About Journal

Infinity Journal is a peer-refereed open-access journal that has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is founded in collaboration between the IKIP Siliwangi and Indonesian Mathematics Educators' Society (IMES). Editors will initially review all submitted manuscripts which 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 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.

Since 2016, the journal has been ACCREDITED by the Ministry of Research, Technology and Higher Education, the Republic of Indonesia.

To improve the quality of articles in the Infinity journal, from volume 8 issue 1 (2019) to volume 13 issue 2 (2024), Infinity Journal uses the following template (download here). Starting from Volume 14 issue 1 (2025), Infinity Journal uses the following new template (download here).

Since February 25, 2023, this journal has passed the selection and was declared accepted for indexing by SCOPUS. This shows the achievements of peer-reviewed journals that have superior quality in management and publication. Finally, since April 2024, Infinity Journal has had an SJR score of 0.26 (Q2) in the Scimago Journal Ranking. This shows the achievements of peer-reviewed journals with superior management and publication quality.

Infinity Journal Volume 13 Issue 1 (February 2024) has been available online since October 8, 2023, for the regular issue of February 2024. All articles in this issue (15 research articles) covers 72 authors from 13 countries of origin (Albania; Armenia; Brazil; China; Colombia; Indonesia; Japan; Malaysia; Mexico; Nigeria; Philippines; Spain; and Thailand).

DOI: https://doi.org/10.22460/infinity.v13i1

Published: Oct 8, 2023

Mathematical representation: A bibliometric mapping of the research literature (2013–2022)

Pages: 1-26

DOI: https://doi.org/10.22460/infinity.v13i1.p1-26

Abstract views: 0 |

PDF downloads: 998

Demotivating factors in teaching mathematics: A study of Albanian teachers

Pages: 27-44

DOI: https://doi.org/10.22460/infinity.v13i1.p27-44

Abstract views: 0 |

PDF downloads: 342

https://orcid.org/0000-0002-0046-6180

https://orcid.org/0000-0002-7725-3917

https://orcid.org/0000-0003-1369-8711

https://orcid.org/0000-0002-9406-689X

Integrating STEAM into flip flop model to improve students’ understanding on composition of functions during online learning

Pages: 45-60

DOI: https://doi.org/10.22460/infinity.v13i1.p45-60

Abstract views: 0 |

PDF downloads: 489

https://orcid.org/0000-0003-4269-4736

https://orcid.org/0000-0002-1604-7781

https://orcid.org/0000-0002-7215-3239

https://orcid.org/0000-0001-9566-9468

https://orcid.org/0000-0002-9508-7545

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

Pages: 61-82

DOI: https://doi.org/10.22460/infinity.v13i1.p61-82

Abstract views: 0 |

PDF downloads: 404

Students’ common errors in quadratic equations: Towards improved mathematics performance

Pages: 83-98

DOI: https://doi.org/10.22460/infinity.v13i1.p83-98

Abstract views: 0 |

PDF downloads: 966

https://orcid.org/0000-0003-0494-356X

https://orcid.org/0000-0002-1436-496X

Cognitive load scale in learning formal definition of limit: A rasch model approach

Pages: 99-118

DOI: https://doi.org/10.22460/infinity.v13i1.p99-118

Abstract views: 0 |

PDF downloads: 255

https://orcid.org/0000-0002-5389-2247

https://orcid.org/0009-0000-6567-9155

https://orcid.org/0000-0001-9920-3841

The use of augmented reality to improve students' geometry concept problem-solving skills through the STEAM approach

Pages: 119-138

DOI: https://doi.org/10.22460/infinity.v13i1.p119-138

Abstract views: 0 |

PDF downloads: 630

https://orcid.org/0000-0003-1931-7537

https://orcid.org/0000-0003-2029-2488

Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers

Pages: 139-156

DOI: https://doi.org/10.22460/infinity.v13i1.p139-156

Abstract views: 0 |

PDF downloads: 1164

https://orcid.org/0000-0001-6840-3875

https://orcid.org/0000-0002-4075-8110

https://orcid.org/0000-0002-5084-8080

https://orcid.org/0000-0002-4898-5983

Elementary school students’ layers of understanding in solving literacy problems based on Sidoarjo context

Pages: 157-174

DOI: https://doi.org/10.22460/infinity.v13i1.p157-174

Abstract views: 0 |

PDF downloads: 252

https://orcid.org/0009-0003-7044-8564

https://orcid.org/0000-0003-2352-2357

https://orcid.org/0000-0002-9035-0092

Impact of "Donkey", "Snap" dan "King" (DSK) non-digital gamification cards on fourth-grade students' math performance in fractions

Pages: 175-196

DOI: https://doi.org/10.22460/infinity.v13i1.p175-196

Abstract views: 0 |

PDF downloads: 308

https://orcid.org/0000-0001-7550-0278

Developing patterns of students' mathematical literacy processes: Insights from cognitive load theory and design-based research

Pages: 197-214

DOI: https://doi.org/10.22460/infinity.v13i1.p197-214

Abstract views: 0 |

PDF downloads: 362

https://orcid.org/0000-0002-6961-5084

https://orcid.org/0000-0002-8834-1138

https://orcid.org/0000-0002-4894-7020

https://orcid.org/0009-0002-2962-483X

https://orcid.org/0000-0001-6562-7179

Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study

Pages: 215-232

DOI: https://doi.org/10.22460/infinity.v13i1.p215-232

Abstract views: 0 |

PDF downloads: 272

https://orcid.org/0000-0002-1696-5160

https://orcid.org/0000-0003-4487-5303

https://orcid.org/0000-0001-9922-4079

https://orcid.org/0000-0003-1655-6508

Global trend of ethnomathematics studies of the last decade: A bibliometric analysis

Pages: 233-250

DOI: https://doi.org/10.22460/infinity.v13i1.p233-250

Abstract views: 0 |

PDF downloads: 457

https://orcid.org/0000-0002-8545-2932

https://orcid.org/0000-0002-2990-3401

https://orcid.org/0000-0002-2185-8415

https://orcid.org/0000-0002-5190-3862

The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy

Pages: 251-270

DOI: https://doi.org/10.22460/infinity.v13i1.p251-270

Abstract views: 0 |

PDF downloads: 287

https://orcid.org/0000-0001-5024-5397

https://orcid.org/0000-0001-7935-6779

https://orcid.org/0000-0003-1586-4891

A semiotic perspective of mathematical activity: The case of integer

Pages: 271-284

DOI: https://doi.org/10.22460/infinity.v13i1.p271-284

Abstract views: 0 |

PDF downloads: 219

https://orcid.org/0000-0001-7976-211X

https://orcid.org/0000-0002-9290-7755