Journal Description
Infinity Journal is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is founded under the collaboration between the IKIP Siliwangi and Indonesian Mathematics Educators' Society (IMES). All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two International Reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal.
The Infinity Journal welcomes high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: Mathematics Ability, Realistic Mathematics Education, ICT in Mathematics Education, Design/Development Research in Mathematics Education, and Ethnomathematics. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference.
Journal Information
Journal title | : | Infinity Journal |
Initials | : | IJ |
Abbreviation | : | Inf. J. |
Frequency | : | 2 issues per year (February and September) |
DOI | : | 10.22460/infinity by |
Print ISSN | : | 2089-6867 |
Online ISSN | : | 2460-9285 |
Editor-in-chief | : | Prof. Dr. Heris Hendriana |
Managing Editor | : | Prof. Dr. Wahyu Hidayat |
Publisher | : | IKIP Siliwangi and Indonesian Mathematics Educators' Society (IMES) |
Citation Analysis | : | Scopus | Sinta | Google Scholar | Dimensions | DOAJ |
Editorial Process
Before Submission
The author has to ensure the manuscript has been prepared using Infinity Template following the author guidelines. The single author's paper is just for the invited author or the author with a great reputation for research or publication in mathematics education. The manuscript should also have been carefully proofread and similarity checked (the proofreading certificate and similarity check result must be attached as a supplementary file in the submission process). Apart from that, the author must also attach an Authorship Form signed by all authors (Download Authorship Form).
Any manuscript which does not meet the author's guidelines, focus, and scope, is written in a different format, or has poor soundness of English will be immediately rejected. The only manuscript which meets the Infinity standard will be processed further.
Current Issue
Vol. 14 No. 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Published: Feb 1, 2025
Articles
Mathematics teachers’ practices in light of the effective teaching practices
Pages: 1-20
Pre-service mathematics teacher conducting prospective analysis: A case study on practice didactical design research
Pages: 21-44
Realistic mathematics education: Mathematics e-modules in improving student learning outcomes
Pages: 45-64
Blended online learning: Students' perception and its effect on learning outcomes abstract algebra
Pages: 65-84
Improving mathematical proof based on computational thinking components for prospective teachers in abstract algebra courses
Pages: 85-108
Factors influencing the attitude of undergraduate students towards mathematical reasoning: An approach using AMOS-structural equation modelling
Pages: 109-124
Trends of abstraction research in mathematics education: A bibliometric analysis
Pages: 125-142
Interactive math comics: An analysis of Indonesian and Spanish students’ responses
Pages: 143-162
Empowering students’ numeracy skills: Mathematics teachers’ perceptions regarding the effectiveness and challenges of Indonesian national curriculum and the programs – A mixed method study
Pages: 163-188
Oral traditions as a fount of ethnomathematical knowledge: A bibliometric analysis of contemporary research trends
Pages: 189-212
Developing engaging STEAM-geometry activities: Fostering mathematical creativity through the engineering design process using Indonesian cuisine context
Pages: 213-234
The effect of teaching props on the mathematical problem-solving skills: A meta-analysis study
Pages: 235-258
Case study in a grounded theory perspective: Students' reasoning abilities in Lithner's framework across self-regulated
Pages: 259-282