**Article Template **

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.

**Article Format**

**Author guideline for article in beta jurnal tadris matematika**

(Lower case, Calibri, 12pt Bold, Space 1, Center alignment)

**Author’s Name****[1]****, ****Author’s Name[2], Author’s Name[3] **

(Calibri, 11.5pt Bold, center alignment)

** **

[1] Institution, Address, City, Country, email@institusi.ac.id (Calibri, 8 pts)

[2] Institution, Address, City, Country

[3] 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 **(Calibri, 10.5 pt, spasi 0.85): Abstrak harus memberikan gambaran yang jelas terkait konten artikel. Isi abstrak harus memuat **tujuan penelitian/penulisan, metode yang digunakan, hasil penelitian dan simpulan**. Abstrak ditulis dengan huruf tegak (Normal font) sepanjang 100-200 kata. Abstrak tidak boleh lebih dari 200 kata. Jika abstrak lebih dari 200 kata, penyunting akan meminta penulis untuk memperbaikinya. Dalam kondisi lain, penyunting memiliki hak untuk memperbaiki asbtrak sesuai dengan panduan. Jenis huruf yang digunakan dalam abstrak adalah Calibri dengan ukuran 10,5 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** (Calibri, 10.5 pt): *Panduan Abstrak; Pemahaman Konsep; Matematika* (Italic, 3-5 kata)

**Abstract** (Calibri, 10.5 pts, space 0.85 ): Abstract should describe clearly regarding the content of the article. It includes **the aims of research, methods, findings and conclusion**. Abstract is written in normal font for 100-200 words long. It cannot be more than 200 words to meet the criteria of accreditation. If it is more than 200 words, the editor will ask the authors to have revision. On the other case, the editor has right to revise abstract in order to meet the standard. The font used for abstract is Calibri 10,5 pts with 1 spacing. **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** (Calibri, 10.5 pt): *Abstract Guideline; Conceptual Understanding; Mathematics* (Italic, 3-5 words)

**A. Introduction **← 11.5pts, Calibri bold

(11 pts Calibri; 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 mathematics education field. **The articles must be 12-20 pages including bibliography and appendix (if any)**. 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 develop 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** cover three crucial points, i.e. **the background of research or research problems, gap analysis, and the statement of research purposes** (at the end of introduction). Research problems draw from thorough analysis of prior researches or deep preliminary researches (state of the art). The gap analysis deals with the importance, the position and the distinction of the current research toward prior relevant researches. The introduction ends with the statement of research purposes which refer to research problems and gap analysis. The explanations which do not closely link to research purposes or topics must not be included to have effective introduction. In this journal article, there is no sub chapter for theoretical review as in research report document. It is addressed in the form of state of the art to reveal the originality of the current research.

**B. Methods **← 11.5pts, Calibri bold

(11pts Calibri; 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. **

Numbering format in this journal article should be as follows:

1. Figures and graphs

a. Figures

The figures must be arranged as example below

**Figure**** 1**. Attached figure in article

b. Graphs

The graphs must be like the following format

**Graph 1. **Attached graph format

2. Equations

The equations must use *equation feature* in **Microsoft Word**, not an image. The equation should be numbered as follows

3. Tables

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 **← 11.5pts, Calibri bold

(11pts Calibri; space 1.125)

Findings and discussion address the findings in current research and the discussion about the findings scientifically. The author/s should write the findings which are supported by reasonable data. The discussion should consider questions; **What are the findings? Why the findings are like that? The answers to the questions should be scientific, not just descriptive.** In addition, **the discussion of the findings must compare to prior relevant researches**. **This part ends with suggestions for further research or implications for mathematics learning theoretically or empirically. **

**D. Conclusion **← 11.5pts, Calibri bold

(11pts Calibri; space 1.125)

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. **Conclusion is written in the form of descriptive paragraph** (one paragraph is enough), not numbering.

**Acknowledgment **← 11.5pts, Calibri bold

(11pts Calibri; 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.

**Bibliography **← 11.5pts, Calibri bold

(10.5 pts, Calibri, space 1)

Guideline for bibliography in **Bετα**: Jurnal Tadris Matematika is as follows:

- Bibliography 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 last 10 years
**The authors are highly encouraged to use reference manager** such as Mendeley, Zotero, EndNote, and others
- The bibliography applies
*APA 6*^{th} Edition (*American Psychological Associati*on). Further read about APA is available here

http://www.misericordia.edu/uploaded/documents/library/Books/APAStyle.pdf?1436800286903

**Examples of bibliography and citation**

**More than 3 authors**

First citation --> (Bishop, FitzSimons, Seah, & Clarkson, 1999) or Bishop, FitzSimons, Seah, & Clarkson (1999)

After 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.

*Conference Proceedings *

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 (7*^{th} CERME), Rzeszow – Poland, 1640-1649.

*Translated Books*

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.

*Book Chapters*

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.

*Web Articles*

Fauvel, J. (2000). The role of history of mathematics within a university mathematics curriculum for the 21^{st} 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

*Thesis/Dissertation*

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.

*Conference/Seminary Papers*

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 10^{th} 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.