To help authors in fulfilling the requirement of article organization in the journal, Author Template is available. It can be used directly to write articles.
Author guideline for article in beta jurnal tadris matematika
(Lower case, TNR, 13pt Bold, Space 1, Left alignment)
Author’s Name, Author’s Name, Author’s Name
(TNR, 11pt Bold, left alignment)
 Institution, Address, City, Country, firstname.lastname@example.org (TNR, 9 pts)
 Institution, Address, City, Country
 Institution, Address, City, Country
NB: If the authors are from the same institution, footnote is placed at the last author and the attached email address is only for correspondent author
Abstrak:Abstrak harus memberikan gambaran yang jelas terkait konten artikel. Isiabstrakharus memuat tujuan penelitian/penulisan, metode yang digunakan, hasil penelitian,dan simpulanatau implikasi penelitian. Penulis juga bisa menambahkan ulasan masalah penelitian dalam satu kalimat jika tidak melebihi jumlah kata yang ditentukan. Hasil penelitian berbeda dengan simpulan atau implikasi penelitian. Abstrak ditulis dengan huruf tegak (Normal font) sepanjang 150-250 kata.Jika abstrak lebih dari 250 kata, penyunting akan meminta penulis untuk memperbaikinya. Dalam kondisi lain, penyunting memiliki hak untuk memperbaiki abstrak sesuai dengan panduan. Jenis huruf yang digunakan dalam abstrak adalah Times New Roman dengan ukuran 11 dan spasi 1. Abstrak ditulis dalam bahasa Inggris dan Indonesia.Dalam abstrak berbahasa Indonesia, istilah atau kata-kata dalam bahasa Inggris atau bahasa asing lainnya ditulis dalam cetak miring (italic).
Kata kunci: Panduan abstrak, Pemahaman konsep, Matematika (Italic, 3-5 kata)
Abstract: Abstract should describe clearly the content of the article. It includes the aims of research, methods, findings, and conclusion or implication of the research. It is also suggested to highlight the research problem in one sentence if it does not exceed the allowed words. Please note that findings are not the same as the conclusion or implication. An abstract is written in a normal font for 150-250 words long. If it is more than 250 words, the editor will ask the authors to have a revision. On the other case, the editor has the right to revise the abstract in order to meet the standard. The font used for abstract is Times New Roman 11 pts with 1 spacing. The abstract must be in Bahasa and English. If it is in Bahasa, the terms or words in English or other foreign languages should be italic.
Keywords: Abstract guideline, Conceptual understanding, Mathematics (Italic, 3-5 words)
A. Introduction ← 12pts, TNR bold
(11,5 pts TNR; space 1.125)
Bετα: Jurnal Tadris Matematika (http://jurnalbeta.ac.id) is a scientific, peer-reviewed, and open-access journal which publishes scholarly articles in the mathematics education field. The articles must be 10-20 pages including bibliography and appendix (if any). In a specific case, it could be more than 20 pages, for example, the article has over 5 pages of reference. The articles published can be research articles (first priority) and library research (limited number). The scope of the published articles will be as follows:
1) Affects and values in mathematics teaching and learning
The scope deals with a basic question, how mathematics-related affects and values contribute to the teaching and learning of mathematics?
The affects in mathematics education can be various topics such as beliefs, attitudes, emotions, self-efficacy, confidence, motivations, identity, mathematics anxiety and characters. The researches (ideas of research) on related topics can be traced to the works of Markku S. Hannula, CERME Proceedings, ICME Proceedings and published books in Springer or other publishers. The values in mathematics education rooted in the work of Alan J Bishop, Mathematics Enculturation and followed by many research projects such as VAMP (Values and Mathematics Projects), VIMT (Values in Mathematics Teaching), WiFi (What I Find Important), and Third Wave Project. The related topics are pedagogical values, values alignment, values in teaching and learning mathematics, and mathematics well-being.
2) The development of students' mathematics literacy
This scope answer the question, how mathematics learning develops students mathematics literacy?
It refers to researches on the teachers' effort from primary until undergraduate to support and enhance students' roles and engagement in constructing mathematics knowledge and skills. It is not only about the achievement of students but also the process of learning which develop character, values, attitudes, problem-solving, reasoning and proof, representations, connections, communications, and high order thinking. The teachers' effort can be in the form of developing mathematics tasks, learning materials, the use of digital technologies, ethnomathematics, etc.
3) The development of mathematics teachers (pre-service and in-service) competencies
The scope is devoted to any researches to support pre-service and/or in-service mathematics teachers develop pedagogical values, pedagogical identities, and technological/pedagogical content knowledge.
The introduction must at least comprise four paragraphs which cover four mandatory points respectively, i.e., (1) the mathematics education problems which were identified and addressed in the research, (2) potential solutions or works to the problems which the prior studies proposed or tried solving, (3) identification of knowledge or research gap,and(4)the statement of research purposes or research questions. Research problems draw from a thorough analysis of prior researches or a dept preliminary researches. The second point specifically captures the prior attempts to resolve the identified research problems from which the authors identify the knowledge gap. The knowledge or research gap deals with the importance, the position, and the distinction of the current research toward prior relevant researches. It is not enough to state that little is known or few researches have been carried out on the topic. The author(s) should also be more specifics to the findings of the prior studies in order to make a clear distinction to the current study. The introduction ends with the statement of research purposes which refer to research problems and knowledge gap. The author(s) is highly encouraged to explicate how the answers to the research questions will help to resolve the research problems. The explanations which do not closely link to research purposes or topics must not be included to have an effective introduction. In this journal article, there is no subchapter or heading for theoretical review as in research report document. It is included in the aforementioned four points.
← 12pts, TNR bold
(11,5pts TNR; space 1.125)
This part addresses the methods employed in the research. It includes types of research (classroom action research, design research, etc.), research subjects, research instruments (developed by the researcher/s or adapt the existing instrument), data sources, data collections, and data analysis. The author(s) must pay careful attention to the data analysis since it is not just a general step. For example, the author(s) state that the data was analyzed through four steps; reducing data, displaying data, making an inference, and verification. The four steps are required to be operationally elaborated referring to what the author(s) did in the research.
Numbering format in this journal article should be as follows:
1. Figures and graphs
The figures must be arranged as an example below
Figure 1. Attached figure in article
The graphs must be like the following format
Graph 1. Attached graph format
The equations must use equation feature in Microsoft Word, not an image. The equation should be numbered as follows
The tables must be written in space 1 and 10,5 pts. The table format used in this journal article is as below
C. Findings and Discussion ← 12pts, TNR bold
(11,5pts TNR; space 1.125)
This part includes three major points, i.e., representative or selected research data which support main findings, research findings, and the discussion or a dept-analysis of the findings. For example, if the research was about students’ problem solving of non-routine mathematics tasks then the authors should present selected data on students’ work, explain the findings drawn from the presented data, and following by a thorough analysis of the findings. Some questions to help to make the analysis are: Why are that the findings? How do the findings solve the identified research problems or answer the proposed research questions? How do the findings relate to prior studies or the body of knowledge? How do the findings imply mathematics teaching and learning theoretically or empirically? The discussion or analysis of the findings is not enough to just state that it relates to prior studies. This part ends with suggestions for further research.
D. Conclusion ← 12pts, TNR bold
(11,5pts TNR; space 1.125)
The conclusion answers the research hypothesis or purposes. It is not the replication of findings and discussion but a summary of the findings which refer to research purposes. The conclusion is written in the form of a descriptive paragraph (one to three paragraphs), not as the numbering.
Acknowledgment ← 12pts, TNR bold
(11pts TNR; space 1.125)
Acknowledgment is optional. The author/s is encouraged to acknowledge any parties that give contribution to the research. It is not same as dedication chapter in thesis/dissertation.
References ← 12pts, TNR bold
(10.5 pts, TNR, space 1)
Guideline for bibliography in Beta: Jurnal Tadris Matematika is as follows:
- References must be the same as citations
- Minimum 10 references for each article, 80% of them are primary references such as journal articles, conference proceedings, and thesis/dissertation.
- The references must be the last 10 years
- The authors are highly encouraged to use reference apps such as Mendeley, Zotero, EndNote, and others
- The references applies APA 6th Edition (American Psychological Association). Further read about APA is available here
Examples of bibliography and citation
More than 3 authors
First citation --> (Bishop, FitzSimons, Seah, & Clarkson, 1999) or Bishop, FitzSimons, Seah, & Clarkson (1999)
After the first citation --> (Bishop et al., 1999) atau Bishop et al. (1999)
Bishop, A., FitzSimons, G., Seah, W. T., & Clarkson, P. (1999). Values in mathematics education: Making values teaching explicit in the mathematics classroom. Paper presented at the AARE Annual Conference, Melbourne.
Citation --> (Clark, 2011) or Clark (2011)
Clark, K.M. (2011). Voices from the field: Incorporating history of mathematics in teaching. Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (7th CERME), Rzeszow – Poland, 1640-1649.
First citation --> (Marks, Hiatt, & Neufeld, 1985) or Marks, Hiatt dan Neufeld (1985)
After first citation --> (Marks et al., 1985) atau Marks et al. (1985)
Marks, J.L., Hiatt, A.A. & Neufeld, E.M. (1985). Metode mengajar matematika untuk sekolah dasar (Terjemahan oleh Bambang Sumantri). Jakarta, Indonesia: Penerbit Erlangga.
Books with Editor/s
Fauvel, J., & Maanen, J.v. (Eds.). (2000). History in mathematics education: The ICMI study. Dordrecht, Netherland: Kluwer Academic Publishers.
Books with Three Authors
Riedesel, C.A., Schwartz, J.E. & Clements, D.H. (1996). Teaching elementary school mathematics. Boston, USA: Allyn & Bacon.
Tzanakis, C., & Arcavi, A. (2000). Integrating history of mathematics in the classroom: An analytic survey. In J. Fauvel, & J. van Maanen (Eds.), History in mathematics education (pp. 201–240). The ICMI Study. Dordrecht: Kluwer Academic Publishers.
Fauvel, J. (2000). The role of history of mathematics within a university mathematics curriculum for the 21st century (Artikel web). Diakses di http://www.bham.ac.uk/ctimath/talum/newsletter
Hughes, B. (2011, Agustus). Completing the Square- Quadratic using addition (Artikel web). Diakses di http://www.maa.org/press/periodicals/convergence/completing-the-square-quadratics-using-addition
History of Mathematics. (t.t). dalam Wikipedia. Diakses di https://en.wikipedia.org/wiki/History_of_Mathematics
Muhammad ibn Musa al-Khwarizmi. (t.t). dalam Wikipedia. Diakses di https://en.wikipedia.org/wiki/Muhammad_ibn_Musa_al-Khwarizmi
O'Connor, J.J. & Robertson, E.F. (1999, Juli). Abu Ja'far Muhammad ibn Musa Al-Khwarizmi (Artikel web). Diaskes di http://www-history.mcs.st-and.ac.uk/history/Biographies/Al-Khwarizmi.html
Journal with Online Access
Goodwin, D.M. (2010). The importance of mathematics teachers knowing their mathematics history. The Journal for Liberal Art and Science, 14(2), 86-90. Diakses di http://www.oak.edu/academics/school-arts-sciences-jlas-archive.php#Fa2010
Panasuk, R.M & Horton, L.B. (2012). Integrating history of mathematics into curriculum: what are the chances and constraints? IEJME, 7(1), 3-20. Diakses di http://www.iejme.com/makale/284
Journal with DOI
Jankvist, U.Th. (2009b). A categorization of the ‘whys‘ and ‘hows‘ of using history in mathematics education. Educational Studies in Mathematics, 71(3), 235-261. DOI:10.1007/s10649-008-9174-9
Sembiring, R.K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classroom through RME. ZDM: The international journal on mathematics education, 40(6), 927-939. DOI: 10.1007/s11858-008-0125-9
Jankvist, U.Th. (2009a). Using history as a goal in mathematics education (Master thesis). Diakses di http://milne.ruc.dk/imfufatekster/pdf/464.pdf
Wahyu, K. (2014). Developing conceptual understanding on division of fraction through multiple models (Unpublished master thesis). Universitas Negeri Surabaya, Surabaya.
Lawrence, S. (2008). History of mathematics making its way through the teacher networks: professional learning environment and the history of mathematics in mathematics curriculum. Paper presented at 10th ICME, Mexico.
Wahyu, K. (2015, November). Changing mathematics classroom setting: looking into students’ response and performance in learning. Paper presented at International Conference on Mathematics, Science and Education Mataram University, Mataram - Indonesia.