https://ejournal.papanda.org/index.php/ijarme/issue/feed 2025-12-26T13:11:22+07:00 Mohamad Gilar Jatisunda ijarme@papanda.org Open Journal Systems <div style="font-family: Helvetica, Arial, sans-serif !important; font-size: 14px !important; color: #000 !important; line-height: 1.6 !important; text-align: justify !important;"> <div style="font-family: Helvetica, Arial, sans-serif !important; font-size: 14px !important; color: #000 !important; line-height: 1.6 !important; text-align: justify !important;"><!-- INTRO --> <p style="margin: 0 0 12px 0; text-align: justify !important;"><strong>International Journal of Advance Research in Mathematics Education (IJARME)</strong> is a peer-reviewed open-access journal published by <strong>Papanda Publisher</strong>. IJARME provides an international forum for disseminating theoretical developments, empirical findings, and innovative scholarly contributions in mathematics education. The journal is committed to academic rigor, ethical standards, and advancing global research in teaching, learning, assessment, curriculum, and educational policy related to mathematics education.</p> <p style="margin: 0 0 12px 0; text-align: justify !important;">IJARME welcomes high-quality manuscripts addressing methodological, pedagogical/didactical, psychological, technological, socio-cultural, and policy-related dimensions of mathematics education. Submissions employing quantitative, qualitative, mixed-methods, design-based research, experimental studies, and theoretical analyses are considered, provided they contribute substantially to the development of theory, research methodology, or educational practice.</p> <p style="margin: 0 0 12px 0; text-align: justify !important;">All manuscripts undergo an initial editorial screening and are subsequently evaluated by at least two independent reviewers under a double-blind peer review system. Articles are assessed for originality, methodological soundness, theoretical relevance, and clarity of scholarly communication.</p> <p style="margin: 0 0 16px 0; text-align: justify !important;">IJARME publishes two issues per year (June and December). Authors must follow the journal’s manuscript template and submission guidelines. Manuscripts that do not meet the formatting or language requirements will be returned to authors prior to the review process.</p> <hr style="border: 0; border-top: 1px solid #c4d4d4; margin: 20px 0;" /><!-- JOURNAL INFORMATION TABLE --> <table style="width: 100%; border-collapse: collapse; background: #f4fafa; font-family: Helvetica, Arial, sans-serif !important; font-size: 14px !important; text-align: justify !important;" cellspacing="0" cellpadding="8"> <tbody> <tr> <td style="font-weight: bold; width: 28%; text-align: justify !important;">Name of Journal</td> <td style="text-align: justify !important;">International Journal of Advanced Research in Mathematics Education</td> </tr> <tr style="background: #e8f3f3;"> <td style="font-weight: bold; text-align: justify !important;">Initials</td> <td style="text-align: justify !important;">IJR</td> </tr> <tr> <td style="font-weight: bold; text-align: justify !important;">Abbreviation</td> <td style="text-align: justify !important;">IJARME</td> </tr> <tr style="background: #e8f3f3;"> <td style="font-weight: bold; text-align: justify !important;">Issued</td> <td style="text-align: justify !important;">Twice every year (June and December)</td> </tr> <tr> <td style="font-weight: bold; text-align: justify !important;">DOI Prefix</td> <td style="text-align: justify !important;">10.56916</td> </tr> <tr style="background: #e8f3f3;"> <td style="font-weight: bold; text-align: justify !important;">ISSN (Electronic)</td> <td style="text-align: justify !important;">3025-616X</td> </tr> <tr> <td style="font-weight: bold; text-align: justify !important;">Editor-in-Chief</td> <td style="text-align: justify !important;">Mohamad Gilar Jatisunda</td> </tr> <tr style="background: #e8f3f3;"> <td style="font-weight: bold; text-align: justify !important;">Publisher</td> <td style="text-align: justify !important;"><a style="color: #0d6f6f; text-decoration: none;" href="https://papanda.org/" target="_blank" rel="noopener">Papanda Publisher</a></td> </tr> <tr> <td style="font-weight: bold; text-align: justify !important;">Citation Analysis</td> <td style="text-align: justify !important;">DOAJ | SINTA | Google Scholar | MAS | Scopus</td> </tr> <tr style="background: #e8f3f3;"> <td style="font-weight: bold; text-align: justify !important;">Focus &amp; Scope</td> <td style="text-align: justify !important;">Mathematical cognition, didactics of mathematics, instructional design, teacher education, STEM education, technology-enhanced learning, mathematical reasoning and problem solving, assessment and evaluation, socio-cultural perspectives, curriculum innovation, and research methodologies in mathematics education.</td> </tr> </tbody> </table> <!-- EDITORIAL TIMELINE --> <section style="margin-top: 20px; color: #0d2e2e; text-align: justify !important;"> <h3 style="margin: 10px 0; font-size: 16px; color: #0d6f6f; font-weight: bold; text-align: justify !important;">Editorial Review Timeline</h3> <p style="margin: 0 0 12px 0; text-align: justify !important;">All manuscripts submitted to IJARME undergo initial editorial screening followed by a double-blind peer review. The timeline below shows typical durations for each stage; actual durations may vary depending on reviewer availability and revision needs.</p> <div style="overflow-x: auto; margin: 10px 0; text-align: justify !important;"> <table style="width: 100%; min-width: 340px; border-collapse: collapse; font-family: Helvetica, Arial, sans-serif !important; text-align: center;"> <thead> <tr style="background: #1f2f2f; color: #ffffff; text-align: center;"> <th style="padding: 10px; border: 1px solid #d0dcdc; text-align: center;">Initial decision</th> <th style="padding: 10px; border: 1px solid #d0dcdc; text-align: center;">Peer review</th> <th style="padding: 10px; border: 1px solid #d0dcdc; text-align: center;">Copyediting &amp; publication</th> </tr> </thead> <tbody> <tr style="background: #eff9f9; text-align: center;"> <td style="padding: 12px; border: 1px solid #d0e4e4;">2–4 weeks</td> <td style="padding: 12px; border: 1px solid #d0e4e4;">8–12 weeks</td> <td style="padding: 12px; border: 1px solid #d0e4e4;">2–3 weeks</td> </tr> </tbody> </table> </div> <h4 style="margin: 14px 0 6px 0; font-size: 14px; color: #0d2e2e; text-align: justify !important;">Before submission</h4> <p style="margin: 0 0 10px 0; text-align: justify !important;">Authors must prepare manuscripts using the official <strong>IJARME</strong> template and comply with the Author Guidelines. Manuscripts must be written in clear academic English and carefully proofread. Submissions that do not meet the journal’s formatting or language standards will be returned prior to the review process.</p> <p style="margin: 0 0 8px 0; text-align: justify !important;"><strong>Notes:</strong></p> <ul style="margin: 6px 0 0 18px; text-align: justify !important;"> <li style="margin-bottom: 6px;">Initial decision = desk rejection or send to review (based on scope, originality, and basic quality).</li> <li style="margin-bottom: 6px;">Peer review = evaluation by at least two reviewers under a double-blind system; revisions may be required.</li> <li style="margin-bottom: 6px;">Copyediting &amp; publication = final editing, proofreading, metadata preparation, and online publication.</li> </ul> </section> </div> </div> https://ejournal.papanda.org/index.php/ijarme/article/view/3033 2025-11-29T13:37:27+07:00 Dexter Aligaya dexter.aligaya@g.msuiit.edu.ph Douglas Salazar douglas.salazar@g.msuiit.edu.ph

<p>The primary objective of this action research was to assess the efficacy of the Think-Pair-Share Plus (TPS+) strategy in enhancing Grade 7 mathematics engagement and achievement, particularly regarding unit conversion and volume calculations. Utilizing a one-group pretest-posttest design, the study involved 20 learners from Sapa Anding Agricultural Vocational Technical School. Quantitative analysis demonstrated a substantial and statistically significant increase in both academic performance and learner engagement levels following the intervention. Thematic analysis of student feedback highlighted that while the collaborative framework fostered conceptual clarity and enjoyment, some participants experienced difficulty with verbal articulation during the sharing phase. These findings suggest that integrating structured peer feedback into cooperative learning significantly bolsters mathematical competence. Ultimately, the study advocates for the broader implementation of TPS+, accompanied by targeted scaffolding, to effectively bridge gaps in student communication and conceptual mastery</p>

2025-12-26T00:00:00+07:00 Copyright (c) 2025 Dexter Aligaya, Douglas Salazar