Journal of Elementary Mathematics Education (JEME) is an international, open-access, double-blind peer-reviewed journal dedicated to advancing research, practice, and policy in early and primary mathematics education.

The journal aims to provide an academic platform for researchers, educators, and curriculum developers to share innovative, high-quality studies. JEME welcomes empirical research, design studies, systematic literature reviews, meta-analyses, and classroom-based action research that contribute to a deeper understanding of early numeracy, mathematical thinking, and pedagogical practices.

Key areas of focus include:

• Early number sense, foundational mathematics, and numeracy development in early childhood and primary education

• Innovative instructional strategies, play-based learning, problem-based learning, and technology-enhanced environments

• Curriculum design, mathematics assessment, diagnostic tools, and addressing learning difficulties (e.g., dyscalculia, math anxiety)

• Teacher education, professional development, and pedagogical content knowledge (PCK)

• Cognitive and affective dimensions of mathematics learning

• Ethnomathematics, culturally responsive teaching, and the integration of local wisdom and Islamic perspectives

JEME is published three times per year (February, June, October) and accepts manuscripts in English. The journal is committed to upholding high academic standards and ethical publishing practices through a rigorous double-blind peer-review process.