Polyhedron International Journal in Mathematics Education (PIJME) publishes articles focusing on theoretical, pedagogical, methodological, and philosophical topics related to mathematics education at all educational and vocational levels – both formal and informal. PIJME encourages the publication of studies of interest and of significant value to the international research community. Thereby promoting a forum for publishing high-quality empirical research and theoretical/philosophical papers that contribute to the knowledge of mathematics education. This journal article is published every six months in May and November and posted by Nashir Al-Kutub Publisher. 
Journal Title:  Polyhedron International Journal in Mathematics Education 
Initials: PIJME
Abbreviation: Polyhedron Int. J. Math. Educ.
Editor-in-Chief: Dr. Muhamad Galang Isnawan, M.Pd
Online-ISSN: 2987-6540
Frequency: Two times a year
DOI: prefix 10.59965 by Crossref
Publisher: Nashir Al-Kutub Indonesia

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Current Issue

Vol. 3 No. 2 (2025): pijme
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Volume 3, Issue 2 (2025) of the Polyhedron International Journal of Mathematics Education (PIJME) presents five research articles contributed by scholars from three countries: Indonesia, Argentina, and Colombia, reflecting the journal’s growing international reach and diversity of perspectives in mathematics education research. This issue highlights innovative instructional models, technology-enhanced learning, ethnomathematics, and classroom-based interventions across secondary and vocational education contexts. The articles explore a wide range of themes, including the use of the Learning Cycle 6E model supported by dynamic geometry software to enhance mathematical communication and learner autonomy, as well as the application of augmented reality grounded in didactical engineering and instrumental genesis to support students’ understanding of polyhedral concepts. Collaborative and student-centered pedagogies are also featured through a Team Games Tournament (TGT) approach to improve mathematical disposition and learning outcomes in probability instruction. In addition, this issue introduces concrete instructional innovations such as the SPLDV board to bridge abstract and concrete understanding of systems of linear equations, alongside the development and validation of ethnomathematics-based worksheets integrating Sundanese Pupuh to strengthen number pattern learning. Collectively, the studies in this issue contribute theoretical insights and practical implications for enhancing meaningful, contextual, and technology-integrated mathematics learning in diverse educational settings.

Published: 2025-11-30

Articles

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