Malikussaleh Journal of Mathematics Learning

Aims & Scope

Malikussaleh Journal of Mathematics Learning (MJML) is a peer-reviewed open-access journal who aims to provide an international forum for researchers, professionals, lecturer, and educational practitioners on all topics related to mathematics education for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. Malikussaleh Journal of Mathematics Learning (MJML) welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to mathematics education to publish in this journal. The whole spectrum in mathematics education research are welcome , which includes, but is not limited to the following topics: Mathematics teaching and learning in primary school, high school and higher education Mathematics pedagogic Development of mathematics teaching materials Development of mathematics teaching media Development of models and methods of mathematics teaching Development of mathematics learning evaluation Teacher professional development in mathematics Development of teaching curriculum in mathematics Difficulties students in mathematics learning Technology in mathematics teaching and learning Mathematics skills Realistic Mathematics Education (RME) Design Development Research in Mathematics Education PISA Task Historical of Mathematics Education Ethnomathematics Cognitive Development Research in mathematics Develompment of students reasoning by mathematics, and Studies related to mathematics teaching and learning in a broader context

A twelfth criterion — whether APC fees are clearly disclosed — is not scored here; it is left out of the total rather than counted as a failure. Publication charges appear in the metrics card above.

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Source: OpenAlex · Each year’s green bar = citations earned by that year’s papers, counted to date — so recent years look lower simply because their papers haven’t had time to be cited yet.

Subject Classification