Pythagoras

Aims & Scope

Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level.

Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.

Metrics & Ranking

Abstracting & Indexing

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

• Scopus
• Google Scholar
• Directory of Open Access Journals (DOAJ)
• Web of Science

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.

Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Aims scope
• Homepage
• Oa statement
• Author instructions
• License terms
• Review url
• Board url
• Copyright url
• Plagiarism url
• Preservation url
• Apc url
• License

Plagiarism Policy

This journal follows a plagiarism policy. All submitted manuscripts are screened using reliable plagiarism detection software to ensure originality and academic integrity. Authors are responsible for proper citation and acknowledgment of all sources, and any form of plagiarism, including self-plagiarism, will not be tolerated.

For more details, please refer to our official: Plagiarism Policy.

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Mathematics and Social Sciences, ensuring accessibility and quality in research dissemination.

This journal requires an Article Processing Charge (APC) to support open access publishing, covering peer review, editing, and distribution. The current APC is 11,344.00 ZAR. Learn more.

Explore journals without APCs for alternative publishing options.

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.

• Understanding students’ misconceptions: An analysis of final Grade 12 examination questions in geometry

  Citation: 46

  Authors: Kakoma

• The nature and quality of the mathematical connections teachers make

  Citation: 33

  Authors: Michael K., Hamsa, Marc

• Postgraduate mathematics education students’ experiences of using digital platforms for learning within the COVID-19 pandemic era

  Citation: 30

  Authors: Jayaluxmi

• Coherence and connections in teachers’ mathematical discourses in instruction

  Citation: 28

  Authors: Hamsa, Jill

• Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools

  Citation: 25

  Authors: Odette, Sarah, Delia

• The concepts of area and perimeter: Insights and misconceptions of Grade 10 learners

  Citation: 20

  Authors: France M.

• Mathematics education and the dignity of being

  Citation: 19

  Authors: Paola, Gloria, Francisco, Gabriel, Julio

• Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers

  Citation: 18

  Authors: Gabrielle, Erica D.

• Metacognitive strategies in the teaching and learning of mathematics

  Citation: 18

  Authors: Stephan, Gary

• An illustration of the explanatory and discovery functions of proof

  Citation: 17

  Authors: Michael