This is the second edition of the South East Asia Mathematics Education Journal (SEAMEJ) which is an academic journal devoted to publishing a variety of research studies and theoretical papers in the field of mathematics education. SEAMEJ seeks to stimulate discussion at all levels of the mathematics education community. SEAMEJ aims to eventually publish an edition twice a year, in June and December.
SEAMEJ is supported by the Southeast Asian Ministers of Education Organization (SEAMEO), Centre for Quality Improvement of Teachers and Education Personnel (QITEP) in Mathematics situated in Yogyakarta Indonesia. Launched on July 13, 2009, there are now three QITEP SEAMEO Centres for Quality Improvement of Teachers and Education Personnel in Indonesia. One centre is in Mathematics (Yogyakarta), one in Science (Bandung) and one in Languages (English - Jakarta).
The first edition was produced using revised papers from the first International Symposium of QITEP Mathematics in November 2011, where a number of paper presenters were approached to submit their reworked papers to this journal. In this issue we are proud to state, there are papers that have been submitted by researchers from a number of countries.
We hope that trend this will continue and swell as the journal becomes widely read and enable us to meet our aim of two editions in one year.
In this issue we begin with a paper that provides some insights into the mathematics teaching in Shanghai China. The paper describes the struggle of a teacher and tends to concentrate more upon the teaching issues and less upon the research issues. While researchers may not find all the information they would like, nevertheless, as this journal seeks to serve both teachers and researchers, this paper deserves to be widely read. The papers that follow cover a wide range of issues and perspectives and include research into: translating concrete understanding to the abstract by students and how to help teacher achieve this end; a further elaboration of a longitudinal study of Australian transition years and school student engagement; a further elaboration of bibliotherapy with a framework for use with preservice teachers; a report on a professional learning workshop using a computer adaptive assessment program; the implications that brain research has for the teaching and learning of mathematics, and finishing with a study exploring on psychosocial learning environment in Indonesian mathematics classrooms. We are very thankful for this early support.
As this is only the second edition we are still refining our processes and so we wish to apologise if we have made errors or omissions. We welcome feedback and suggestions for improvement, but most of all, we welcome paper contributions.
The Journal seeks articles highlighting empirical as well as theoretical research studies, particularly those that have a perspective wider than local or national interests. All contributions to SEAMEJ will be peer reviewed and we are indebted to those on the International Advisory Panel for their support.
Allan L White