• Realistic Mathematics Education (RME)
  This approach emphasizes the use of real-world contexts and situations to make mathematical concepts more meaningful and relevant to students. RME seeks to bridge the gap between abstract mathematics and practical applications, fostering deeper understanding.
  Recommended references: Hans Freudenthal (founder of RME), Paul Cobb, and Marja van den Heuvel-Panhuizen who have contributed significantly to the development of this approach.

• Design Research in Mathematics Education
  This field involves iterative research processes aimed at designing and refining educational interventions, tools, and strategies in mathematics education. The goal is to create effective, evidence-based methods for teaching and learning mathematics.
  Recommended references: Jan van den Akker, Koeno Gravemeijer, and Arthur Bakker who are key figures in the development of design research methodologies.

• PISA Task
  This refers to research related to the Programme for International Student Assessment (PISA) tasks, which assess students' ability to apply mathematical knowledge to solve real-life problems. Studies in this area often focus on developing and analyzing tasks that reflect the competencies evaluated in PISA.
  Recommended references: Andreas Schleicher (head of PISA development), Jan de Lange, and Ray Adams, who have contributed to the PISA framework and its implementation.

• ICT in Mathematics Education
  This area explores the integration of Information and Communication Technology (ICT) in mathematics education, focusing on how digital tools, software, and platforms can enhance learning experiences, facilitate understanding, and promote engagement with mathematical concepts.
  Recommended references: Celia Hoyles and Richard Noss, both of whom have extensively studied the role of ICT in mathematics learning and teaching.

• High Order Thinking Skills (HOTS)
  Research under this theme investigates the development of students' higher-order thinking skills, such as analysis, evaluation, and synthesis, through mathematics education. It emphasizes instructional strategies that go beyond basic memorization and understanding to foster critical and creative thinking.
  Recommended references: Benjamin Bloom (creator of Bloom’s Taxonomy) and Lauren Resnick, who have both contributed to the understanding and development of higher-order thinking in education.

• Affective in Mathematics Education
  This scope focuses on the affective domain in mathematics education, including emotions, attitudes, motivations, and values. Studies in this area examine how these affective factors influence students' engagement, achievement, and overall experiences in learning mathematics.
  Recommended references: Reinhard Pekrun and Peter Grootenboer, who have made significant contributions to the study of emotions and attitudes in mathematics education.

• Ethnomathematics
  This field studies the relationship between mathematics and culture, exploring how mathematical practices are embedded in various cultural contexts. Research in ethnomathematics often seeks to integrate cultural perspectives into the teaching of mathematics, promoting diversity and inclusivity in education.
  Recommended references: Ubiratan D’Ambrosio (founder of ethnomathematics) and Paulus Gerdes, who have conducted pioneering research in this field. Also Marcia Ascher.

Through these focus areas, Edumatika aims to contribute to the academic discourse and practice of mathematics education, fostering innovation and improvement in the field.