Editorial Policies

Aims and Scope

The Journal of Instructional Mathematics (JIM) is an international, open-access, and peer-reviewed journal that publishes original research and review articles in the field of mathematics education. The peer review ensures rigorous evaluation, upholding scientific integrity and ethical standards, before the article is published. The journal is dedicated to exploring mathematics education (theory, practice, and cultural perspectives) around the world by providing a platform for researchers, scientists, and academics to publish their research findings and share their knowledge with the broader scientific community. JIM welcomes submissions of articles on topics including:
 
(1)  Mathematics topics in educational curricula, are essential components that encompass various mathematical concepts, packaged to develop 21st-century skills, taught within formal educational settings. This may include context about why studying mathematics is important in education, both for students' cognitive development and practical skills in everyday life. Also conducted a review of mathematics curricula from various levels of education (for example, elementary, middle, and high school), and analyzed the structure and content of these curricula. This may include a curriculum map, learning standards, and the main focus of each level. Also covers specific math topics included in the curriculum, such as algebra, geometry, trigonometry, calculus, statistics, and probability. Also discusses special emphases or changing trends in mathematics curricula. Also includes the instructional objectives of each mathematics topic included in the curriculum. Also discusses effective teaching methods for specific mathematics topics, as well as evaluation strategies used to measure students' understanding and their progress in the curriculum. It also includes how mathematics topics in the curriculum contribute to broader educational goals, such as developing critical thinking skills, problem solving, and mastery of technology. Also provides recommendations for improvements or further development of the mathematics curriculum, such as alignment with international standards, improvements to teaching, or the addition of relevant topics.
 
(2)  Mathematics education in cultural context, is the study of how mathematical learning and teaching are influenced by the cultural beliefs, practices, and norms within a specific society or community. It may address how culture influences the way people view and learn mathematics. It also covers the different ways in which mathematics is taught, understood, and applied in various cultures. Also identify cultural barriers that students may face when learning mathematics such as language differences, cultural concepts that conflict with mathematical concepts, or cultural norms that influence attitudes towards mathematics. Also develop a more inclusive approach to mathematics learning, which takes into account the cultural diversity of students. It is also about how to improve student mathematics achievement by creating a culturally relevant and responsive learning environment. It is also about how to help students develop life skills that are relevant to their cultural context.
 
(3)  Ways of learning mathematics, refers to the diverse methods, approaches, and strategies employed by individuals to acquire mathematical knowledge and skills. It's about how people acquire, comprehend, and utilize mathematical knowledge. It also encompasses the identification and analysis of various strategies individuals use to learn mathematics. It considers individual factors such as intelligence, learning styles, and motivation in understanding how people learn mathematics. It also explores how the learning context, including the classroom environment, teaching methods, and instructional materials, influences how people comprehend mathematics. It develops more effective learning strategies, including the development of responsive curricula, the use of diverse teaching methods, and the provision of additional support for students with different learning styles. It also supports the development of evidence-based research and educational practices in mathematics education, focusing on effective ways people learn mathematics.
 
(4)  Systemic process in mathematical activity, refers to the structured and interconnected series of steps or procedures involved in engaging with mathematical tasks, problems, or investigations, and how the interaction between various elements and factors influences the course of the mathematical process. This encompasses the organization, sequencing, and integration of mathematical thinking and actions within a systematic framework. It also involves understanding how individuals or groups interact with mathematical material, how they solve problems, construct new knowledge, and apply mathematical skills in everyday contexts. It focuses on how the mathematical process begins, evolves, and is completed by individuals or groups. It recognizes that the mathematical process is not solely dependent on individuals or their mathematical skills but is also influenced by external factors. It also considers how the specific context of mathematical activities, whether in the classroom, research environment, or everyday life, affects the mathematical processes that occur.
 
(5)  Error analysis in mathematics performance, involves the examination and investigation of mistakes, misconceptions, or inaccuracies made by individuals when solving mathematical problems or engaging in mathematical activities. It is to identify patterns of errors, understand underlying causes, and develop strategies for improvement in mathematical proficiency. These errors may include misunderstandings of mathematical concepts, mistakes in calculation procedures, or errors in applying specific mathematical rules. It also involves tracing factors that may lead to these errors, such as misconceptions of concepts, lack of computational skills, or confusion about given instructions. Furthermore, it seeks common error patterns among individuals or groups and explores the implications of these errors on the understanding of mathematical concepts and overall mathematical performance. It is also to develop effective correction strategies to help individuals avoid or rectify these errors.

Section Policies

Original research

Open Submissions                        Indexed                           Peer-Reviewed

Review article

Open Submissions                        Indexed                           Peer-Reviewed

Peer Review Process

The editorial process at Journal of Instructional Mathematics follows the model developed by the Public Knowledge Project. Every submitted article is independently reviewed by reviewers. The review process conducted by the Double-Blind Review Process. Articles sent to Journal of Instructional Mathematics will pass two stages of review, namely pre-review and substance review. Article pre-review was carried out by the editor to see the suitability of the article with the focus and scope of the journal as well as the style of confinement. The duration of the pre-review is between 0-4 weeks. At least two reviewers conducted substance review in a double-blind manner. The duration of the review is between 1-8 weeks. The decision for publication, amendment, or rejection is based upon their reports/recommendations. This peer review process will ensure that all manuscripts submitted to the Journal of Instructional Mathematics are evaluated based on the highest standards of scientific integrity and ethical conduct and that only the highest quality research is published. After being reviewed, there will be four kinds of editor decision based on the reviewers’ recommendation: 

Accept Submission The manuscript would be suitable for publication in its current form (after copy-editing and proofreading).
Revisions Required The manuscript could be suitable for publication after the author(s) have responded to the reviewer's comments and made changes where appropriate. These changes could include referencing another work or a rewrite of a few sections. The submission will be accepted after minor changes have been made. Articles sent back to the author for revisions must be returned to the editor without delay. Revised articles returned more than 3 weeks will be considered as new shipments. Revised articles can be sent to the editor via the Online Submission Interface.
Resubmit for Review The manuscript could be suitable for publication after the author(s) have responded to the reviewer's comments and made changes where necessary. These changes could include redoing experiments or a substantial rewrite of several sections. The submission needs to be re-worked, but with significant changes, may be accepted. It will require a second round of review, however. The reviewer can request a review after the author has revised the article.
Resubmit elsewhere The manuscript is not suitable for the journal it was submitted to, but the content is good and could be suitable for a different journal.
Decline Submission If at least one of the minimum two reviewers evaluating the article’s content recommends Decline Submission, then regardless of the other reviewer’s decision, the final decision will be Decline Submission. The manuscript is not suitable and it should not be considered further. The submission will not be published in the journal. 

The decision to accept an article to be published in the authority of the Editor's in Chief based on recommendations from reviewers. Articles that have been declared accepted and have been layout will be published in the In Progress number in the next number before the regular number is published according to the schedule so that it can be indexed and citable immediately.
Plagiarism detection of articles in this journal is carried out by using Turnitin and Mendeley as a Tool Reference Manager.

Open Access Policy

Journal of Instructional Mathematics adheres to the best practices and high publishing standards and complies with the following conditions: (a) this journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global knowledge exchange; (b) all articles published in Open Access will be immediately and permanently free for everyone to read and download; (c) store content with long-term digital preservation or archiving program; (d) using DOI as a permanent identifier; (e) permits use for share (copy and redistribute the material in any medium or format for any purpose, even commercially) and adapt (remix, transform, and build upon the material for any purpose, even commercially), by the Creative Commons Attribution-ShareAlike license 4.0 International License (CC BY-SA); (f) can provide article-level metadata for any indexer and aggregator.

Creative Commons License 

Publication Ethics and Malpractice Statement

This statement clarifies the ethical behavior of all parties involved in the act of publishing an article in our journals, including the authors, the editors, the peer-reviewers, and the publisher, namely S&CO Publishing.

Section A: Publication and Authorship

  1. All submitted papers are subject to a strict peer-review process by at least two International Reviewers who are experts in the area of the particular paper.
  2. Review processes are blind peer review.
  3. The review considers relevance, soundness, significance, originality, readability, and language.
  4. The possible decisions include acceptance, acceptance with revisions, or rejection.
  5. If authors are encouraged to revise and resubmit a submission, there is no guarantee that the revised submission will be accepted.
  6. Rejected articles will not be re-reviewed.
  7. The acceptance of the paper is constrained by such legal requirements as shall then be in force regarding libel, copyright infringement, and plagiarism.
  8. No research can be included in more than one publication.

Section B: Authors’ responsibilities

  1. Authors must certify that their manuscripts are their original work.
  2. Authors must certify that the manuscript has not previously been published elsewhere.
  3. Authors must certify that the manuscript is not currently being considered for publication elsewhere. 
  4. Authors must participate in the peer review process. 
  5. Authors are obliged to provide retractions or corrections of mistakes.
  6. All Authors mentioned in the paper must have significantly contributed to the research.
  7. Authors must state that all data in the paper are authentic.
  8. Authors must notify the Editors of any conflicts of interest.
  9. Authors must identify all sources used in the creation of their manuscript.
  10. Authors must report any errors they discover in their published paper to the Editors.

Section C: Reviewers’ responsibilities

  1. Reviewers should keep all information regarding papers confidential and treat them as privileged information. 
  2. Reviews should be conducted objectively, with no personal criticism of the author
  3. Reviewers should express their views clearly with supporting arguments. It can be written using the format that can be downloaded via the link <click>, or directly in the article file on specific sections of the text.
  4. Reviewers should identify relevant published work that the authors have not cited.
  5. Reviewers should also call to the editor-in-chief’s attention any substantial similarity or overlap between the manuscript under consideration and any other published paper they have personal knowledge.
  6. Reviewers should not review manuscripts with conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.

Section D: Editors’ responsibilities

  1. Editors have complete responsibility and authority to reject/accept an article.
  2. Editors are responsible for the contents and overall quality of the publication.
  3. Editors should always consider the needs of the authors and the readers when attempting to improve the publication.
  4. Editors should guarantee the papers' quality and the academic record's integrity.
  5. Editors should publish errata pages or make corrections when needed.
  6. Editors should clearly understand a research’s funding sources.
  7. Editors should base their decisions solely on the paper’s importance, originality, clarity, and relevance to the publication’s scope.
  8. Editors should not reverse their decisions nor overturn the ones of previous editors without serious reason. 
  9. Editors should preserve the anonymity of reviewers. 
  10. Editors should ensure that all published research material conforms to internationally accepted ethical guidelines.
  11. Editors should only accept a paper when reasonably sure.
  12. Editors should act if they suspect misconduct, whether a paper is published or unpublished, and make all reasonable attempts to persist in obtaining a resolution to the problem.
  13. Editors should accept papers based on suspicions; they should have proof of misconduct.
  14. Editors should not allow any conflicts of interest between staff, authors, reviewers and board members.

Retraction

The papers published in the Journal of Instructional Mathematics will be considered to retract in the publication if: 
  1. They have clear evidence that the findings are unreliable, either as a result of misconduct (e.g., data fabrication) or honest error (e.g., miscalculation or experimental error).
  2. the findings have previously been published elsewhere without proper crossreferencing, permission or justification (i.e., cases of redundant publication).
  3. it constitutes plagiarism.
  4. it reports unethical research.
The mechanism of retraction follows the Retraction Guidelines of the Committee on Publication Ethics (COPE), which can be accessed at here (click).

Withdrawal of Manuscripts

The author is not allowed to withdraw submitted manuscripts, because the withdrawal is a waste of valuable resources that editors and referees spent a great deal of time processing submitted manuscripts, money, and works invested by the publisher. If the author still requests withdrawal of his/her manuscript when the manuscript is still in the peer-reviewing process, the author will be punished with paying IDR 250.000 per manuscript, as a withdrawal penalty to the publisher. However, it is unethical to withdraw a submitted manuscript from one journal if accepted by another journal. The withdrawal of the manuscript after the manuscript is accepted for publication, the author will be punished by paying IDR 500.000 per manuscript. Withdrawal of the manuscript is only allowed after the withdrawal penalty has been fully paid to the Publisher. If the author doesn't agree to pay the penalty, the author and his/her affiliation will be blacklisted for publication in this journal.

Publication Frequency

Journal of Instructional Mathematics published twice a year, in May and November.

Archiving

This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...

Plagiarism Checker

Each manuscript published undergoes a plagiarism checking process at least twice with Turnitin software. The first checking process occurs during the submission stage, after the Author(s) submit their article but before it is sent to reviewers. The second checking process takes place during the copyediting stage, after the article is declared accepted for publication.
The text will be processed to send to peer-reviewers after plagiarism scans show results at most 20%. If the results are between 20% and 23%, then the Author(s) will be asked to paraphrase the sentences in the article. However, if the results exceed 23%, then the article will be declined.

References Management

All submitted papers in Journal of Instructional Mathematics are suggested using Reference management applications such as Mendeley, Zotero or EndNote.