Call for Papers - Kognitif: Jurnal Riset HOTS Pendidikan Matematika

2026-10-26

We are pleased to invite you to submit your manuscript to Kognitif: Jurnal Riset HOTS Pendidikan Matematika (Kognitif: Journal of HOTS Mathematics Education Research) (https://etdci.org/journal/kognitif/index), an open-access and peer-reviewed journal dedicated to publishing high-quality research that advances understanding of how higher-order mathematical thinking is developed, enacted, supported, and assessed.

At present, we are seeking contributions from international authors as part of our efforts to enhance the journal’s quality and visibility in the global academic community. Your expertise and scholarly work in the field would be a valuable addition to our publication, and we sincerely invite you to contribute a manuscript to our upcoming issue.

The journal welcomes empirical, theoretical, methodological, and design-oriented contributions, as well as rigorous research syntheses. Studies may address learners, prospective and practicing teachers, and mathematics teacher educators across educational levels and in formal or informal learning settings. Contributions should be theoretically informed, methodologically rigorous, and explicit about their relevance to mathematics education and Higher-Order Thinking Skills (HOTS).

The journal’s interrelated areas of interest include:

  1. Mathematical Thinking, Cognition, and Metacognition – mathematical reasoning, argumentation and proof, critical and creative thinking, problem posing and solving, mathematical connections, communication, multiple representations, mathematical modelling, statistical reasoning, data literacy, computational thinking, metacognitive regulation, misconceptions, learning obstacles, cognitive biases, and affective or motivational factors related to higher-order mathematical thinking.

  2. Contextual and Realistic Mathematics Education – meaningful contexts and realistic approaches that support mathematization, modelling, conceptual development, and higher-order mathematical thinking, including studies grounded in Realistic Mathematics Education.

  3. Ethnomathematics and Culturally Responsive Mathematics Education – relationships among mathematical ideas, cultural practices, community knowledge, language, and mathematics education, with substantive educational contributions.

  4. Digital Technologies and Artificial Intelligence in Mathematics Education – dynamic mathematical environments, simulations, immersive technologies, generative AI, intelligent tutoring, adaptive learning, learning analytics, human–AI interaction, evaluation of AI-generated mathematical arguments, feedback and scaffolding, and ethical implications of technology use.

  5. Assessment of Higher-Order Mathematical Thinking – design, use, and evaluation of tasks, instruments, rubrics, and assessment practices, including diagnostic, formative, authentic, and technology-supported assessment, as well as validity, reliability, and fairness evidence.

  6. Design Research and Instructional Innovation – design, development, refinement, and evaluation of mathematical tasks, learning trajectories, teaching approaches, educational resources, and learning environments intended to support higher-order thinking, including design-based research, educational design research, and development or validation studies.

  7. Mathematics Teacher Learning and Professional Development – how prospective and practicing teachers learn to recognise, interpret, support, and assess higher-order mathematical thinking, including teacher noticing, pedagogical content knowledge, cognitively demanding tasks, classroom discourse, questioning, scaffolding, and professional learning in culturally diverse or technology-rich settings.

We encourage submissions that offer comprehensive analysis and contribute meaningfully to the field.

Submission Details:

Submit your manuscript through: https://etdci.org/journal/kognitif/index

Author guidelines: https://etdci.org/journal/kognitif/Guidline

If you have any questions or need further information, please feel free to reach out. We greatly look forward to your submission and hope to collaborate with you in promoting high-quality research in mathematics education