| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 643 | 11 | 16 | 8 |
The primary areas of discussion in the journal are Mathematics education, Pedagogy, Teaching method, Mathematics instruction and Curriculum. Research on Mathematics education addressed in Mathematics Education Research Journal frequently intersections with the field of Context (language use). The Pedagogy study presented in it encompasses related topics like Professional development and Teacher education and also examines its connection to subjects such as Class (computer programming).
In particular, the Professional development works presented emphasize discussions on Faculty development. Core-Plus Mathematics Project and Everyday Mathematics are among the concentrations of Connected Mathematics that garnered much attention in it. Mathematics Education Research Journal connects the study in Reform mathematics with the closely related area of Philosophy of mathematics education.
The published articles mainly deal with areas of study such as Mathematics education, Pedagogy, Teaching method, Mathematics instruction and Connected Mathematics. The journal articles address concerns in the field of Mathematics education by exploring it in line with topics in Curriculum which intersect with Student engagement subjects. While Pedagogy is the focus of the most cited papers, it also provides insights into the studies of Perspective (graphical), Focus group and Interpretation (philosophy).
Mathematics Education Research Journal aims to foster the development of research in Mathematics education, Context (language use), Curriculum, Thematic analysis and Perspective (graphical). Most of the works presented in Mathematics Education Research Journal deals with Mathematics education but it intersects with the subject of Field (Bourdieu). The concepts on Context (language use) presented in Mathematics Education Research Journal can also apply to other research fields, including Learning sciences, Constructivist teaching methods, Learning design and Mathematical literacy.
While Mathematics Education Research Journal focused on Curriculum, it was also able to explore topics like Test (assessment), Discipline, Game of chance and Quality (business). Topics in Perspective (graphical) were tackled in line with various other fields like Consistency (negotiation), Ontology, DUAL (cognitive architecture), Proportional reasoning and Trigonometry. Peer learning research are fields of study within Pedagogy but they also intertwine with concepts in Plan (drawing).
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Mathematics Education Research Journal (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Mathematics Education Research Journal (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 7.35% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 26.98% were posted by at least one author from the top 10 institutions publishing in the journal. Another 11.11% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 11.11% of all publications and 50.79% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
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Joanne Mulligan;Geoff Woolcott;Michael Mitchelmore;Susan Busatto
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(2020)Jennifer Cribbs;Zahra Hazari;Gerhard Sonnert;Philip M. Sadler
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