Editorial Policies

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), and short communication about mathematics education 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. Realistic Mathematics Education

Realistic Mathematics Education (RME) is a teaching and learning theory in mathematics education that was first introduced and developed by Freudenthal.  There are two important points in RME; mathematics must be connected to reality and mathematics as a human activity. RME is implemented three principles, they are: (1) guided reinvention and progressive mathematizing, (2) didactical phenomenology, and (3) self-developed model. Furthermore, the practice of RME also has its own characteristics, they are: (1) phenomenological exploration or the use of contexts, (2) the use of models or bridging by vertical instruments, (3) the use of students own productions and constructions or students contribution, (4) the interactive character of the teaching process or interactivity, and (5) the intertwining of various learning strands. A paper is eligible to be included in this topic if the paper accommodates these three principles and these five characteristics. 

  1. Joyful Learning in Mathematics Education

The main goal of mathematics education in school is the mathematization of the child’s thought process through joyful learning. 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, and hands-on activities.

  1. 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 DrijversWillem J. Pelgrum, Tjeerd PlompJean-Baptiste Lagrange, Michèle Artigue, Colette Laborde, Luc Trouche, and published books in Springer or other publishers. 

  1. STEM 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, (7) Redesigning. The idea research of STEM Education can be explored in Breiner, Harkness, Johnson, and Koehler; Sanders; and Bybee.

  1. Lesson Study

Lesson Study is a well-known approach originated from Japan for action research in classroom by teachers. It is an effective model for teachers to join their activities to improve their teaching. This approach emphasizes the improvement of students’ mathematical thinking which involves three steps namely Plan-Do-See. The research (ideas of research) on related topics could be traced to the works of Fernandez and Yoshida, Lewis and Wang-Iverson and Yoshida. 

  1. Teacher-made Mathematics Teaching Aids

Students at times struggle with mathematics due to the abstract concepts involved. To help address this issue teachers can use physical objects, such as teaching aids, to make the concepts more relatable and understandable. It also provides opportunity for students to understand and internalize basic mathematial concepts through concrete objects and situations. A paper is eligible for this topic if it comprehensively explains the mathematics teaching aid made by the teachers and the learning opportunities offered to the students.

  1. Clinical Supervision

Having strong educational leadership is known to be a major factor in improving student learning. By providing vision and development opportunities, educational leaders can help facilitate the conditions necessary for teachers to perform at their best. A good supervision involves activities that aids, directs and informs teachers of what should be done or have been done and not merely finding faults in the teachers’ teaching.  A paper is eligible for inclusion in the clinical supervision if it provides a comprehensive description and analysis of every stage in the supervision process 

  1. Differentiated Instruction

Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. Many classes consisting of students with diverse learning abilities require a teacher capable of designing teaching strategies that accommodate all learning styles. Therefore, the scope of differentiated instruction is an important part of the focus and scope of the journal.

  1. 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.

  1. Classroom Action Research

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.

 

Section Policies

Articles

Checked Open Submissions Checked Indexed Checked Peer Reviewed
 

Peer Review Process

The manuscript will be sent to at least two anonymous referees for contribution, originality, relevance, and presentation (double-blind review). Reviewers' comments are then sent to the corresponding author for necessary actions and responses. The Editor shall inform you of the results of the review as soon as possible, hopefully in 30 to 60 days. The submitted manuscript is first reviewed by an editor. It will be evaluated in the office, whether it is suitable for the Southeast Asian Mathematics Education Journal focus and scope or has a major methodological flaw and similarity score.

The editor will run a plagiarism check using ithenticate.com (Web Checker) for the submitted articles before sending it to the reviewers. We do not process any plagiarised contents. If an article has over 20% of plagiarism based on the result of the check, we will send back the article to the author to be revised for the plagiarised contents.  The language used in this journal is English. 

The accepted research articles will be available online (free download) following the journal peer-reviewing process. The final decision of articles acceptance will be made by Editors according to Reviewers' comments. The articles sent back to the authors for revision should be returned to the editor without delay. The revised article returned later than 20 days will be considered as new submissions. The revised article can be sent to the editorial through the Online Submission Interface. 

All articles published Open Access will be immediately and permanently free for everyone to read and download.

 

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

 

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...

 

Publication Ethics and Publication Malpractice Statement

Publication Ethics and Publication Malpractice Statement

This statement clarifies 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 SEAMEO QITEP in Mathematics.

Section A: Publication and authorship 

  1. All submitted papers are subject to strict peer-review process by at least two International Reviewers that are experts in the area of the particular paper.
  2. Prior to review, submitted manuscript is first reviewed by an editor and will run through plagiarism check using Ithenticate. 
  3. Review processes are blind peer review.
  4. The factors taken into account in the review are relevance, soundness, significance, originality, readability, and language.
  5. The possible decisions include acceptance, acceptance with revisions, or rejection.
  6. If authors are encouraged to revise and resubmit a submission, there is no guarantee that the revised submission will be accepted.
  7. Rejected articles will not be re-reviewed.
  8. The paper acceptance is constrained by such legal requirements as shall then be in force regarding libel, copyright infringement, and plagiarism.
  9. 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 and has not previously been published elsewhere.
  2. The primary affiliation for each author should be the institution where the majority of their work was done. Authors are strongly recommended to use their ORCID ID when submitting an article for consideration or acquire an ORCID ID via the submission process.
  3. Authors must certify that the manuscript is not currently being considered for publication elsewhere. 
  4. Authors must participate in the peer review and editing process.
  5. Authors must sign the Copyright Agreement Form before submission 
  6. Authors are obliged to provide retractions or corrections of mistakes.
  7. All Authors mentioned in the paper must have significantly contributed to the research.
  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. 
  11. Authors’ report of the research should present an accurate account of the work performed, including but not limited to, the data and the method. Authors must state that all data in the paper are real and authentic. Data falsification or fabrication, or fraudulent or knowingly inaccurate statements constitute unethical behaviour and are unacceptable.
  12. Shall human subjects are involved in the study, authors must ensure that no individual rights are violated and informed consent regarding research and publication has been acquired. 
  13. Authors should treat all communication with the Journal as confidential which includes correspondence with direct representatives from the Journal such as Editors-in-Chief and/or Managing Editors and reviewers’ reports unless explicit consent has been received to share information.

Section C: Reviewers’ responsibilities

  1. Reviewers review assists the editor in making editorial decisions and through the editorial communications with the author may also assist the author in improving the paper. 
  2. Reviewers should keep all information regarding papers and communication with the authors confidential. Unpublished materials disclosed in a submitted manuscript must not be used in a reviewer’s own research without the express written consent of the author. Privileged information or ideas obtained through peer review must be kept confidential and not used for personal advantage.
  3. Reviews should be conducted objectively based on the intellectual content, with no personal criticism of the author.
  4. Any selected referee who feels unqualified to review the research reported in a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.
  5. Reviewers should express their views clearly with supporting arguments, with a clear aim to improve the paper, not to judge the author’s work. 
  6. Reviewers should identify relevant published work that has not been cited by the authors.
  7. 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 of which they have personal knowledge.
  8. Reviewers should not review manuscripts in which they have 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 for the contents and overall quality of the publication, and authority to reject/accept an article.
  2. Editors should always consider the needs of the authors and the readers when attempting to improve the publication.
  3. Editors should guarantee the quality of the papers and the integrity of the academic record.
  4. Editors should publish errata pages or make corrections when needed.
  5. Editors should have a clear picture of a research’s funding sources.
  6. Editors should base their decisions solely on the papers’ importance, originality, clarity, and relevance to publication’s scope, without regard to race, gender, sexual orientation, religious belief, ethnic origin, citizenship, or political philosophy of the authors, as well as inference from authors.
  7. Editors should not reverse their decisions nor overturn the ones of previous editors without serious reason. 
  8. Editors should preserve the anonymity of reviewers. 
  9. Editors should ensure that all research material they publish conforms to internationally accepted ethical guidelines.
  10. Editors should only accept a paper when reasonably certain.
  11. 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.
  12. Editors should not reject papers based on suspicions; they should have proof of misconduct.
  13. Editors should not allow any conflicts of interest between staff, authors, reviewers and board members. Unpublished materials disclosed in a submitted manuscript must not be used in an editor's own research without the express written consent of the author. Privileged information or ideas obtained through peer review must be kept confidential and not used for personal advantage.
  14. Editors should be guided by COPE flowcharts in cases of suspected misconduct (including plagiarism) or disputed authorship

 

Abstracting and Indexing

Southeast Asian Mathematics Education Journal (SEAMEJ), p-ISSN: 2089-4716 and e-ISSN: 2721-8546, is indexed and abstracted in:

  • Google Scholar
  • CROSSREF
  • PKP

 

Publication Frequency

Southeast Asian Mathematics Education Journal (p-ISSN 2089-4716 and e-ISSN 2721-8546).

Short journal title: SE Asian Math. Educ. J.

SEAMEJ aims to publish its issues twice in a year, in June and December.

Southeast Asian Mathematics Education Journal is electronically published via journal website  (http://journal.qitepinmath.org/index.php/seamej/index).

Southeast Asian Mathematics Education Journal is published by SEAMEO QITEP in Mathematics 

Commencement of publication: 2011

 

Subscription

Would you like to receive a hard copy of our publications?

Southeast Asian Mathematics Education Journal (SEAMEJ) has a liberal policy to allow the authors and readers to order the hard copies of any particular number/issue or volume (bundle) of the journal. The hardcopy initiative is a print-on-demand and a not-for-profit initiative.

Request for journal hardcopy can send an email to seamej@qitepinmath.org bearing the subject line "Request for hardcopy".

 

Retraction

The papers published in the Southeast Asian Mathematics Education Journal will be consider 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 cross-referencing and permission or justification (i.e. cases of redundant publication).
  3. It constitutes plagiarism.
  4. It reports unethical research.

The mechanism of retraction follow the Retraction Guidelines of Committee on Publication Ethics (COPE) which can be accessed at https://publicationethics.org.

 

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 manuscript, 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. However, it is unethical to withdraw a submitted manuscript from one journal if accepted by another journal.

If the author does not agree with the rule, the author and his/her affiliation will be blacklisted for publication in this journal. Even, his/her previously published articles will be removed from our online system.

Email for requesting of withdrawal: seamej@qitepinmath.org