Eurasia Journal of Mathematics, Science and Technology Education

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• Krawitz, J., Hartmann, L., & Schukajlow, S. (2024). Do task variables of self-generated problems influence interest? Authenticity, openness, complexity, and students’ interest in solving self-generated modelling problems. The Journal of Mathematical Behavior, 73, Article 101129. https://doi.org/10.1016/j.jmathb.2024.101129
• Krawitz, J., Schukajlow, S., Yang, X., & Geiger, V. (2025). A systematic review of international perspectives on mathematical modelling: Modelling goals and task characteristics. ZDM Mathematics Education, 57, 193-212. https://doi.org/10.1007/s11858-025-01683-2
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• Lo, C. K. (2023) What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), Article 410. https://doi.org/10.3390/educsci13040410
• López-Simó, V., & Rezende, M. F. (2024). Challenging ChatGPT with different types of physics education questions. The Physics Teacher, 62, 290-294. https://doi.org/10.1119/5.0160160
• Lumandas, E. R., & Taja on, E. P. (2026). The paradox of accessibility: Investigating mathematics struggle among college students in the age of information and artificial intelligence. Educational Point, 3(1), Article e147. https://doi.org/10.71176/edup/17801
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• Maass, K. (2010). Classification scheme for modelling tasks. Journal für Mathematik-Didaktik, 31(2), 285-311. https://doi.org/10.1007/s13138-010-0010-2
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• Noster, N., Gerber, S., & Siller, H. S. (2024). Pre-service teachers’ approaches in solving mathematics tasks with ChatGPT. Digital Experiences in Mathematics Education, 10, 543-567. https://doi.org/10.1007/s40751-024-00155-8
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• Zhuang, Y., & Zhang, S. (2025). Pre service mathematics teachers’ perceptions of using GenAI for practicing teacher questioning: A semester long study. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), Article em2689. https://doi.org/10.29333/ejmste/16764

APA

Gallart, C., Ferrando, I., Segura, C., & Albarracín, L. (2026). Modelling with AI: How complexity and experience shape ChatGPT use by pre-service teachers. Eurasia Journal of Mathematics, Science and Technology Education, 22(4), em2816. https://doi.org/10.29333/ejmste/18263

Vancouver

Gallart C, Ferrando I, Segura C, Albarracín L. Modelling with AI: How complexity and experience shape ChatGPT use by pre-service teachers. EURASIA J Math Sci Tech Ed. 2026;22(4):em2816. https://doi.org/10.29333/ejmste/18263

AMA

Gallart C, Ferrando I, Segura C, Albarracín L. Modelling with AI: How complexity and experience shape ChatGPT use by pre-service teachers. EURASIA J Math Sci Tech Ed. 2026;22(4), em2816. https://doi.org/10.29333/ejmste/18263

Chicago

Gallart, César, Irene Ferrando, Carlos Segura, and Lluís Albarracín. "Modelling with AI: How complexity and experience shape ChatGPT use by pre-service teachers". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 4 (2026): em2816. https://doi.org/10.29333/ejmste/18263

Harvard

Gallart, C., Ferrando, I., Segura, C., and Albarracín, L. (2026). Modelling with AI: How complexity and experience shape ChatGPT use by pre-service teachers. Eurasia Journal of Mathematics, Science and Technology Education, 22(4), em2816. https://doi.org/10.29333/ejmste/18263

MLA

Gallart, César et al. "Modelling with AI: How complexity and experience shape ChatGPT use by pre-service teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 4, 2026, em2816. https://doi.org/10.29333/ejmste/18263