Academic Journal
Q1Educational Studies in Mathematics
About Educational Studies in Mathematics
About Educational Studies in Mathematics
Educational Studies in Mathematics is a peer-reviewed scholarly journal published by Springer Netherlands (Netherlands). It focuses on Q1. Publication coverage spans 1968-2026.
Key indicators: ISSN 1573-0816, 0013-1954; H-index 97.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (97): Strong citation impact — 97 articles cited at least 97 times each, reflecting solid influence.
Publishing in Educational Studies in Mathematics
An established venue in its field. The journal welcomes solid, well-executed research. Ensure your manuscript fits the stated scope and follows author guidelines carefully.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Educational Studies in Mathematics?
1573-0816, 0013-1954.
Who publishes Educational Studies in Mathematics?
Springer Netherlands.
What are Educational Studies in Mathematics's metrics?
H-index 97.
Is Educational Studies in Mathematics peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Source-backed journal facts
Topics in published research
Mathematics Education and Teaching Techniques; Cognitive and developmental aspects of mathematical skills; Innovative Teaching and Learning Methods; Statistics Education and Methodologies; History and Theory of Mathematics; Education and Technology Integration.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
3,390.00 USD; 2,790.00 EUR; 2,490.00 GBP
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
The interplay of natural number bias and mathematics state anxiety: evidence from two replication studies
Konstantinos P. Christou, Hilma Halme, Wim Van Dooren, Jo Van Hoof et al.
2026-10-13 · DOI: 10.1007/s10649-026-10570-wIs that problem motivating for school students? A conceptual replication study about pre-service teachers’ diagnostic competence
Irene Ferrando, Carlos Segura, César Gallart
2026-10-08 · DOI: 10.1007/s10649-026-10571-9The emergence of rational behaviour in the proving process: towards Inside-Out 2
Giovannina Albano, Cristina Coppola, Angela Donatiello
2026-10-07 · DOI: 10.1007/s10649-026-10559-5The effectiveness of visualizations on students’ learning achievement in mathematics education: a meta-analysis
Minsi Wang, Yuting Peng, Yongbin Hu, Huifen Zhang et al.
2026-10-06 · DOI: 10.1007/s10649-026-10564-8Rethinking epistemic authority in mathematics education
Siv Ingrid Nordkild, Inger Lise Johannessen
2026-10-06 · DOI: 10.1007/s10649-026-10568-4Mathematicians’ views on school-related content knowledge in university teacher education: a starting point for curricular change
Birke-Johanna Weber, Daniel Sommerhoff, Aiso Heinze, Anika Dreher et al.
2026-10-05 · DOI: 10.1007/s10649-026-10561-xFrom global to nearby: rethinking critical mathematics education through a self-study in China
Chi Zhang
2026-09-30 · DOI: 10.1007/s10649-026-10566-6Logical consistency in undergraduate students’ evaluation of mathematical statements and arguments: quantitative relationships with proof competency and instructional experience
Kyeong Hah Roh, Yong Hah Lee, Kathleen Melhuish, Christine K. Austin et al.
2026-09-29 · DOI: 10.1007/s10649-026-10565-7Re-examining fractions from a measuring perspective: preservice teachers’ performance across fraction types and representations
Arthur B. Powell, Muteb M. Alqahtani
2026-09-29 · DOI: 10.1007/s10649-026-10563-9Inverse functions through the lens of mathematizing
Konstantin Guryev, Rina Zazkis
2026-09-26 · DOI: 10.1007/s10649-026-10562-wLearning through uncertainty: opportunities for teacher growth in inquiry-based mathematics instruction
Tuval Avishai, Alik Palatnik, Yifat Ben-David Kolikant
2026-09-25 · DOI: 10.1007/s10649-026-10560-yNested syntheses: a complexity-informed approach to incommensurability in mathematics education
Brent Davis, Einat Heyd-Metzuyanim
2026-09-24 · DOI: 10.1007/s10649-026-10553-xInvestigating students’ opportunities to learn procedural flexibility: a comparative study of mathematics textbooks between the USA and China
Sicheng Xie, Lianghuo Fan, Qiuyu Chen, Jon R. Star et al.
2026-09-23 · DOI: 10.1007/s10649-026-10558-6Developing a formative assessment framework for supporting students’ reasoning during problem solving
Anna Ida Säfström, Björn Palmberg, Johan Lithner, Catarina Andersson et al.
2026-09-17 · DOI: 10.1007/s10649-026-10556-8Analysing geographical locality in research on gender and students’ socio-emotional relationships with school mathematics: a scoping review
Laura Black, Kate O’Brien, Diane Harris, Tee McCaldin et al.
2026-09-10 · DOI: 10.1007/s10649-026-10551-zTranslanguaging as a pedagogical approach in primary mathematics classrooms: a systematic review
Hanneke Baart, Jantien Smit, Arthur Bakker, Elma Blom et al.
2026-09-10 · DOI: 10.1007/s10649-026-10552-yAsymptotes in mathematics and mathematics education—one line, multiple notions, and many discourses
Ana Katalenić, Aleksandra Čižmešija, Željka Milin Šipuš
2026-09-07 · DOI: 10.1007/s10649-026-10550-0Making listening visible: listening as an embodied dimension of mathematics teacher noticing
Elizabeth Metts, Ben Rydal Shapiro
2026-09-01 · DOI: 10.1007/s10649-026-10555-9APOS-SRR approach: a result of the networking of theories between APOS Theory and semiotic representation registers
José David Morante-Rodríguez, Lidia Aurora Hernández-Rebollar, María Trigueros-Gaisman
2026-08-29 · DOI: 10.1007/s10649-026-10549-7Book Review: When machines begin to reason. Dragana Martinovic and Marcel Danesi (Eds.) (2025) Mathematics and education in an AI era: cognitive science, technological, and semiotic perspectives
Yaming Shang, Da Dong
2026-08-26 · DOI: 10.1007/s10649-026-10557-7Reviews
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Version History
October 9, 2026 at 7:09 pm
September 25, 2026