Numeracy and Pedagogical Studies in Primary Education (NPPE) focuses on publishing scholarly works that advance research, theory, and practice in mathematics education and numeracy learning at the primary level. The journal serves as a forum for educators, researchers, and practitioners to share innovative ideas and evidence-based practices that improve students’ understanding, reasoning, and problem-solving abilities in mathematics.

The journal welcomes research articles, case studies, and theoretical papers related to:

• Development of numeracy competencies and mathematical thinking in primary education;
• Innovative teaching models, learning media, and digital pedagogies in mathematics;
• Curriculum design, assessment, and evaluation in elementary mathematics learning;
• Integration of local wisdom, cultural contexts, and real-life applications in mathematics instruction;
• Teacher professional development, reflective practices, and pedagogical content knowledge (PCK);
• Cognitive, affective, and socio-cultural aspects influencing numeracy learning outcomes.

Through these areas, NPPE seeks to promote transformative, inclusive, and contextually grounded mathematics education that nurtures critical thinking, creativity, and character formation among young learners.