Editorial for Volume 16
Tatsuya Mizoguchi
Editor-in-Chief of the Hiroshima Journal of Mathematics Education,
Japan Academic Society of Mathematics Education
Domestic and international conferences have gradually reverted to face-to-face mode. Again, we enjoy thepleasure of meeting the faces that we used to encounter on a screen. Discussions in each community naturally
produce positive research outcomes. In many fields, the number of papers submitted has increased. We lookforward to your contribution to the Hiroshima Journal of Mathematics Education (HJME).
As each journal has its own peer review system, HJME operates on the system shown in Figure 1 (the actualprocess is more complex, but the necessary procedures for authors are simplified).

Figure 1. HJME peer review system

Along with peer review systems, the type of peer review is often discussed. This journal currently employs
a double-blind peer review process. Each type of review has its own advantages and disadvantages. In
general, double-blind peer review prevents any type of bias or mutual pressure. Not knowing the author’s
background emphasizes the content of the paper rather than the assessment of the individual; whereas,excluding knowledge of the context of the research topic makes it difficult to obtain the necessary information
to peer review.

The Special Issue of this volume has been peer-reviewed independently of the journal. An open-review
design was adopted. Open-review is considered to ensure transparency in the review process and make thetension for reviewers, while simultaneously maintaining authors’ satisfaction and restraining negative
criticism. In recent peer reviews of applications for presentations at international conferences, the open-type
has often been adopted. This creates a community around the research topic and enriches discussions during
conferences. Peer review systems and review types are important issues at the heart of journal operations. At
every opportunity in the future, we, the editorial team, would like to have the courage to be proactive inmaking improvements.
In addition, because HJME is an online journal, the editorial team discussed copyrights. Consequently, we
decided on a Creative Commons [CC BY] licence, starting with Volume 16 to maintain alignment with otherinternational mathematics education journals. We thank the authors whose contributions appear in Volume
16 for their agreement in this regard.
Volume 16 features one contributing paper and five Special Issue papers. The contribution by Louise MeierCarlsen analyses activities related to pupils’ study of equations using CAS with praxeology from theanthropological theory of the didactic. It draws the interesting conclusion that students learn to use equations
not only as tools but also as objects, and that this has a positive effect on technology and theory, that is, thelogos part of praxeology.
The introduction of Special Issue papers will be in the Editorial for Special Issue by the guest editors. TheHJME editorial team would like to thank Angelika Bikner-Ahsbahs, Ivy Kidron, Yusuke Shinno and Takeshi
Miyakawa for their great contributions as guest editors.
Finally, as I repeat the same thing every time, please note that HJME is published annually. The acceptedpapers are published online before the publication of the next volume. Submissions are accepted at any time.
We look forward to receiving your contributions.