Canadian Journal of Science, Mathematics and Technology Education

Aims & Scope

The Canadian Journal of Science, Mathematics and Technology Education is the first academic journal in this field published in Canada.

This exciting new journal has generated great enthusiasm among Canadian scholars and is considered a long overdue development in the field.

The journal is an international forum for the publication of original articles written in a variety of styles, including research investigations using experimental, qualitative, ethnographic, historical, philosophical, or case study approaches; critical reviews of the literature; policy perspectives; and position papers, curriculum arguments, and discussion of issues in teacher education.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	0.9
2024	1.30

Journal Rank

Year	Value
2024	12848

Journal Citation Indicator

Year	Value
2024	219

SJR (SCImago Journal Rank)

Year	Value
2024	0.440

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	34

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Le système complexe et cohérent des pratiques des enseignants de mathématiques: Une double approche

  Citation: 128

  Authors: Aline, Janine

• Two-Eyed Seeing in the Classroom Environment: Concepts, Approaches, and Challenges

  Citation: 127

  Authors: Annamarie, Cheryl, Albert, Murdena

• An Emerging Decolonizing Science Education in Canada

  Citation: 102

  Authors: Glen S., Dean

• Korean science teachers’ perceptions of the introduction of socio‐scientific issues into the science curriculum

  Citation: 94

  Authors: Hyunju, Fouad, Kyunghee

• Science Education as a Call to Action

  Citation: 92

  Authors: Derek

• How Brianna Became Bossy and Kofi Came Out Smart: Understanding the Trajectories of Identity and Engagement for Two Group Leaders in a Project-Based Mathematics Classroom

  Citation: 83

  Authors: Jennifer M.

• Time to change drivers for scientific literacy

  Citation: 83

  Authors: Peter J.

• Pre‐service teachers’ understanding and teaching of nature of science: An intervention study

  Citation: 70

  Authors: Norman G., Reneé S., Fouad, Randy L.

• Going Beyond the Consensus View: Broadening and Enriching the Scope of NOS-Oriented Curricula

  Citation: 68

  Authors: Derek, Siu Ling

• Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality

  Citation: 64

  Authors: Jon R., Gabriel J.

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