Mathematics Education Research Journal

Aims & Scope

The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community.

The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education.

The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region.

The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region.

The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses.

These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.3
2024	1.40

SJR (SCImago Journal Rank)

Year	Value
2024	1.244

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	45

Journal Rank

Year	Value
2024	3345

Journal Citation Indicator

Year	Value
2024	483

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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 Mathematics and 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.

• Awareness of pattern and structure in early mathematical development

  Citation: 195

  Authors: Joanne, Michael

• The transition to formal thinking in mathematics

  Citation: 158

  Authors: David

• Mathematics teachers’ beliefs and curriculum reform

  Citation: 138

  Authors: Boris, Anthony

• Identifying cognitive engagement in the mathematics classroom

  Citation: 135

  Authors: Sue, David

• The role of task format, mathematics knowledge, and creative thinking on the arithmetic problem posing of prospective elementary school teachers

  Citation: 134

  Authors: Shukkwan S., Edward A.

• The beliefs/practice connection in broadly defined contexts

  Citation: 107

  Authors: Kim

• Appreciating mathematical structure for all

  Citation: 105

  Authors: John, Max, Anne

• Early mathematics development and later achievement: Further evidence

  Citation: 105

  Authors: Carol, Ray, Sarah

• Student engagement in mathematics: Development of instrument and validation of construct

  Citation: 104

  Authors: Qi-Ping, Ngai-Ying, Chi-Chung

• Pedagogic discourse and equity in mathematics: When teachers’ talk matters

  Citation: 95

  Authors: Lena Licón, Kathryn B.

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