Eurasia Journal of Mathematics, Science and Technology Education

• Ahamad, S. N. S. H., Li, H. C., Shahrill, M., & Prahmana, R. C. I. (2018). Implementation of problem based learning in geometry lessons. Journal of Physics: Conference Series, 943, Article 012008. https://doi.org/10.1088/1742-6596/943/1/012008
• Ahmad, N. I., & Khotimah, R. P. (2023). Analysis of student’s errors in solving trigonometry story problems. AIP Conference Proceedings, 2958(1), Article 020035. https://doi.org/10.1063/5.0154652
• Akkoç, H. (2008). Pre-service mathematics teachers’ concept images of radian. International Journal of Mathematical Education in Science and Technology, 39(7), 857-878. https://doi.org/10.1080/00207390802054458
• Akkoç, H., & Akbaş-Gül, N. (2010). Analysis of a teaching approach aiming at eliminating student difficulties with radian. Ankara University Journal of Faculty of Educational Sciences, 43(1), 97-129. https://doi.org/10.1501/Egifak_0000001192
• Anderson, R. C., Katz-Buonincontro, J., Bousselot, T., Mattson, D., Beard, N., Land, J., & Livie, M. (2022). How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom. Teaching and Teacher Education, 110, Article 103583. https://doi.org/10.1016/j.tate.2021.103583
• Asfyra, I. B., Zulkardi, N., Putri, R. I. I., & Hartono, Y. (2024). Learning the area of trigonometric using website-assisted with fashion context for vocational high school students. AIP Conference Proceedings, 3114(1), Article 020045. https://doi.org/10.1063/5.0201039
• Asomah, R. K., Agyei, D. D., & Ntow, F. D. (2023). Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach. Contemporary Mathematics and Science Education, 4(1), Article ep23001. https://doi.org/10.30935/conmaths/12540
• Bergeron, L. (2015). IB mathematics comparability study: Curriculum & assessment comparison. International Baccalaureate.
• Bressoud, D. M. (2010). Historical reflections on teaching trigonometry. Mathematics Teacher, 104(2), 106-125. https://doi.org/10.5951/MT.104.2.0106
• Burn, C. C. (2010). Perception. In D. S. Mills, J. Marchant, P. McGreevy, D. Morton, C. Nicol, C. Phillips, P. Sandoe, & R. Swaisgood (Eds.), The encyclopedia of applied animal behaviour and welfare (pp. 459-462). CAB International.
• Canonigo, A. M. (2025). Enhancing instruction in trigonometry: Insights from students’ reasoning approaches and processes. Mathematics Teaching Research Journal, 17(3), 120-153.
• Cardoso, L., da Ponte, J. P., & Quaresma, M. (2025). The development of mathematical knowledge of prospective primary teachers in a lesson study. European Journal of Science and Mathematics Education, 13(4), 368-384. https://doi.org/10.30935/scimath/17415
• Delice, A. (2003). A comparative study of student’s understanding of trigonometry in the United Kingdom and Turkish Republic [Unpublished PhD thesis]. University of Leeds.
• Dhungana,S., Pant, B. P., & Dahal, N. (2023). Students’ experience in learning trigonometry in high school mathematics: A phenomenological study. Mathematics Teaching Research Journal, 15(4), 184-201.
• Dündar, S. (2015). Mathematics teacher-candidates’ performance in solving problems with different representation styles: The trigonometry example. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1379-1397. https://doi.org/10.12973/eurasia.2015.1396a
• Evang, H. J. (2025). Developing professional vision: Mathematics teacher candidates’ negotiation of knowledge when discussing model videos from classrooms. Teaching and Teacher Education, 168, Article 105160. https://doi.org/10.1016/j.tate.2025.105160
• Fajet, W., Bello, M., Leftwich, S. A., Mesler, J. L., & Shaver, A. N. (2005). Pre-service teachers’ perceptions in beginning education classes. Teaching and Teacher Education, 21(6), 717-727. https://doi.org/10.1016/j.tate.2005.05.002
• Fatmasari, P. D., & Sutama, N. (2024). Numeracy literacy-based trigonometry module: Improving problem solving ability of vocational students. AIP Conference Proceedings, 2994(1), Article 020046. https://doi.org/10.1063/5.0182855
• Ferede, A. T., Ayele, M. A., Mihrka, A. A., & Arara, A. A. (2025). The impact of contextualized teaching and learning approach on students’ conceptual understanding of trigonometry. Teaching Mathematics and Its Applications an International Journal of the IMA, 2025, Article hraf008. https://doi.org/10.1093/teamat/hraf008
• Fi, C. (2003). Preservice secondary school mathematics teachers’ knowledge of trigonometry: Subject matter content knowledge, pedagogical content knowledge, and envisioned pedagogy [Unpublished PhD thesis]. University of Iowa.
• Gaziyev, A., Israilov, I., & Yaxshiboyev, M. (2006). Funksiyalar va grafiklar [Functions and graphs]. Toshkent Voris-Nashriyoti.
• Gómez-Chacón, I. M., Bacelo, A., Marbán, J. M., & Palacios, A. (2024). Inquiry-based mathematics education and attitudes towards mathematics: Tracking profiles for teaching. Mathematics Education Research Journal, 36, 715-743. https://doi.org/10.1007/s13394-023-00468-8
• Gür, H. (2009). Trigonometry learning. New Horizons in Education, 57(1), 67-80.
• Hanggara, Y., Agustyaningrum, N., & Ismayanti, N. (2024). Analysis of students’ errors in solving trigonometry problems. AIP Conference Proceedings, 3104(1), Article 020004. https://doi.org/10.1063/5.0194586
• Ibrahim, M. A., & Yew, W. T. (2023). An assessment of the level of knowledge of secondary school mathematics subject matter among final year pre-service mathematics teachers as a basis for teaching school mathematics. Journal of Mathematics and Science Teacher, 3(1), Article em027. https://doi.org/10.29333/mathsciteacher/12853
• Kamber Hamzić, D., Trumić, M., & Hadžalić, I. (2025). Construction and analysis of test in triangle and circle trigonometry. International Electronic Journal of Mathematics Education, 20(1), Article em0805. https://doi.org/10.29333/iejme/15734
• Kamber, D., & Takaci, D. (2018). On problematic aspects in learning trigonometry. International Journal of Mathematical Education in Science and Technology, 49(2), 161-175. https://doi.org/10.1080/0020739X.2017.1357846
• Kissane, B., & Kemp, M. (2009). Teaching and learning trigonometry with technology. In Proceedings of the 14^th Asian Technology Conference in Mathematics.
• Klein, M. E. Z. (2015). Teaching trigonometry based on the meaningful learning theory and the conceptual field theory. In Proceedings of the 9^th Congress of the European Society for Research in Mathematics Education. CERME.
• Kurudirek, A., & Berdieva, O. (2024). The more empowered schools, the more fruitful students. Educenter: Jurnal Ilmiah Pendidikan, 3(1), 1-9. https://doi.org/10.55904/educenter.v3i1.921
• LaFara, R. L. (1954). A method for calculating inverse trigonometric functions. Mathematical Tables and Other Aids to Computation, 8(47), 132-139. https://doi.org/10.2307/2001925
• Larson, R., & Hosteller, R. P. (2001). Algebra and trigonometry. Houghton Mifflin Company.
• Lorxaypao, K., Jailani, N., & Hartono, N. (2024). The ability of grade X students at Nampheun Secondary School to solve trigonometry problems in Indonesian textbooks. AIP Conference Proceedings, 3081(1), Article 080017. https://doi.org/10.1063/5.0133989
• Machmud, T., Tialo, O., & Oroh, F. A. (2025). Development of e-module trigonometry based on the flipped classroom learning model. AIP Conference Proceedings, 3200(1), Article 020022. https://doi.org/10.1063/5.0254399
• Mesa, V., & Goldstein, B. (2017). Conceptions of angles, trigonometric functions, and inverse trigonometric functions in college textbooks. International Journal of Research in Undergraduate Mathematics Education, 3, 338-354. https://doi.org/10.1007/s40753-016-0042-1
• Mickey, K. W., & McClelland, J. L. (2017). The unit circle as a grounded conceptual structure in precalculus trigonometry. In D. C. Geary, D. Berch, R. Ochsendorf, & K. M. Koepke (Eds.), Acquisition of complex arithmetic skills and higher-order mathematics concepts (pp. 247-269). Academic press. https://doi.org/10.1016/b978-0-12-805086-6.00011-4
• Moore, K. C. (2012). Coherence, quantitative reasoning, and the trigonometry of students. In R. Mayes, & L. L. Hatfield (Eds.), Quantitative reasoning and mathematical modeling: A driver for STEM integrated education and teaching in context (pp. 75-92). University of Wyoming.
• Nabie, M. J., Akayuure, P., Ibrahim-Bariham, U. A., & Sofo, S. (2018). Trigonometric concepts: Pre-service teachers’ perceptions and knowledge. Journal on Mathematics Education, 9(2), 169-182. https://doi.org/10.22342/jme.9.2.5261.169-182
• Orhani, S. (2024). Addressing students’ challenges in acquiring trigonometric function concepts: A didactic approach to education for sustainable development. Journal of Education for Sustainable Development Studies, 1(2), 160-172. https://doi.org/10.70232/jesds.v1i2.15
• Spangenberg, E. D. (2021). Manifesting of pedagogical content knowledge on trigonometry in teachers practice. Journal of Pedagogical Research, 5(3), 135-163. https://doi.org/10.33902/jpr.2021371325
• Swan, R. (2019). Periodicity and complexity: Understanding the graphical representations of trigonometric functions. Teaching Mathematics, 47(1), 45-61.
• Tallman, M. A. (2021). Investigating the transformation of a secondary teacher’s knowledge of trigonometric functions. The Journal of Mathematical Behavior, 62, Article 100869. https://doi.org/10.1016/j.jmathb.2021.100869
• Tasar, M. F., İngeç, S. K., & Güneş, P. (2022). Grafik çizme ve anlama becerisin saptanması [Assessment of graphic drawing and comprehension skills]. In Proceedings of the 5^th National Congress on Science and Mathematics Education.
• Tuktamyshov, N. K., & Gorskaya, T. Y. (2024). APOS theory in learning mathematics (using trigonometry as an example). Integration of Education, 28(1), 111-124. https://doi.org/10.15507/1991-9468.114.028.202401.111-124
• Tuna, A. (2013). A conceptual analysis of the knowledge of prospective mathematics teachers about degree and radian. World Journal of Education, 3(4), 1-9. https://doi.org/10.5430/wje.v3n4p1
• Van Brummelen, G. (2020). Trigonometry: A very short introduction. Oxford University Press. https://doi.org/10.1093/actrade/9780198814313.001.0001
• Vos, P., Wiik, A., & Hernandez-Martinez, P. (2024). “Imagine, maths is used anywhere, and we don’t get to know this”—Upper secondary students and the relevance of advanced mathematics. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1338205
• Woltron, F. (2024). Prospective teachers’ mathematical world views and beliefs about mathematics teaching and learning goals. International Journal of Mathematical Education in Science and Technology, 57(2), 237-252. https://doi.org/10.1080/0020739X.2024.2427833
• Yorganci, S. (2022). Preliminary undergraduate students’ understanding of mathematics in the distance education environment. International Journal of Science and Mathematics Education, 21(4), 1219-1241. https://doi.org/10.1007/s10763-022-10292-4
• Zeng, Z., Zhong, W., & Naz, S. (2023). Can environmental knowledge and risk perception make a difference? The role of environmental concern and pro-environmental behavior in fostering sustainable consumption behavior. Sustainability, 15(6), Article 4791. https://doi.org/10.3390/su15064791

APA

Xonkulov, U., Kurudirek, A., & Hennig, F. (2026). Pre-service mathematics teachers’ perceptions and knowledge on visual-genetic interpretation of inverse trigonometric functions. Eurasia Journal of Mathematics, Science and Technology Education, 22(6), em2840. https://doi.org/10.29333/ejmste/18634

Vancouver

Xonkulov U, Kurudirek A, Hennig F. Pre-service mathematics teachers’ perceptions and knowledge on visual-genetic interpretation of inverse trigonometric functions. EURASIA J Math Sci Tech Ed. 2026;22(6):em2840. https://doi.org/10.29333/ejmste/18634

AMA

Xonkulov U, Kurudirek A, Hennig F. Pre-service mathematics teachers’ perceptions and knowledge on visual-genetic interpretation of inverse trigonometric functions. EURASIA J Math Sci Tech Ed. 2026;22(6), em2840. https://doi.org/10.29333/ejmste/18634

Chicago

Xonkulov, Ulugʻbek, Abdullah Kurudirek, and Fabian Hennig. "Pre-service mathematics teachers’ perceptions and knowledge on visual-genetic interpretation of inverse trigonometric functions". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 6 (2026): em2840. https://doi.org/10.29333/ejmste/18634

Harvard

Xonkulov, U., Kurudirek, A., and Hennig, F. (2026). Pre-service mathematics teachers’ perceptions and knowledge on visual-genetic interpretation of inverse trigonometric functions. Eurasia Journal of Mathematics, Science and Technology Education, 22(6), em2840. https://doi.org/10.29333/ejmste/18634

MLA

Xonkulov, Ulugʻbek et al. "Pre-service mathematics teachers’ perceptions and knowledge on visual-genetic interpretation of inverse trigonometric functions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 6, 2026, em2840. https://doi.org/10.29333/ejmste/18634