The International Journal of Mathematics and Mathematics Education (IJMME) welcomes research articles from academics, educators, teachers, trainers, and other practitioners on all aspects of education and learning to publish high-quality papers. Papers for publication in this journal are selected through precise peer review to ensure quality, originality, appropriateness, significance, and readability. The journal is published three times a year, starting in 2023 in February and published by EDUPEDIA Publisher (AHU-0047972-AH.01.14 Tahun 2022) in collaboration with the Universitas Kristen Indonesia (UKI) Toraja and Forum Pengembangan Penelitian Indonesia.

EDUPEDIA Publisher is a constituent of the Indonesian Publishers Organisation (IKAPI), the only professional publishing organisation in Indonesia that was founded on May 17, 1950, in Jakarta. EDUPEDIA Publisher has the rights to the International Journal of Mathematics and Mathematics Education (IJMME) as well as the papers published inside it. EDUPEDIA Publisher plays a supportive, investing, and nurturing role in the production and dissemination of the journal. However, it also has the final responsibility of ensuring that correct procedures, especially those pertaining to authors, peer reviewers, and editors, are adhered to in its publications.

 

Frequency February, June, and October
DOI Prefix 10.56855
e-ISSN 2986-4534
p-ISSN 2988-0734
Editor in Chief Prof. Yaya S. Kusumah, Ph.D.
Contact
ijmme.edupedia@gmail.com
Publisher EDUPEDIA Publisher
   

Vol. 3 No. 3 (2025)

This edition (Volume 03 Number 3) is available online (October 2025). All articles in this issue (5 research articles) include 7 authors from 4 countries of origin (Ghana, Nigeria, Islamic Republic of Iran, & Jordan)

Published: 2025-10-02

Abstract View: 97, PDF Download: 107

Mathematics Teachers’ Dilemma in Choosing Linguistically Framed Tasks for Instructional Discourse: A Qualitative Study

177-193

Abstract View: 84, PDF Download: 68

Psychometric Validation of the Mathematics Attitude Questionnaire (MAQ): A Confirmatory Factor Analysis Approach

194-211

Abstract View: 109, PDF Download: 67

Decoding the Ideal Mathematics Classroom: A Qualitative Study on Secondary School Students’ Perceptions in Iran

212-226

Abstract View: 68, PDF Download: 50

The Effectiveness of the 5E Learning Cycle Model in Students’ Mathematics Engagement Learning

227-242

Abstract View: 140, PDF Download: 7
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