International Journal of Didactic Mathematics in Distance Education
div]:bg-bg-000/50 [&_pre>div]:border-0.5 [&_pre>div]:border-border-400 [&_.ignore-pre-bg>div]:bg-transparent [&_.standard-markdown_:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&_.standard-markdown_:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8 [&_.progressive-markdown_:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&_.progressive-markdown_:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8"> _*]:min-w-0 gap-3 standard-markdown"> Journal Identity The International Journal of Didactic Mathematics in Distance Education (IJDMDE) is an international, peer-reviewed, open-access journal published biannually (April and October) by Research and Community Service Institute (LPPM), Universitas Terbuka (Open University), Indonesia, one of the world's largest open and distance learning universities, serving over 300,000 students across Indonesia and internationally. This institutional grounding gives IJDMDE a singular advantage: it is published from within a living laboratory of distance education at scale, directly informing the research it publishes. IJDMDE occupies a distinctive and underserved scholarly space. It is among the very few international journals dedicated exclusively to the intersection of didactic mathematics and distance, digital, and technology-mediated learning, interrogating not merely what mathematics is taught, but how mathematical knowledge is designed, mediated, and reconstructed when teacher and learner are separated by distance, whether physical, temporal, or technological. This dual focus sets IJDMDE apart from general mathematics education journals and from general educational technology journals: it is the scholarly home for researchers who work precisely at this boundary. The journal publishes original empirical, theoretical, design-based, and methodological research. It draws from a wide range of design-oriented theoretical frameworks, including the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), Didactical Design Research (DDR), Realistic Mathematics Education (RME), sociocultural theory, and variation theory, evaluated by their capacity to illuminate and improve mathematical learning in distance and digital contexts. IJDMDE does not privilege any single framework; it privileges rigor, relevance, and didactical operationalizability. div]:bg-bg-000/50 [&_pre>div]:border-0.5 [&_pre>div]:border-border-400 [&_.ignore-pre-bg>div]:bg-transparent [&_.standard-markdown_:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&_.standard-markdown_:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8 [&_.progressive-markdown_:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&_.progressive-markdown_:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8"> _*]:min-w-0 gap-3 standard-markdown"> Journal Information The key information regarding the journal’s identity, publication details, access policy, and subject coverage is summarized in the following table. Item Information Full title International Journal of Didactic Mathematics in Distance Education Abbreviation IJDMDE E-ISSN 3047-9207 DOI prefix 10.33830 (via CrossRef) Publisher LPPM, Universitas Terbuka (Open University), Indonesia Language English Frequency Biannual — April and October Article Processing Charge None (fully free for all authors) Open Access Full and immediate open access License Creative Commons Attribution-ShareAlike 4.0 (CC BY-SA 4.0) First published April 2024 Subject area Mathematics Education; Educational Technology; Distance Education Indexing & Abstracting IJDMDE is currently indexed and abstracted in the following databases: DOAJ — Directory of Open Access Journals CrossRef — DOI registration and citation linking Dimensions — Research intelligence platform Garuda — Indonesian national journal portal OpenAlex Scopus indexing: application in progress. Editorial Statistics The following data reflects the journal's performance across published volumes (Vol. 1 No. 1, 2024 — Vol. 3 No. 1, 2026): Indicator Data Total issues published 5 issues (Vol. 1–3) Total articles published 31 articles Contributing countries 13+ countries across Asia, Africa, Europe, and the Americas Peer review model Double-blind Reviewers per manuscript Minimum 3 independent reviewers Average first decision 30–60 days Acceptance rate ~35% Article Processing Charge USD 0 / IDR 0 (no fees of any kind) Leadership & Editorial Board Editor-in-Chief: Sudirman Sudirman, Department of Mathematics Education, Universitas Terbuka, Indonesia Scopus ID: 57216949991 · H-Index: 8 · FWCI: 2.267 The editorial board comprises 35+ editors and reviewers drawn from institutions across Asia, Africa, Europe, North America, South America, and Central America, including Beijing Normal University (China), Universitat de Barcelona (Spain), Universidad de Cantabria (Spain), Universiti Putra Malaysia, University of the Coast (Colombia), Johannes Kepler University (Austria), and Akenten Appiah-Menka University (Ghana), among others. Full editorial team: Editorial Team page Peer Review Process All manuscripts submitted to IJDMDE undergo a rigorous double-blind peer review process. Upon submission, manuscripts are first screened by the Editor-in-Chief for scope fit, originality, and methodological soundness. Manuscripts passing initial screening are assigned to a minimum of three independent reviewers with relevant expertise. Reviewer identities are concealed from authors, and author identities are concealed from reviewers throughout the process. The editorial decision, accept, minor revision, major revision, or reject, is made by the Editor-in-Chief based on reviewer recommendations and editorial judgment. Authors typically receive a first decision within 30 to 60 days of submission. All manuscripts are also screened for plagiarism using Turnitin prior to entering peer review; manuscripts with a similarity index exceeding 25% are returned to authors for revision before proceeding. IJDMDE adheres to the ethical guidelines of the Committee on Publication Ethics (COPE) in all editorial decisions. Types of Accepted Manuscripts IJDMDE welcomes the following manuscript types, provided they engage substantively with both mathematics education and a distance, online, hybrid, or digitally mediated learning context: Original research articles, empirical studies reporting primary data collection and analysis (quantitative, qualitative, or mixed methods) Design-based studies, research reporting the systematic design, implementation, and evaluation of mathematics learning interventions in distance settings Theoretical and conceptual papers, articles that develop, critique, or synthesize theoretical frameworks relevant to distance mathematics education Methodological papers, contributions that develop or evaluate research methods suited to studying mathematics learning in digital and distance contexts Systematic reviews and meta-analyses, rigorous synthesis of existing literature on defined questions within the journal's scope Bibliometric and knowledge-mapping studies, analyses of research trends and scholarly networks in distance mathematics education Minimum length: 9 pages. References: minimum 25, with at least 85% from peer-reviewed journal articles with active DOIs. Citation style: APA 7th Edition. Open Access & Copyright Policy IJDMDE is a fully open access journal. All published articles are immediately and permanently available to read, download, share, and reuse without subscription or payment, by anyone, anywhere in the world. Authors retain copyright of their work. Published articles are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license, permitting unrestricted use, distribution, and adaptation, provided appropriate credit is given and derivative works are shared under the same license. There are no Article Processing Charges (APC) or submission fees of any kind. All costs associated with peer review management, production, hosting, and digital preservation are covered by the publisher, Universitas Terbuka. This policy applies equally to all authors, regardless of country of origin, institutional affiliation, or funding availability. Digital Preservation IJDMDE is committed to the long-term preservation of its scholarly content. All published content is archived through PKP Preservation Network (PKP PN), ensuring permanent availability even in the event of journal discontinuation or technical failure. Publication Ethics IJDMDE is committed to the highest standards of publication ethics. The journal's policies, covering authorship, plagiarism, data integrity, conflicts of interest, peer review conduct, and post-publication corrections, are fully aligned with the COPE Core Practices. Detailed statements are available via the Policies menu. Contact _*]:min-w-0 gap-3 standard-markdown">Editorial correspondence: ijdmdl@ecampus.ut.ac.id ijdmdempmt@gmail.com _*]:min-w-0 gap-3 standard-markdown">Editor-in-Chief: sudirman.official@ecampus.ut.ac.id _*]:min-w-0 gap-3 standard-markdown">Publisher address: Universitas Terbuka, Jalan Cabe Raya, Pondok Cabe, Pamulang, South Tangerang 15437, Banten, Indonesia
Research and Community Service Institute (LPPM) Universitas Terbuka
REACT instructional strategy and secondary school students’ mathematics achievement: Gender inclusivity and implications for distance mathematics education
Persistent difficulties in mathematics achievement highlight the need for instructional approaches that connect abstract concepts with learners’ experiences and promote active engagement. This study examined the effect of the Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) instructional strategy on senior secondary school students’ mathematics achievement, considering gender and implications for distance mathematics education. A pretest–posttest quasi-experimental design with a control group involved 80 Senior Secondary School II students from two purposively selected schools in Ijebu-Ode, Ogun State, Nigeria. The experimental group received REACT-based instruction, while the control group received conventional instruction. Data were collected using a 25-item Mathematics Achievement Test with a reliability coefficient of 0.88 and analyzed using descriptive statistics and analysis of covariance (ANCOVA). Results showed that students exposed to REACT achieved higher post-test scores than those taught conventionally, with instructional strategy significantly affecting mathematics achievement. Gender had no significant effect, and no significant interaction between instructional strategy and gender was found, indicating comparable outcomes for male and female students. The findings support REACT as an inclusive, constructivist-oriented approach and provide a pedagogical basis for adapting its contextual, collaborative, experiential, and transfer-oriented principles to blended and distance mathematics learning environments in future studies.
Copyright (c) 2026 Akorede Ayoola Asanre, Oluwadayo Taiwo Abiodun, Gbenga Samuel Olusola, Xulu Ntuthuko https://creativecommons.org/licenses/by-sa/4.0/
Creative thinking of female high school students in solving sequence and series problems: Implications for synchronous and asynchronous didactical design
This study aims to describe the creative thinking abilities of senior high school students in solving problems related to sequences and series, viewed from the perspective of their mathematical ability. Employing a qualitative descriptive approach, data were collected through classroom observation, a mathematical ability test, a creative thinking ability test, and interviews. The research subjects consisted of three Grade 10 female students from SMAN 1 Sampang, representing high, medium, and low levels of mathematical ability, selected through criterion-referenced classification and consultation with the class mathematics teacher. Data were analyzed against three creative thinking indicators: fluency, flexibility, and novelty, with time triangulation used to strengthen credibility. The findings indicate that the student with high mathematical ability satisfied all three indicators, generating fluent, flexible, and novel solution strategies. The student with medium mathematical ability satisfied only the fluency indicator, while the student with low mathematical ability satisfied none of the three. These ability-differentiated profiles suggest that creative thinking does not emerge uniformly across ability levels, and offer an initial, theoretically derived basis for informing didactical design in synchronous and asynchronous mathematics learning environments, particularly in calibrating the level and timing of real-time scaffolding required for students at each ability level.
Copyright (c) 2026 Akhmad Riski Rifanda, Chairul Fajar Tafrilyanto, Hasan Basri, Hairus Saleh, David Chaves-Montro5 https://creativecommons.org/licenses/by-sa/4.0/
Integrating Pandanwangi ethnomathematics into E-worksheets to support numeracy in online mathematics learning
Online mathematics learning requires digital resources that are not only accessible but also capable of connecting abstract mathematical concepts with meaningful real-life contexts. However, culturally contextualized digital materials for supporting numeracy remain limited, particularly for proportion concepts that students often find difficult to understand. This study developed an ethnomathematics-based e-worksheet integrating the agricultural practices of Pandanwangi rice farmers in Cianjur as a contextual digital resource to support numeracy in online mathematics learning. Using a research and development approach, the study followed three stages of the Plomp model: preliminary investigation, prototyping, and assessment. Product evaluation involved two lecturers, one mathematics teacher, and ten seventh-grade students. Data were collected through expert validation sheets and practicality questionnaires and analyzed descriptively. The results showed that the e-worksheet was highly valid, with media design ratings ranging from 92% to 95% and learning material ratings from 92% to 93%. It was also highly practical according to the teacher (95%), while students reported a practicality rating of 76%, indicating acceptable usability from the learner perspective. By transforming Pandanwangi farming practices into digital, contextual proportion activities, the e-worksheet connects local ethnomathematical knowledge with numeracy-oriented tasks that can be accessed through online learning environments. These findings establish its validity and practicality as a culturally contextualized digital resource for supporting numeracy in online mathematics learning.
Copyright (c) 2026 Rani Sugiarni, Hutkemri Zulnaidi, Dinni Nurfajrin Ningsih, Reza Rahman Hakim, Erwan Setiawan https://creativecommons.org/licenses/by-sa/4.0/