International Journal of Didactic Mathematics in Distance Education
The International Journal of Didactic Mathematics in Distance Education (IJDMDE) is a peer-reviewed academic journal committed to advancing research at the intersection of didactic mathematics and digitally mediated distance education. It provides a scholarly platform for researchers and practitioners to explore how didactical theories, instructional design, and educational technologies can be integrated to enhance mathematics teaching and learning across educational levels. IJDMDE emphasizes the transformation of mathematics education through digital innovation, focusing not only on the content being taught but also on the design and mediation of learning experiences, particularly in online, hybrid, and remote learning environments. With a commitment to inclusive, adaptive, and contextually grounded approaches, the journal publishes both theoretical and empirical studies that offer strong foundations for technology-enhanced mathematics education. IJDMDE welcomes research involving cutting-edge technologies such as Virtual Reality (VR), Augmented Reality (AR), flipped classrooms, interactive digital media, and Artificial Intelligence (AI). These studies aim to improve students’ conceptual understanding, mathematical representation, problem-solving abilities, and cognitive engagement through innovative didactical interventions. What sets IJDMDE apart is its unique focus on the integration of didactical theory with technological approaches in the specific context of distance mathematics education. Unlike journals that emphasize pedagogy or technology in isolation, IJDMDE provides a comprehensive scholarly space that bridges the depth of mathematics education theory with practical and contextually relevant implementations of digital learning. Initials : IJDMDE Frequency : Two times a year (April and October) Language : English Subject : Mathematics Education E-ISSN : 3047-9207 Chief Editor : Dr. Sudirman (ID Scopus: 57216949991, H-Index: 8, FWCI: 2.267) DOI Prefix : prefix 10.33830 by Crossref Publisher : Universitas Terbuka (Open University), Indonesia Country : Indonesia Indexing : DOAJ, Dimension, ROAD, Dimension, CrossRef, Scilit Index, BASE, Garuda Index Scopus Progress https://suggestor.step.scopus.com/progressTracker/?trackingID=1D13FF45BC0E5ACE Journal Publication Workflow Timeline Pre-Submission Requirements Authors must use the International Journal of Didactic Mathematics in Distance Education template and follow all author guidelines. Single-author papers are only allowed for invited authors or those with strong research credentials. Manuscripts must be proofread, checked for similarity, and include a proofreading certificate (starting 2025). Any submission that does not follow the guidelines, scope, or language requirements will be rejected. Authors must register and log in to submit and track their manuscripts. AI Usage Policy The International Journal of Didactic Mathematics in Distance Education allows the use of Generative AI (GenAI) tools for language refinement and technical assistance. Authors must disclose any use of GenAI during manuscript preparation, while all ideas and conclusions remain their full responsibility. The editorial team may reject submissions that misuse AI or fail to provide proper disclosure. This policy will be periodically reviewed to ensure alignment with ethical publishing standards. In addition, the journal permits AI-generated content up to 10% for non-substantive language support, while AI use at 11–20% requires clear disclosure, and any use exceeding 20% is not accepted as it may compromise originality and academic integrity.
Post-pandemic online learning in Indonesian Mathematics Education: The perception-achievement relationship
The COVID-19 pandemic accelerated online learning adoption in higher education, yet its longitudinal impact on mathematics education remains underexplored. This study investigated how mathematics education students' perceptions of online learning evolved between pandemic and post-pandemic periods and examined the relationship between these perceptions and academic achievement. Using an ex post facto quantitative design, we surveyed 157 undergraduate students at the Department of Mathematics, Universitas Negeri Makassar, Indonesia. Participants were stratified into two cohorts: during-pandemic and post-pandemic learners. We assessed four dimensions—resilience, infrastructure support, learning activities, and instructor competence—using structured questionnaires, complemented by semi-structured interviews for depth. Independent t-tests and linear regression analyses were conducted. Results revealed significantly more favorable perceptions among post-pandemic students, particularly regarding confidence, infrastructure adequacy, and interactive engagement. Students valued flexibility, access to materials, and opportunities for self-regulated learning. However, persistent challenges included comprehension difficulties and concerns about assessment fairness. Linear regression analysis indicated a statistically significant but weak positive relationship between perceptions and GPA (R²=.05), suggesting that while perception influences academic performance, it explains only 5% of achievement variance. These findings highlight that improvements in digital infrastructure and instructor competence enhanced student engagement, yet pedagogical strategies for conceptual understanding and authentic assessment require further development. The study contributes to understanding the evolution of online learning effectiveness beyond crisis contexts and underscores the importance of sustained investment in blended learning environments for mathematics education.
Copyright (c) 2026 Nurwati Djam’an, Norazrena Abu Samah, Nasrullah https://creativecommons.org/licenses/by-sa/4.0/
Bridging the integer gap: Computer-assisted instruction's effects on student achievement, gender equity, and learning perceptions
Despite extensive research on Computer-Assisted Instruction (CAI) in mathematics education, few studies have specifically examined its effectiveness for teaching integer operations—a foundational yet persistently challenging topic for students. This study addressed this gap by examining the effects of CAI on students' achievement in integer operations and exploring potential gender differences in learning outcomes. A quasi-experimental pretest-posttest nonequivalent groups design was employed with 44 Year 2 students (22 experimental, 22 control) over four weeks. The experimental group received CAI-based instruction using interactive software with visual representations and immediate feedback, while the control group was taught using traditional methods. Data were collected using a Mathematics Achievement Test and a perception questionnaire, then analyzed using independent sample t-tests at p < 0.05. Results revealed that the experimental group achieved significantly higher post-test scores (M = 13.19, SD = 4.19) compared to the control group (M = 10.71, SD = 3.70), with t = 2.03, p = 0.049. Retention tests confirmed sustained learning gains four weeks post-intervention. No significant gender-based differences were found (p = 0.96), indicating CAI benefited male and female students equally. Student perceptions were overwhelmingly positive (M > 3.73), with participants appreciating CAI's interactive features, self-paced learning, and enhanced conceptual understanding. The study recommends integrating CAI into mathematics instruction to improve student engagement, understanding, and achievement in integer operations, particularly given its equitable benefits across gender groups.
Copyright (c) 2026 Saviour Dogbe, Clement Ali https://creativecommons.org/licenses/by-sa/4.0/
Reconceptualizing authenticity in problem-based learning for linear algebra course: A multi-stakeholder analysis of video-based hybrid instruction
This study develops an integrated video-based hybrid online learning model with problem-based learning (PBL) for Linear Algebra instruction in resource-constrained contexts. A qualitative case study with three experts and five students using thematic analysis yielded 13 codes organized into five themes: technological challenges, video characteristics, hybrid architecture, PBL implementation, and motivation strategies. Findings reveal that 100% of participants identified infrastructure constraints as primary barriers, necessitating downloadable mobile-optimized content. Optimal video specifications include 15-20 minute instructor-led explanations with embedded interactivity. The study reconceptualizes 'authentic problems' for abstract mathematics from contextual realism to conceptual genuineness, demonstrating that effective PBL engages genuine mathematical thinking—comparing representations, investigating theorems, exploring counterexamples, rather than forced real-world applications. The developed three-phase hybrid model integrates asynchronous video foundation, synchronous collaborative problem-solving, and asynchronous portfolio consolidation. Multi-stakeholder convergence on core principles provides robust design guidance, while divergences regarding scaffolding and accessibility illuminate implementation challenges. The study contributes theoretically by challenging traditional PBL frameworks for abstract domains and methodologically by demonstrating that integrating expert pedagogical knowledge with student experiential perspectives yields contextually feasible models. Practical implications address institutional digital learning policies, LMS developer feature priorities, and educator implementation guidelines adaptable across resource-constrained contexts globally.
Copyright (c) 2026 Saleh Haji; Yumiati Yumiati; Tommy Tanu Wijaya https://creativecommons.org/licenses/by-sa/4.0/
Effectiveness of ChatGPT-integrated discovery learning on mathematical literacy in three-variable linear equation systems: A quasi-experimental study
This quasi-experimental study investigated the effectiveness of ChatGPT-integrated discovery learning on high school students' mathematical literacy in three-variable linear equation systems, while examining the moderating role of self-efficacy. Eighty tenth-grade students from a public high school in Indonesia were assigned to either an experimental group receiving ChatGPT-supported discovery learning instruction or a control group receiving conventional instruction, with mathematical literacy assessed through problem-solving tests and self-efficacy measured using validated questionnaires. Statistical analyses using non-parametric tests, including Wilcoxon Signed Rank Test, Mann-Whitney U Test, and Rank-Based ANCOVA, revealed that the experimental group achieved significantly higher post-test scores (M=79.25, SD=8.42) compared to the control group (M=65.30, SD=9.18), yielding a large effect size (d=1.24, p<.001) that substantially exceeded typical outcomes reported in meta-analyses of computer-assisted mathematics instruction. Contrary to established theoretical frameworks positing strong relationships between self-efficacy and mathematics achievement, this study found that self-efficacy neither significantly predicted mathematical literacy (F=3.171, p=.083, η²=.077) nor interacted with the learning model, suggesting that ChatGPT's pedagogical benefits operated uniformly across students with varying confidence levels. These findings suggest that ChatGPT functioned as adaptive conversational scaffolding that provided immediate formative feedback, facilitated metacognitive engagement through dialogic prompting, and generated multiple mathematical representations to support conceptual understanding. The null self-efficacy effect may indicate that robust AI scaffolding serves as an external compensatory mechanism that equalizes learning opportunities by reducing students' dependence on internal confidence judgments, thereby contributing novel theoretical insights into the conditional nature of motivational constructs in AI-mediated learning environments and offering practical implications for implementing conversational AI in mathematics education.
Copyright (c) 2026 Rismun Sufia Monike, Sudirman Sudirman, Thesa Kandaga, Camilo Andrés Rodríguez-Nieto https://creativecommons.org/licenses/by-sa/4.0/