• Berger, M. (2013). Examining mathematical discourse to understand in-service teachers’ mathematical activities. Pythagoras, 34(1), 1-10. https://doi.org/10.4102/pythagoras.v34i1.197
• Blackett, N., & Tall, D. (1991). Gender and the versatile learning of trigonometry using computer software. In F. Furinghetti (Ed.), Proceedings of the Fifteenth Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 144-151). Assisi, Italy: PME.
• Broadbent, J., Panadero, E., & Boud, D. (2018). Implementing summative assessment with a formative flavour: A case study in a large class. Assessment & Evaluation in Higher Education, 43(2), 307-322. https://doi.org/10.1080/02602938.2017.1343455
• Brown, S. A. (2005). The trigonometric connection: Students’ understanding of sine and cosine (Unpublished doctoral thesis). Illinois State University, USA.
• DeJarnette, A. F. (2014). Students’ conceptions of trigonometric functions and positioning practices during pair work with Etoys (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign, Illinois, USA.
• Demir, O. (2012). Students’ concept development and understanding of sine and cosine functions (Unpublished Master’s thesis). University of Amsterdam, Amsterdam, the Netherlands.
• Demir, Ö., & Heck, A. (2013). A new learning trajectory for trigonometric functions. In E. Faggiano & A. Montone (Eds.) Proceedings of the 11th International Conference on Technology in Mathematics Teaching, pp. 119-124. Bari: Italy.
• Drijvers, P. Monaghan, J., Thomas, M., & Trouche, L. (2015). Use of technology in secondary mathematics: Final report for the international baccalaureate. Utrecht, the Netherlands: International Baccalaureate.
• Heyd-Metzuyanim, E., & Graven, M. (2016). Between people-pleasing and mathematizing: South African learners’ struggle for numeracy. Educational Studies in Mathematics, 91(3), 349-373. https://doi.org/10.1007/s10649-015-9637-8
• Kepceoglu, I. & Yavuz, I. (2016). Teaching a concept with GeoGebra: Periodicity of trigonometric functions. Educational Research and Reviews, 11(3), 573-581. https://doi.org/10.5897/ERR2016.2701
• Kissane, B., & Kemp, M. (2009). Teaching and learning trigonometry with technology. Paper presented at the 14th Asian Technology Conference in Mathematics, 17 - 21 December 2009, Beijing Normal University, Beijing, China.
• Kotsopoulos, D., Lee, J., Heide, D. C. & Schell, A. (2009). Discursive Routines and Endorsed Narratives as Instances of Mathematical Cognition. In S. L Swars, D. W. Stinson & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, V5, (pp. 42-49). Atlanta, GA: Georgia State University.
• Lavie, I., Steiner, A. & Sfard, A. (2018). Routines we live by: from ritual to exploration. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-018-9817-4
• Moore, K. C. (2009). Trigonometry, technology, and didactic objects. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the international Group for psychology of Mathematics Education (Vol 5, 1480- 1488). Atlanta, GA: Georgia State University.
• Nardi, E., Ryve A., Stadler E., & Viirman O. (2014). Commognitive Analyses of the learning and teaching of mathematics at university level: The case of discursive shifts in the study of Calculus. Research in Mathematics Education, 16, 182-198. https://doi.org/10.1080/14794802.2014.918338
• Newton, J. A. (2009). The relationship between the written and enacted curricula: The mathematical routine of questioning. Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, OMNI Hotel, Atlanta, GA, September 23, 2009.
• Nejad, M. J. (2016). Undergraduate students’ perception of transformation of sinusoidal functions. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: The University of Arizona.
• Ng, O. (2016). The interplay between language, gestures, dragging, and diagrams in bilingual learners’ mathematical communications. Educational Studies in Mathematics, 91(3), 307-326. https://doi.org/10.1007/s10649-015-9652-9
• Pettersson, K., Stadler, E., & Tambour, T. (2013). Development of students’ understanding of the threshold concept of function. Proceedings of the Eighth Congress of European Research in Mathematics Education (CERME 8). Retrieved from http://cerme8.metu.edu.tr/wgpapers/WG14/WG14_Pettersson.pdf
• Presmeg, N. (2016). Commognition as a lens for research. Educational Studies in Mathematics, 91(3), 423-430. https://doi.org/10.1007/s10649-015-9676-1
• Ross, J. A., Bruce, C. D., & Sibbald, T. M. (2011). Sequencing computer-assisted learning of transformations of trigonometric functions. Teaching Mathematics and Its Applications, 30, 120-137. https://doi.org/10.1093/teamat/hrr009
• Sfard, A. (2007). When the rules of discourse change, but nobody tells you: making sense of mathematics learning from a commognitive standpoint. Journal of learning science, 16(4), 1-47. https://doi.org/10.1080/10508400701525253
• Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses and mathematizing. Cambridge, UK: Cambridge University Press.
• Siegel, M. & Borasi, R. (1994). Demystifying mathematics education through inquiry. In Ernest, P. (Ed), Constructing mathematical knowledge: Epistemology and mathematics education (Vol 4, pp. 201-214). Washington, DC: Falmer.
• Sinclair, N., & Moss, J. (2012). The more it changes, the more it becomes the same: the development of the routine of shapes identification in dynamic geometry environment. International Journal of Educational Research, 51&52(3), 28-44. https://doi.org/10.1016/j.ijer.2011.12.009
• Swidan, O., Daher, W. M. (2019). Low achieving students’ realization of the notion of mathematical equality with an interactive technological artifacts. Eurasia Journal of Mathematics, Science and Technology Education, 15(4), 1690-1704. https://doi.org/10.29333/ejmste/103073
• Viirman, O. (2012). The teaching of functions as a discursive practice – university mathematics teaching from a commognitive standpoint. In Proceedings of the 12^th International Congress on Mathematical Education (pp. 1559-1568). Seoul, Korea: ICMI.
• Weber, K. (2005). Students’ understanding of trigonometric functions. Mathematics Education Research Journal, 17(3), 91-112. https://doi.org/10.1007/BF03217423
• Wilson, S. J. (2008). Dynamic Web Tools for Trigonometry. Innovations in Math Technology. 2. http://scholarspace.jccc.edu/mathtech/2

Vancouver

Daher WM. Grade 10 Students’ Technology-based Exploration Processes of Narratives Associated with the sine Function. EURASIA J Math Sci Tech Ed. 2020;16(6):em1852. https://doi.org/10.29333/ejmste/7897

APA

Daher, W. M. (2020). Grade 10 Students’ Technology-based Exploration Processes of Narratives Associated with the sine Function. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1852. https://doi.org/10.29333/ejmste/7897

AMA

Daher WM. Grade 10 Students’ Technology-based Exploration Processes of Narratives Associated with the sine Function. EURASIA J Math Sci Tech Ed. 2020;16(6), em1852. https://doi.org/10.29333/ejmste/7897

Chicago

Daher, Wajeeh M.. "Grade 10 Students’ Technology-based Exploration Processes of Narratives Associated with the sine Function". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 6 (2020): em1852. https://doi.org/10.29333/ejmste/7897

Harvard

Daher, W. M. (2020). Grade 10 Students’ Technology-based Exploration Processes of Narratives Associated with the sine Function. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1852. https://doi.org/10.29333/ejmste/7897

MLA

Daher, Wajeeh M. "Grade 10 Students’ Technology-based Exploration Processes of Narratives Associated with the sine Function". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 6, 2020, em1852. https://doi.org/10.29333/ejmste/7897