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 publishes four issues in one volume (February, May, August, and November) and 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 14 Issue 2 (May 2025) has been available online since January 26, 2025, for the regular issue of May 2025. All articles in this issue (13 research articles) cover 52 authors from 10 countries of origin (Austria, Colombia, Ghana, Indonesia, Ireland, Malaysia, Panama, Spain, Turkey, and Viet Nam).

DOI: https://doi.org/10.22460/infinity.v14i2

Published: May 1, 2025

STEAM approach in project-based learning to develop mathematical literacy and students' character

Pages: 283-302

DOI: https://doi.org/10.22460/infinity.v14i2.p283-302

Abstract views: 0 |

PDF downloads: 116

https://orcid.org/0000-0002-9751-9348

https://orcid.org/0000-0003-2718-317X

https://orcid.org/0000-0003-0808-4504

https://orcid.org/0009-0006-7166-2476

Development of web-based learning media with a realistic mathematics education approach to increase student self-determination

Pages: 303-322

DOI: https://doi.org/10.22460/infinity.v14i2.p303-322

Abstract views: 0 |

PDF downloads: 70

https://orcid.org/0009-0006-8941-8826

https://orcid.org/0000-0002-0485-4332

https://orcid.org/0000-0002-4349-4042

Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning

Pages: 323-348

DOI: https://doi.org/10.22460/infinity.v14i2.p323-348

Abstract views: 0 |

PDF downloads: 88

https://orcid.org/0009-0005-4978-308X

https://orcid.org/0000-0002-3764-1210

https://orcid.org/0000-0002-0264-8578

https://orcid.org/0000-0002-7799-1223

"Ajarin" mobile: A mobile technology-based learning application to improve students' mathematical understanding

Pages: 349-368

DOI: https://doi.org/10.22460/infinity.v14i2.p349-368

Abstract views: 0 |

PDF downloads: 38

https://orcid.org/0000-0003-3233-6249

https://orcid.org/0000-0002-9719-765X

https://orcid.org/0000-0003-2841-8823

Integrating local wisdoms for improving students’ mathematical literacy: The promising context in learning whole numbers

Pages: 369-392

DOI: https://doi.org/10.22460/infinity.v14i2.p369-392

Abstract views: 0 |

PDF downloads: 48

Mathematical modelling in higher education: Evolving research and emerging trends (1980–2023)

Pages: 393-418

DOI: https://doi.org/10.22460/infinity.v14i2.p393-418

Abstract views: 0 |

PDF downloads: 63

https://orcid.org/0009-0004-8186-7446

https://orcid.org/0000-0002-0302-8047

https://orcid.org/0000-0003-3261-9660

https://orcid.org/0000-0001-6277-4907

The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making

Pages: 419-444

DOI: https://doi.org/10.22460/infinity.v14i2.p419-444

Abstract views: 0 |

PDF downloads: 121

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

https://orcid.org/0000-0002-7545-7692

https://orcid.org/0009-0006-6431-3526

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

https://orcid.org/0000-0003-1405-0458

Students’ mathematical justification abilities in analyzing ChatGPT’s answers

Pages: 445-460

DOI: https://doi.org/10.22460/infinity.v14i2.p445-460

Abstract views: 0 |

PDF downloads: 55

https://orcid.org/0009-0008-2335-764X

https://orcid.org/0000-0002-1624-7177

https://orcid.org/0009-0007-2707-6864

https://orcid.org/0000-0003-2089-0285

Investigating the limit of peer collaboration: Insight from worked-example in multivariable calculus

Pages: 461-482

DOI: https://doi.org/10.22460/infinity.v14i2.p461-482

Abstract views: 0 |

PDF downloads: 86

https://orcid.org/0000-0002-1053-7683

https://orcid.org/0000-0002-8728-9104

Understanding mathematics prospective teachers' comprehension of function derivatives based on APOS theory: Insights from low mathematics anxiety levels

Pages: 483-512

DOI: https://doi.org/10.22460/infinity.v14i2.p483-512

Abstract views: 0 |

PDF downloads: 25

https://orcid.org/0000-0002-0041-0515

https://orcid.org/0000-0002-5352-3708

https://orcid.org/0000-0002-2646-9064

Ethnomathematics study: The use of modulo concept in Kampung Naga

Pages: 513-530

DOI: https://doi.org/10.22460/infinity.v14i2.p513-530

Abstract views: 0 |

PDF downloads: 29

https://orcid.org/0000-0002-5207-9940

https://orcid.org/0000-0003-2872-6535

The role of scaffolding in shaping reflective mathematical thinking of dependent field students in numeracy problems

Pages: 531-550

DOI: https://doi.org/10.22460/infinity.v14i2.p531-550

Abstract views: 0 |

PDF downloads: 41

https://orcid.org/0000-0002-6680-789X

https://orcid.org/0000-0002-3799-9941

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

https://orcid.org/0000-0003-2377-5872

https://orcid.org/0000-0002-9469-524X

https://orcid.org/0000-0002-0865-1970

https://orcid.org/0000-0003-1693-6383

Does students' thought structure in object configuration patterns follow cognitive verbs in learning outcomes?

Pages: 551-570

DOI: https://doi.org/10.22460/infinity.v14i2.p551-570

Abstract views: 0 |

PDF downloads: 22

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

https://orcid.org/0000-0001-6792-0416

https://orcid.org/0009-0006-0213-3132

https://orcid.org/0009-0009-0341-5205