Eurasia Journal of Mathematics, Science and Technology Education

• Alrwaished, N. (2024). Mathematics pre-service teachers’ preparation program for designing STEM based lesson plan: Enhanced skills and challenges. Cogent Education, 11(1), Article 2320467. https://doi.org/10.1080/2331186X.2024.2320467
• Angeli, C., & Giannakos, M. (2019). Computational thinking education: Issues and challenges. Computers in Human Behavior, 105, Article 106185. https://doi.org/10.1016/J.CHB.2019.106185
• Bardin, L. (2016). Análise de conteúdo [Content analysis]. Edições 70.
• Beckmann, T., & Ehmke, T. (2023). Informal and formal lesson planning in school internships: Practices among pre-service teachers. Teaching and Teacher Education, 132, Article 104249. https://doi.org/10.1016/j.tate.2023.104249
• Canavarro, A., Oliveira, H., & Menezes, L. (2012). Práticas de ensino exploratório da matemática: O caso de Célia [Exploratory teaching practices in mathematics: The case of Celia]. Investigação em Educação Matemática, 2012, 255-266.
• Candeias, A., Felix, A., Dumitrache, A., Almăşan, B., Gencel, I., Zadworna, M., Kossakowska, K., Sakellariou, A., Sakellariou, M., Sahin, C., & Taskin, C. (2025). Enhancing socio-emotional learning and mental health through computational thinking: A cross-cultural analysis of the COMPUSEL programme. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1480731
• Carvalho, J., Couceiro, T., Gomes, T., Rodrigues, R. N., Sacramento, J., Pereira, R., Freitas, Y., Costa, C., & Martins, F. (2024). Desenvolver o pensamento computacional através do ensino exploratório numa aula de matemática do 4. O ano de escolaridade [Developing computational thinking through exploratory teaching in a 4th-grade math class]. DEDiCA Revista de Educação e Humanidades, 22, 259-292. https://doi.org/10.30827/dreh.22.2024.30107
• Chaabi, H., Azmani, A., & Dodero, J. (2025). Bridging computational thinking research and practice of pre-service and in-service teachers. Humanities and Social Sciences Communications, 12, Article 666. https://doi.org/10.1057/s41599-025-04895-9
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
• Copur-Gencturk, Y., & Li, J. (2023). Teaching matters: A longitudinal study of mathematics teachers’ knowledge growth. Teaching and Teacher Education, 121, Article 103949. https://doi.org/10.1016/j.tate.2022.103949
• Drot-Delange, B., Parriaux, G., & Reffay, C. (2021). Futurs enseignants de l’école primaire: Connaissances des stratégies d’enseignement, curriculaires et disciplinaires pour l’enseignement de la programmation [Future primary school teachers: Knowledge of teaching strategies, curricular and disciplinary approaches for teaching programming]. Recherches en Didactiques des Sciences et des Technologies, 23, 55-76. https://doi.org/10.4000/RDST.3685
• Duarte, N., Ponte, J., & Faria, F. (2025). Introducing exploratory teaching in preservice teacher education through lesson study. Education Sciences, 15(3), Article 315. https://doi.org/10.3390/educsci15030315
• Duarte, N., Ponte, J., & Pinto, H. (2024). Estudo de aula como promotor do desenvolvimento do conhecimento de futuros professores sobre preparação de aulas [Lesson study as a promoter of the development of future teachers’ knowledge about lesson preparation]. Avances de Investigación en Educación Matemática, 26, 21-39. https://doi.org/10.35763/aiem26.5428
• Espinal, A., Vieira, C., & Magana, A. (2024). Professional development in computational thinking: A systematic literature review. ACM Transactions on Computing Education, 24(2), Article 27. https://doi.org/10.1145/3648477
• Ferreira, N., & Ponte, J. (2017). O conhecimento para ensinar matemática na prática letiva de uma futura professora do 2o ciclo: O conceito de percentage [Knowledge needed to teach mathematics in the practical teaching of a future middle school teacher: The concept of percentage]. In GTI (Ed.), A prática dos professores: Planificação e discussão coletiva na sala de aula (pp. 197-222). APM.
• Fonseca, G., & Ponte, J. (2025). Building didactic knowledge from reflection in lesson studies. International Journal for Lesson & Learning Studies, 14(1), 14-26. https://doi.org/10.1108/IJLLS-08-2024-0188
• Freitas, Y., Abbasi, M., Brito-Costa, S., Pinto, R., Rato, V., & Martins, F. (2024). Exploratory teaching: Integrating applet to teach arithmetic multiplication operation. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), Article em2546. https://doi.org/10.29333/ejmste/15666
• Freitas, Y., Guiomar, B., Gonçalves, S., Pinto, R., Pinto, E., Rato, V., & Martins, F. (2025a). Using serious games with exploratory teaching to develop mental arithmetic in primary education. Educational Process: International Journal, 15, Article e2025151. https://doi.org/10.22521/edupij.2025.15.151
• Freitas, Y., Martins, F., Moral-Sánchez, S., & Ruiz-Rey, F. (2025b). Actions of a trainee teacher in orchestrating mathematical discussions. Educational Process: International Journal, 14, Article e2025038. https://doi.org/10.22521/edupij.2025.14.38
• Gómez-Muñoz, M. P., Rodríguez-Nieto, C. A., Pimienta Acosta, A., & Breda, A. (2025). Colombian pre-service mathematics teachers’ knowledge and didactic suitability in the context of the measurement. Eurasia Journal of Mathematics, Science and Technology Education, 21(2), Article em2573. https://doi.org/10.29333/ejmste/15912
• Haşlaman, T., Mumcu, F., & Uslu, N. (2024). Fostering computational thinking through digital storytelling: A distinctive approach to promoting computational thinking skills of pre-service teachers. Education and Information Technologies, 29, 1821-1847. https://doi.org/10.1007/s10639-024-12583-5
• Henriques, A., & Martins, M. (2022). Mathematical reasoning in linear systems learning: A higher education exploratory teaching experiment with prospective teachers. Avances de Investigación en Educación Matemática, 21, 65-85. https://doi.org/10.35763/aiem21.4238
• Hlaela, N., & Jita, L. C. (2025). Comparing pedagogical content knowledge on-action and in-action in physics teaching in Lesotho secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), Article em2649. https://doi.org/10.29333/ejmste/16509
• Hourigan, M., & Leavy, A. (2019). Learning from teaching: Pre-service primary teachers’ perceived learning from engaging in formal lesson study. Irish Educational Studies, 38(3), 283-308. https://doi.org/10.1080/03323315.2019.1613252
• Jesus, C., Cyrino, M., & Oliveira, H. (2020). Mathematics teachers’ learning on exploratory teaching: Analysis of a multimedia case in a community of practice. Acta Scientiae, 22(1), 112-133. https://doi.org/10.17648/acta.scientiae.5566
• Jesus, V. (2022). Conhecimento didático de futuros professores a partir de uma narração multimodal [Didactic knowledge of future teachers through multimodal narration] [Master’s thesis, Instituto Politécnico de Coimbra].
• Kajtazi, E. (2025). The role of the leader in the adaptation of novice teachers in the teaching process in primary schools. Turkish International Journal of Special Education and Guidance & Counselling, 14(1), 62-84.
• Karalar, H., & Aslan Altan, B. (2018). New technologies in microteaching: Is it possible for Web 2.0 tools to affect prospective teachers’ web pedagogical content knowledge and teacher self-efficacy? International Online Journal of Education and Teaching, 5(3), 535-551.
• Kuckartz, U., & Rädiker, S. (2019). Introduction: Analyzing qualitative data with software. In Analyzing qualitative data with MAXQDA (pp. 1-11). Springer. https://doi.org/10.1007/978-3-030-15671-8_1
• Lopes, J., Silva, A., Cravino, J., Santos, C., Cunha, A., Pinto, A., Silva, A., Viegas, C., Saraiva, E., & Branco, M. (2014). Constructing and using multimodal narratives to research in science education: Contributions based on practical classroom. Research in Science Education, 44(3), 415-438. https://doi.org/10.1007/s11165-013-9381-y
• Lopes, J., Viegas, C., & Pinto, A. (2018). Melhorar práticas de ensino de ciências e tecnologia– registar e investigar com narrações multimodais [Improving science and technology teaching practices–Recording and investigating with multimodal narratives]. Edições Sílabo.
• Macann, V., & Hartnett, M. (2025). Exploring the influence of self-efficacy beliefs on computational thinking instruction. Journal of Technology and Teacher Education, 33(1), 37-66. https://doi.org/10.70725/055215qudqwf
• Martins, M., Ponte, J., & Mata-Pereira, J. (2024). O desenvolvimento do conhecimento didático de futuros professores: O estudo de aula como processo formativo integrado na formação inicial [Developing the teaching knowledge of future teachers: Lesson study as an integrated formative process in initial teacher training]. PNA. Revista de Investigación en Didáctica de la Matemática, 18(2), 105-130. https://doi.org/10.30827/pna.v18i2.27258
• Ministério da Educação. (2021). Aprendizagens essenciais de matemática [Essential math learnings]. Ministério da Educação.
• Njiku, J. (2025). Pre-service teachers manifested mathematics pedagogical content knowledge: The role of the teaching practicum. Pedagogical Research, 10(1), Article em0229. https://doi.org/10.29333/pr/15647
• Oliveira, H., Menezes, L., & Canavarro, A. (2013). Conceptualizando o ensino exploratório da matemática: Contributos da prática de uma professora do 3.o ciclo para a elaboração de um quadro de referência [Conceptualizing exploratory mathematics teaching: Contributions from a 3rd cycle teacher’s practice to the development of a framework]. Quadrante, XXII(2), 29-53.
• Palop, B., Díaz, I., Rodríguez-Muñiz, L., & Santaengracia, J. (2025). Redefining computational thinking: A holistic framework and its implications for K-12 education. Education and Information Technologies, 30, 13385-13410. https://doi.org/10.1007/s10639-024-13297-4
• Pewkam, W., & Chamrat, S. (2022). Pre-service teacher training program of STEM-based activities in computing science to develop computational thinking. Informatics in Education, 21(2), 311-329. https://doi.org/10.15388/infedu.2022.09
• Piedade, J., Pedro, A., & Matos, J. (2018). Cenários de aprendizagem como estratégia de planificação de aulas na formação inicial de professores: O exemplo da área de informática [Learning scenarios as a lesson planning strategy in initial teacher training: The example of computer science]. In Proceedings of the International Congress on ICT and Education (pp. 1833-1851).
• Polat, E., Kadirhan, Z., Hopcan, S., Yildiz Durak, H., & Canbazoglu Bilici, S. (2025). Teaching motivation of in-service teachers, professional identity, and self-efficacy for teaching computational thinking. European Journal of Education, 60(1), Article e12928. https://doi.org/10.1111/ejed.12928
• Ponte, J. (2012). Estudiando el conocimiento y el desarrollo profesional Del profesorado de matemáticas [Studying the knowledge and professional development of mathematics teachers]. In N. Planas (Ed.), Teoria, crítica y prática de la educación matemática (pp. 83-98). Graó.
• Rodrigues, B., & Ponte, J. (2020). Development of didactical knowledge of teachers in statistics: A teacher education experience. Zetetike, 28, Article e020002. https://doi.org/10.20396/zet.v28i0.8656882
• Rodrigues, R. C. (2021). Conhecimento didático de uma educadora estagiária com base numa narração multimodal [Didactic knowledge of a trainee educator based on a multimodal narrative] [Master’s thesis, Instituto Politécnico de Coimbra].
• Rodrigues, R. N., Costa, C., Abbasi, M., Brito-Costa, S., & Martins, F. (2025a). From potential to practice: Training as a promoter of self-efficacy in computational thinking for pre-service primary school teachers. Educational Process International Journal, 17, Article e2025346. https://doi.org/10.22521/edupij.2025.17.346
• Rodrigues, R. N., Costa, C., Abbasi, M., Martins, F., & Brito-Costa, S. (2025b). Self-efficacy in computational thinking: Preliminary analysis of pre-service teachers’ perception through a Portuguese tool. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), Article em2647. https://doi.org/10.29333/ejmste/16507
• Rodrigues, R. N., Costa, C., Brito-Costa, S., Abbasi, M., & Martins, F. (2025c). Impact of a training program on developing computational thinking in pre-service primary school teachers: From theory to practice. Educational Process: International Journal, 14, Article e2025037. https://doi.org/10.22521/edupij.2025.14.37
• Santos, J., Silva, J., & Lavicza, Z. (2025). Preparing math teachers for the future: Analyzing the use of technology in a master’s program. In Proceedings of the 29^th Asian Technology Conference in Mathematics.
• Silva, R., Costa, C., & Martins, F. (2024a). Pre-service teachers’ perceptions towards integrating educational robotics in the primary school. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), Article em2419. https://doi.org/10.29333/ejmste/14356
• Silva, R., Costa, C., Freitas, Y., Martins, F., & Cebrián-de-la-Serna, M. (2024b). Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), Article em2515. https://doi.org/10.29333/ejmste/15199
• Silva, R., Martins, F., Costa, C., Cravino, J., & Lopes, J. B. (2021). Learning scenario to promote comprehension of the meaning of subtraction. Education Sciences, 11(12), Article 757. https://doi.org/10.3390/educsci11120757
• Suryana, D., Yulia, R., & Safrizal. (2021). Model of questioning skill teacher for developing critical thinking skill in early childhood education in West Sumatra, Indonesia. Educational Sciences: Theory and Practice, 21(1), 101-114.
• Tadeu, P., Kaya, D., & Kutluca, T. (2025). Enhancing computational thinking in preservice elementary math teachers through design-based learning. Millenium–Journal of Education, Technologies, and Health, 2(27), Article e40841. https://doi.org/10.29352/mill0227.40841
• Tankiz, E., & Atman Uslu, N. (2023). Preparing pre-service teachers for computational thinking skills and its teaching: A convergent mixed-method study. Technology, Knowledge and Learning, 28(4), 1515-1537. https://doi.org/10.1007/s10758-022-09593-y
• Tariq, R., Aponte Babines, B. M., Ramirez, J., Alvarez-Icaza, I., & Naseer, F. (2025). Computational thinking in STEM education: Current state-of-the-art and future research directions. Frontiers in Computer Science, 6. https://doi.org/10.3389/fcomp.2024.1480404
• Täschner, J., Dicke, T., Reinhold, S., & Holzberger, D. (2025). “Yes, I can!” A systematic review and meta-analysis of intervention studies promoting teacher self-efficacy. Review of Educational Research, 95(1), 3-52. https://doi.org/10.3102/00346543231221499
• Vinci, V. (2025). Digital innovation and internationalisation through etwinning: Reimagining initial teacher education. In Higher education learning methodologies and technologies online (pp. 259-275). https://doi.org/10.1007/978-3-031-93999-0_17
• Viseu, F., Aires, A. P., & Cruz, S. (2025). Using a graphic calculator to promote a preservice teacher’s didactic knowledge of functions. International Journal of Mathematical Education in Science and Technology, 56(8), 1457-1475. https://doi.org/10.1080/0020739X.2025.2492779
• Wing, J. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215
• Yao, Y. (2025). Strategies and practices for cultivating students’ critical thinking in the primary school basic education stage. Edelweiss Applied Science and Technology, 9(4), 451-460. https://doi.org/10.55214/25768484.v9i4.5999
• Yun, M., & Crippen, K. (2025). Computational thinking integration into pre-service science teacher education: A systematic review. Journal of Science Teacher Education, 36(2), 225-254. https://doi.org/10.1080/1046560X.2024.2390758
• Zaragoza, A., Seidel, T., & Hiebert, J. (2024). Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation. European Journal of Teacher Education, 47(1), 120-139. https://doi.org/10.1080/02619768.2021.1996558
• Zaragoza, A., Seidel, T., & Santagata, R. (2023). Lesson analysis and plan template: Scaffolding preservice teachers’ application of professional knowledge to lesson planning. Journal of Curriculum Studies, 55(2), 138-152. https://doi.org/10.1080/00220272.2023.2182650

APA

Rodrigues, R. N., Martins, F., Moral-Sánchez, S.-N., & Costa, C. (2026). Didactic knowledge in mathematics in the integration of computational thinking: Evidence in exploratory teaching practices of pre-service primary school teacher. Eurasia Journal of Mathematics, Science and Technology Education, 22(4), em2803. https://doi.org/10.29333/ejmste/18106

Vancouver

Rodrigues RN, Martins F, Moral-Sánchez SN, Costa C. Didactic knowledge in mathematics in the integration of computational thinking: Evidence in exploratory teaching practices of pre-service primary school teacher. EURASIA J Math Sci Tech Ed. 2026;22(4):em2803. https://doi.org/10.29333/ejmste/18106

AMA

Rodrigues RN, Martins F, Moral-Sánchez SN, Costa C. Didactic knowledge in mathematics in the integration of computational thinking: Evidence in exploratory teaching practices of pre-service primary school teacher. EURASIA J Math Sci Tech Ed. 2026;22(4), em2803. https://doi.org/10.29333/ejmste/18106

Chicago

Rodrigues, Rita Neves, Fernando Martins, Silvia-Natividad Moral-Sánchez, and Cecília Costa. "Didactic knowledge in mathematics in the integration of computational thinking: Evidence in exploratory teaching practices of pre-service primary school teacher". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 4 (2026): em2803. https://doi.org/10.29333/ejmste/18106

Harvard

Rodrigues, R. N., Martins, F., Moral-Sánchez, S.-N., and Costa, C. (2026). Didactic knowledge in mathematics in the integration of computational thinking: Evidence in exploratory teaching practices of pre-service primary school teacher. Eurasia Journal of Mathematics, Science and Technology Education, 22(4), em2803. https://doi.org/10.29333/ejmste/18106

MLA

Rodrigues, Rita Neves et al. "Didactic knowledge in mathematics in the integration of computational thinking: Evidence in exploratory teaching practices of pre-service primary school teacher". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 4, 2026, em2803. https://doi.org/10.29333/ejmste/18106