JMCI is a peer-reviewed scholarly journal dedicated to advancing theoretically grounded and evidence-based research at the intersection of mathematical cognition and instructional practice. The journal explores how learners construct mathematical understanding through reasoning, representation, interaction, and instructional mediation across diverse educational contexts.

JMCI welcomes empirical studies, theoretical analyses, instructional design research, and interdisciplinary scholarship drawing from mathematics education, cognitive science, educational psychology, and learning sciences. The journal particularly encourages contributions addressing mathematical reasoning, cognitive diversity, technology-enhanced learning, inclusive mathematics education, and innovative instructional environments that support meaningful mathematical engagement.