Submissions

Author Guidelines

1. Make sure that your paper is prepared using the Journal of Instructional Mathematics paper template.
2. The manuscript has never been published/published on other media. Manuscript typed in time new roman font, single spaces on A4 paper as many as 6-15 pages (articles more than 15 pages, it will be considered by the editor, whether one of them is allowed, or recommended to reduce the number of pages, or rejected).  Document margin are Top: 3 cm; Bottom: 3 cm; Left: 4 cm; Right: 3 cm. One column is completed with an abstract of 200 words or fewer and keywords. The abstract should not contain any undefined abbreviations or unspecified references. Besides, the abstract should not repeat the information already present in the title. For keywords, please provide 3 to 5 words which can be used for indexing purposes, avoid using abbreviations, only abbreviations firmly established in the field are eligible. Manuscripts are sent to editorial addresses in the form of soft copy in Microsoft word files.
3. The manuscripts contained in this journal include writing about policy, research, thought, review theory/concept, new book reviews and other information relating to teaching and education issues.
4. The article contains the title, author's name, abstract (including recommendations), keywords, and contents. The content of the (Original research or Review Article) article has a structure and system as well as the percentage of pages as follows:
   • The Introduction includes background, state of the art, problem formulation, and research objectives. The Introduction presents the purpose of the studies reported and their relationship to earlier work in the field. It should not be an extensive review of the literature. Use only those references required to provide the most salient background to allow the readers to understand and evaluate the purpose and results of the present study without referring to previous publications on the topic.
   • The Research Methods contains design/model, sample/data, place and time, data collection techniques and data analysis. These sections should be brief, but they should include sufficient technical information to allow the experiments to be repeated by a qualified reader. Only new methods should be described in detail. 
   • Results and discussion. In the structure of the article, the results and discussions can be created separately, like "Research Results" and "Discussion", so the author is allowed to adjust them according to their needs in presenting the content of the article. The Result should include the rationale or design of the experiments as well as the results of the experiments. Results can be presented in figures, tables, and text. The Discussion should be an interpretation of the results rather than a repetition of the Results.
   • Conclusion should contain the confirmation of the problem that has been analyzed in the result and discussion section.
   • Acknowledgments (if any) contain information on the source of any financial support, received for the work being published.
   • References must include all relevant published works, and all listed references must be cited in the text. Within the text, cite listed references use American Psychological Association (APA) style (7th Edition), by their author last name and year. For example, a paper was published by one Author and then the reference for the sentence has been cited in the text is Yuni (2019) or (Yuni, 2019). A paper was published by two authors, the reference is Yuni & Wulandari (2017) or (Yuni & Wulandari, 2019). A paper was published by three Authors, the first reference in the text is Yuni, Alghadari, & Wulandari (2019) or (Yuni, Alghadari, & Wulandari, 2019). But, in subsequent citations for three to five Authors, only use the first author's last name followed by "et al." in the signal phrase or in parentheses, like Yuni et al. (2019) or (Yuni et al., 2019). The author(s) must check the accuracy of all cite listed reference, as the Journal of Instructional Mathematics willl not be responsible for incorrect in-text reference citations. For references to papers accepted for publication but not yet published should show the journal name, the probable year of publication (if known), and they should state "in press".
5. Articles of thought and review of theories/concepts include: title, author's name, abstract, keywords, and contents. The content of the (Perspective, Opinion, and Commentary) article has a structure and system as well as the percentage of pages as follows:
   • The Introduction includes background, problem formulation and research objectives.
   • Literature review or discussion/theory/concept development in "the Appropriate Sub-Title".
   • Closing contains Conclusion and suggestion.
   • Acknowledgments (if any)
   • References
6. Tables should be typewritten separately from the main text and preferably in an appropriate font size to fit each table on a separate page. Each table must be numbered with Arabic numerals (e.g., Table 1, Table 2) according to their sequence in the text and include a title. Place footnotes to tables below the table body and indicate them with the note. Do not use vertical rulings in the tables. Each column in a table must have a heading, and abbreviations, when necessary, should be defined in the note.
7. Figures should be provided separately from the main text. Use Arabic numerals to number all figures (e.g., Figure 1, Figure 2) according to their sequence in the text. The figure number must appear well outside the boundaries of the image itself. Multipart figures should be indicated with lowercase (a, b, c, etc.) within parenthesis, both on the figure itself and in the figure legends.
8. The references list is arranged in alphabetically and chronologically at the following:
• Brown, B. A., Boda, P., Lemmi, C., & Monroe, X. (2019). Moving Culturally Relevant Pedagogy From Theory to Practice: Exploring Teachers’ Application of Culturally Relevant Education in Science and Mathematics. Urban Education, 54(6), 775-803.
• Clements, D. H., & Sarama, J. (2004). Learning trajectories in mathematics education. Mathematical thinking and learning, 6(2), 81-89.
• David, R., Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. New York: Psychology Press.
• Flinn, E. D., & Mulligan, A. (2019). The Primary STEM Ideas Book: Engaging Classroom Activities Combining Mathematics, Science and D&T. London: Routledge.
• Goos, M. (2019). Publishing for International Impact in Mathematics Education Research Journals. In Leatham K. (ed), Designing, Conducting, and Publishing Quality Research in Mathematics Education (pp. 213-225). Switzerland: Springer, Cham.
• Haryono. (2002). Kecendrungan cara berpikir anak usia sekolah dasar. Jurnal Penelitian Pendidikan, 1(18), 130–143.

One author should be designated as the corresponding author and provide the following information:

1. E-mail address
2. Full postal address
3. Telephone and fax numbers