skills, knowledge, expertise and other characteristics. The definition recognizes that development can be provided in many ways, ranging from the formal to the informal. It can be made available through external expertise in the form of courses, workshops or formal qualification programs, through collaboration between schools or teachers across schools (e.g. observational visits to other schools or teacher networks) or within the schools in which teachers work. In this last case, development can be provided through coaching/mentoring, collaborative planning and teaching, and the sharing of good practices.

4. Integrating 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.

5. Best Practice and Classroom Action Research in Mathematics Learning

Classroom action research is a reflective process which helps teachers to explore and examine aspects of teaching and learning and to take action to change and improve. It begins with a question or questions about classroom experiences, issues, or challenges. Generally, classroom action research is consisting of 4 steps, namely, planning, action, observation, and reflection. Authors could submit their work, with a comprehensive description and analysis of every step.

6. STEM and STEAM Education

Science, Technology, Engineering, and Mathematics (STEM) has been major topic of discussion in the field of education, due to the most esteemed fields to respond to the demand of 21st century. STEM education will be an important knowledge for teachers to educate future high-quality workforce. STEM education can be implemented in any level of education. The main principle of STEM education is Engineering Design Process (EDP). This principle consists of cyclic process: (1) Identifying problem, (2) Researching the problem, (3) Developing possible solutions, (4) Selecting promising solution, (5) Building the prototype, (6) Evaluating the prototype, and (7) Redesigning. The idea research of STEM Education can be explored in Breiner, Harkness, Johnson, and Koehler; Sanders; and Bybee.