HJME Latest Volume

  • Volume 12 (February 2019)

    • Foreword

    • Research Articles

      Comparing structures of statistical hypothesis testing with proof by contradiction: In terms of argument
      Hiroki Otani
      Pages 1-12
      Download PDF (308 KB)

    • Special Feature Articles: Foundations of Mathematics Education for the Future

      Understanding and organizing mathematics education as a design science – Origins and new developments
      Erich Ch. Wittmann
      Pages 13-32
      Download PDF (1422 KB)

      Framework of a dynamic cycle for promoting the professional development of mathematics teachers and educators in the lesson study of school mathematics
      Masataka Koyama
      Pages 33-48
      Download PDF (428 KB)

      Characterizing the quality of mathematics lessons in Japan from the narrative structure of the classroom: “Mathematics lessons incorporating students’ ‘questions’ as a main axis” as a leading case
      Masakazu Okazaki, Koji Okamoto and Tatsuo Morozumi
      Pages 49-70
      Download PDF (996 KB)

    • Lecture Notes

      Introducing the anthropological theory of the didactic: An attempt at a principled approach
      Yves Chevallard
      Pages 71-114
      Download PDF (1094 KB)

    • CLOSE

Editor-in-Chief

Masakazu Okazaki, Okayama University, Japan
Vice-President of the Japan Academic Society of Mathematics Education
E-mail: info@jasme.jp

Editorial Board

David Burghes, Plymouth University, UK
Keiko Hino, Utsunomiya University, Japan
Berinderjeet Kaur, National Institute of Education, Singapore
Masataka Koyama, Hiroshima University, Japan
Hee-chan Lew, Korea National University of Education, Korea
Luis Radford, Laurentian University, Canada
Heinz Steinbring, Universitat Duisburg-Essen, Germany
Tad Watanabe, Kennesaw State University, USA
Gaye Williams, The University of Melbourne, Australia

AIMS AND SCOPE

Hiroshima Journal of Mathematics Education is the academic English journal of the Japan Academic Society of Mathematics Education (JASME) and is devoted to the publication of research papers in the field of mathematics education. Mathematics education refers to the whole field of human ideas and activities that affect the teaching and learning of mathematics. The journal aims to stimulate the reflection on and study of the theories and practices of mathematics education at all levels. Contributions are welcome from researchers, educators, and practitioners who are interested in this field and wish to contribute to the development of mathematics education. All papers are peer reviewed with the journal emphasizing papers of a high level. It is hoped that Hiroshima Journal of Mathematics Education will promote communication among international researchers, educators, and practitioners in the field of mathematics education.

COPYRIGHT INFORMATION

©2019 Japan Academic Society of Mathematics Education
All articles published in this journal are protected by copyright. However, JASME does not challenge or prohibit the author’s use of his/her article in the form of a copy or translation. In this case, the author must gain permission from JASME and specify JASME as the source in the copies or translations.

SUBSCRIPTION

Hiroshima Journal of Mathematics Education is published once per year.
ISSN 0919-1720
The journal is presently distributed free of charge. Requests for permission to distribute the journal should be made to the following address.
Japan Academic Society of Mathematics Education,
Graduate School of Education, Hiroshima University,
1-1-1 Kagamiyama, Higashi-Hiroshima, Hiroshima, 739-8524 Japan
E-mail: office@jasme.jp

Journal Website
Please visit the journal’s website for more information.
https://www.jasme.jp/hjme/

INFORMATION FOR AUTHORS

Manuscript for review and publication: Authors are requested to submit a manuscript in Word file format (named as “HJME_(first-author’s name)_(country name)”) to the website (https://www.jasme.jp/hjme/) of the Japan Academic Society of Mathematics Education. The Editorial Board is located at the Graduate School of Education, Hiroshima University, 1-1-1 Kagamiyama, Higashi-Hiroshima, Hiroshima, 739-8524 Japan.
The manuscript should be written in English and typed with Times New Roman font.

Length: Manuscripts must be no more than 10,000 words in length. This word count includes the title, authors’ names, affiliation(s) of author(s), abstract, keywords, figures, tables, and references. The first page of the manuscript must contain the title, authors’ names, affiliation(s) of author(s), and a proposed running head (condensed title) of less than 40 characters including spaces. The first page must include an abstract (maximum length of 200 words) and a list of three-six keywords, which should summarize the manuscript. The manuscript should be reasonably subdivided into sections and, if necessary, subsections. All pages of the manuscript, including pages of references, should be consecutively numbered.

Figures: All illustrations are to be considered as figures. Figures must be submitted in a form suitable for reproduction without being retouched or redrawn. Check that all lettering will still be legible after the figure or illustration is reduced to fit the width of the page. Use black ink only. All illustrations should be referred to as ‘Figure’ in the text (abbreviated to ‘Fig.’ only in the caption) and be presented in the most appropriate location within the manuscript.

Tables: Tables should be numbered consecutively and titled. Check that all lettering is legible. Use black ink. All tables should be presented in the most appropriate location within the manuscript.

Footnotes: All footnotes should be numbered consecutively and will appear as notes grouped at the end of the manuscript, before the references.

References: References to the published literature should be given in the text and listed at the end of the manuscript in alphabetical order.
In the text, the references should be given in the following style.
The theory distinguished sequential levels of geometrical thought (Freudenthal, 1973; Hoffer, 1983; van Hiele & van Hiele-Geldof, 1958). A journal reference should be formatted in the following style.
Radford, L. (2000). Signs and meanings in students’ emergent algebraic thinking: A semiotic analysis. Educational Studies in Mathematics, 42 (3), 237-268. Book and book chapter references should be formatted in the following styles.
Fischbein, E. (1987). Intuition in science and mathematics: An educational approach. Dordrecht: Reidel.
Sierpinska, A. & Lerman, S. (1996). Epistemologies of mathematics and of mathematics education. In A. J. Bishop et al. (Eds.), International handbook of mathematics education (pp. 827-876). Dordrecht: Kluwer Academic Publishers.

Proofs: Page proofs will be sent only once to the first author by e-mail. A PDF file with minor modification must be sent as an e-mail attachment to the Editorial Board (info@jasme.jp) without delay to avoid a delay in the production schedule. Care should be taken to ensure that all contributions are typographically correct.

No page charges are levied on authors or their institutions. Please use the following email to inquire about paper submissions. E-mail: info@jasme.jp

Manuscript Submit

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