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Author Guidelines

GUIDELINES FOR WRITING ARTICLES

Journal of Didactic Mathematics is a scientific journal in the field of didactic mathematics and mathematics education which is open to the scientific community. The Journal of Didactic Mathematics is published thrice a year,  in April, August, and December. Journal of Didactic Mathematics publishes research articles and theoretical study results that have never been published by other scientific journals and magazines.

The manuscript is a summary of the results of literacy (meta-analysis) or field research.

  1. The manuscript is written in Microsoft Word format.
  2. The manuscript is written in Indonesian or English with the font Garamond. The length of the script is 7 to 15 pages typed with a single space.
  3. Title, Author's Identity, email, Affiliation, and Abstract are written in 1 column in Indonesian and English and are accompanied by keywords.
  4. The paper size is A4 with Multiple Margin type: Normal, the width of the margins is 2.54 cm for the top, bottom, left, and right.

WRITING SYSTEM

First part: title, author's name, email, affiliation, abstract and keywords (Indonesian and English)

  • The title is printed in capital letters, bolded with Garamond font type 14, single-spaced, and consists of a maximum of 15 words.
  • The author's name is written under the title without a title, may not be abbreviated, beginning with a capital letter, without beginning with the word by, the order of authors is the first author followed by the second, third, and so on.
  • The author's email address is written at the bottom according to the format in the article template.

Main parts: Introduction, Methods, Exposure of research results and discussion

Introduction (14pts, Garamond bold)

(12 pts Garamond; single space)

The articles must be 7-15 pages including bibliography and appendix (if any). In a specific case, it could be more than 15 pages, for example, the article has over 5 pages of reference. The articles published can be research articles (priority) and library research (limited number).

The introduction must at least comprise four paragraphs that cover four mandatory points respectively, i.e., (1) the mathematics education problems that were identified and addressed in the research, (2) potential solutions or works to the problems that the prior studies proposed or tried solving, (3) identification of knowledge or research gap, and (4) the statement of research purposes or research questions. Research problems draw from a thorough analysis of prior research or a dept preliminary research. The second point specifically captures the prior attempts to resolve the identified research problems from which the authors identify the knowledge gap. The knowledge or research gap deals with the importance, the position, and the distinction of the current research toward prior relevant research. It is not enough to state that little is known or few types of research have been carried out on the topic. The author(s) should also be more specific about the findings of the prior studies to make a clear distinction from the current study. The introduction ends with the statement of research purposes which refers to research problems and knowledge gaps. The author(s) is highly encouraged to explicate how the answers to the research questions will help to resolve the research problems. The explanations which do not closely link to research purposes or topics must not be included to have an effective introduction. In this journal article, there is no subchapter or heading for theoretical review as in the research report document. It is included in the four points above.

Methods (14pts, Garamond bold)

(12 pts Garamond; single space)

This part addresses the methods employed in the research. It includes types of research (classroom action research, design research, etc.), research subjects, research instruments (developed by the researcher/s or adapted to the existing instrument), data sources, data collections, and data analysis. The author(s) must pay careful attention to the data analysis since it is not just a general step. For example, the author(s) states that the data was analyzed through four steps; reducing data, displaying data, making an inference, and verification. The four steps are required to be operationally elaborated referring to what the author(s) did in the research. 

Findings and Discussion (14pts, Garamond bold)

(12 pts Garamond; single space)

This part includes three major points, i.e., representative or selected research data that support main findings, research findings, and the discussion or a dept-analysis of the findings.  For example, if the research was about students' problem-solving of non-routine mathematics tasks then the authors should present selected data on students' work, explain the findings drawn from the presented data, and follow a thorough analysis of the findings. Some questions to help to make the analysis are: Why are the findings? How do the findings solve the identified research problems or answer the proposed research questions?  How do the findings relate to prior studies or the body of knowledge? How do the findings imply mathematics teaching and learning theoretically or empirically? The discussion or analysis of the findings is not enough to just state that it relates to prior studies. This part ends with suggestions for further research.

End section: Conclusions, acknowledgment (optional), and references.

Conclusion (14pts, Garamond bold)

(12 pts Garamond; single space)

The conclusion answers the research hypothesis or purpose. It is not the replication of findings and discussion but a summary of the findings that refer to research purposes. The conclusion is written in the form of a descriptive paragraph (one to three paragraphs), not as the numbering.

Acknowledgment (14pts, Garamond bold)

(12 pts Garamond; single space)

Acknowledgment is optional. The authors are encouraged to acknowledge any parties that give a contribution to the research. It is not the same as the dedication chapter in the thesis/dissertation. 

References (14pts, Garamond bold)

(12 pts, Garamond, single space)

The guideline for bibliography in the Journal of Didactic Mathematics is as follows:

  1. References must be the same as citations
  2. Minimum 15 references for each article, 80% of them are primary references such as journal articles, conference proceedings, and thesis/dissertation.
  3. The references must be from the last 10 years
  4. The authors are highly encouraged to use reference apps such as Mendeley, Zotero, EndNote, and others
  5. The references apply to APA 6th Edition (American Psychological Association). Further read about APA is available here

http://www.misericordia.edu/uploaded/documents/library/Books/APAStyle.pdf?1436800286903

PRESENTATION TECHNIQUE REFERENCES

More than 3 authors 

First citation --> (Bishop, FitzSimons, Seah, & Clarkson, 1999) or Bishop, FitzSimons, Seah, & Clarkson (1999)

After the first citation --> (Bishop et al., 1999) atau Bishop et al. (1999)

Bishop, A., FitzSimons, G., Seah, W. T., & Clarkson, P. (1999). Values in mathematics education: Making values teaching explicit in the mathematics classroom. Paper presented at the AARE Annual Conference, Melbourne.

Conference Proceedings

Citation --> (Clark, 2011) or Clark (2011)

Clark, K.M. (2011). Voices from the field: Incorporating history of mathematics in teaching. Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (7th CERME), Rzeszow – Poland, 1640-1649.

Translated Books

First citation --> (Marks, Hiatt, & Neufeld, 1985) or Marks, Hiatt dan Neufeld (1985)

After first citation --> (Marks et al., 1985) atau Marks et al. (1985)

Marks, J.L., Hiatt, A.A.  & Neufeld, E.M. (1985). Metode mengajar matematika untuk sekolah dasar (Terjemahan oleh Bambang Sumantri). Jakarta, Indonesia: Penerbit Erlangga.

Books with Editor/s

Fauvel, J., & Maanen, J.v. (Eds.). (2000). History in mathematics education: The ICMI study. Dordrecht, Netherland: Kluwer Academic Publishers.

Books with Three Authors

Riedesel, C.A., Schwartz, J.E. & Clements, D.H. (1996). Teaching elementary school mathematics. Boston, USA: Allyn & Bacon. 

Book Chapters

Tzanakis, C., & Arcavi, A. (2000). Integrating history of mathematics in the classroom: An analytic survey. In J. Fauvel, & J. van Maanen (Eds.), History in mathematics education (pp. 201–240). The ICMI Study. Dordrecht: Kluwer Academic Publishers.

Web Articles

Fauvel, J. (2000). The role of history of mathematics within a university mathematics curriculum for the 21st century (Artikel web). Diakses di http://www.bham.ac.uk/ctimath/talum/newsletter

Hughes, B. (2011, Agustus). Completing the Square- Quadratic using addition (Artikel web). Diakses di http://www.maa.org/press/periodicals/convergence/completing-the-square-quadratics-using-addition 

History of Mathematics. (t.t). dalam Wikipedia. Diakses di https://en.wikipedia.org/wiki/History_of_Mathematics

Muhammad ibn Musa al-Khwarizmi. (t.t). dalam Wikipedia. Diakses di https://en.wikipedia.org/wiki/Muhammad_ibn_Musa_al-Khwarizmi

O'Connor, J.J. & Robertson, E.F. (1999, Juli). Abu Ja'far Muhammad ibn Musa Al-Khwarizmi (Artikel web). Diaskes di  http://www-history.mcs.st-and.ac.uk/history/Biographies/Al-Khwarizmi.html 

Journal with Online Access

Goodwin, D.M. (2010). The importance of mathematics teachers knowing their mathematics history. The Journal for Liberal Art and Science, 14(2), 86-90. Diakses di http://www.oak.edu/academics/school-arts-sciences-jlas-archive.php#Fa2010

Panasuk, R.M & Horton, L.B. (2012). Integrating history of mathematics into curriculum: what are the chances and constraints? IEJME, 7(1), 3-20. Diakses di http://www.iejme.com/makale/284

Journal with DOI

Jankvist, U.Th. (2009b). A categorization of the ‘whys‘ and ‘hows‘ of using history in mathematics education. Educational Studies in Mathematics, 71(3), 235-261. DOI:10.1007/s10649-008-9174-9

Sembiring, R.K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classroom through RME. ZDM: The international journal on mathematics education, 40(6), 927-939. DOI: 10.1007/s11858-008-0125-9

Thesis/Dissertation

Jankvist, U.Th. (2009a). Using history as a goal in mathematics education (Master thesis). Diakses di http://milne.ruc.dk/imfufatekster/pdf/464.pdf

Wahyu, K. (2014). Developing conceptual understanding on division of fraction through multiple models (Unpublished master thesis). Universitas Negeri Surabaya, Surabaya.

Conference/Seminary Papers

Lawrence, S. (2008). History of mathematics making its way through the teacher networks: professional learning environment and the history of mathematics in mathematics curriculum. Paper presented at 10th ICME, Mexico. 

 

Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

  1. The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
  2. The submission file is in OpenOffice, Microsoft Word, RTF, or WordPerfect document file format.
  3. Where available, URLs for the references have been provided.
  4. The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
  5. The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines, which is found in About the Journal.
  6. If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review have been followed.
 

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