Eurasia Journal of Mathematics, Science and Technology Education

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• Cervantes-Barraza, J. A., & Aroca Araujo, A. (2023). Design of interactive mathematical tasks that make up the reasoning and the ethnomathematics program. Journal on Mathematics Education, 14(3), 469-482. https://doi.org/10.22342/jme.v14i3.pp469-482
• Cervantes-Barraza, J. A., & Cabañas-Sánchez, M. G. (2022). Argumentación matemática basada en refutaciones [Mathematical argumentation based on refutations]. REDIMAT–Journal of Research in Mathematics Education, 11(2), 159-179. https://doi.org/10.17583/redimat.4015
• Cervantes-Barraza, J. A., Cabañas-Sánchez, G., & Reid, D. (2019a). Complex argumentation in elementary school. Revista de Investigación en Didáctica de la Matemática PNA, 13(4), 221-246. https://doi.org/10.30827/pna.v13i4.8279
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• Cervantes-Barraza, J. A., Ordoñez-Cuastumal, S., & Morales-Carballo, A. (2019b). Argumentos de estudiantes universitarios en la solución de ecuaciones diferenciales ordinarias (EDO) [College student arguments in solving ordinary differential equations (ODE)]. Innovación Educativa, 20(82), 83-104.
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• de Vera, J. V., Peteros, E. D., Peconcillo Jr, L. B., Alcantara, G. A., Villarin, E. R., & Fulgencio, M. D. (2022). Assessing differences on students’ attributes in mathematics based on their learning sessions. Open Journal of Social Sciences, 10(3), 170-185. https://doi.org/10.4236/jss.2022.103012
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• Elmania, P., Syahirani, S., Safitri, A., Lubis, M. I., & Arianto, A. (2024). Development of mathematical derivative board props to improve students’ mathematical concept understanding. Jurnal Eduscience, 11(1), 138-148. https://doi.org/10.36987/jes.v11i1.5455
• Font, V., & Rodríguez-Nieto, C. A. (2024). Naturaleza y papel de las conexiones en la enseñanza y el aprendizaje de las matemáticas [Nature and role of connections in the teaching and learning of mathematics]. Avances de Investigación en Educación Matemática, (25), 1-7. https://doi.org/10.35763/aiem25.6777
• Galindo-Illanes, M. K., & Breda, A. (2024). Proceso de instrucción de la derivada aplicado a estudiantes de ingeniería comercial en Chile [Derivative instruction process applied to business engineering students in Chile]. Uniciencia, 38(1), 303-325. https://doi.org/10.15359/ru.38-1.17
• García-García, J., & Dolores-Flores, C. (2021). Preuniversity students’ mathematical connections when sketching the graph of derivative and antiderivative functions. Mathematics Education Research Journal, 33, 1-22. https://doi.org/10.1007/s13394-019-00286-x
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• Knipping, C., & Reid D. (2015). Reconstructing argumentation structures: A perspective on proving processes in secondary mathematics classroom interactions. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (pp. 75-101). Springer. https://doi.org/10.1007/978-94-017-9181-6_4
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• Kunwar, R. (2021). A Study on low performing students perception towards mathematics: A case of secondary level community school students of Nepal. Researcher: A Research Journal of Culture and Society, 5(1), 125-137. https://doi.org/10.3126/researcher.v5i1.41384
• Lasso Cardona, L. A., Franco Ocampo, D. F., & Estrada Esponda, R. D. (2022). Aplicaciones de la datificación y big data en América Latina entre el 2015 y 2019 [Applications of datafication and big data in Latin America between 2015 and 2019]. Revista Logos Ciencia & Tecnología, 14(2), 125-143. https://doi.org/10.22335/rlct.v14i2.1594
• Ledezma, C., Rodríguez-Nieto, C. A., & Font, V. (2024). The role played by extra-mathematical connections in the modelling process. Avances de Investigación en Educación Matemática, (25), 81-103. https://doi.org/10.35763/aiem25.6363
• Mateus Nieves, E. (2011). Epistemología de la derivada como fundamento del cálculo diferencial [Epistemology of the derivative as the foundation of differential calculus]. Revista Latinoamericana de Educación, 2(1), 31-47. https://doi.org/10.18175/vys2.especial.2011.01
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• Munyaruhengeri, J. P., Umugiraneza, O., Ndagijimana, J., & Hakizimana, T. (2024). Students’ misconceptions and difficulties with learning limits and the continuity of functions at selected Rwandan secondary schools. International Journal of Education and Practice, 12(2), 467-482. https://doi.org/10.18488/61.v12i2.3719
• Oliveira, P. B., & Bellemain, F. (2020). O micromundo no ensino do teorema fundamental do cálculo: Uma análise praxeológica [The microworld in teaching the fundamental theorem of calculus: A praxeological analysis]. In Proceedings of the National Congress of Research and Teaching in Sciences.
• Pino-Fan, L. R., Godino, J. D., & Font, V. (2018). Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: The case of the derivative. Journal of Mathematics Teacher Education, 21, 63-94. https://doi.org/10.1007/s10857-016-9349-8
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• Rodríguez-Nieto, C. A., Cervantes-Barraza, J. A., & Font, V. (2023b). Exploring mathematical connections in the context of proof and mathematical argumentation: A new proposal of networking of theories. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), Article em2264. https://doi.org/10.29333/ejmste/13157
• Rodríguez-Nieto, C. A., Font, V., Borji, V., & Rodríguez-Vásquez, F. M. (2022). Mathematical connections from a networking theory between extended theory of mathematical connections and onto-semiotic approach. International Journal of Mathematical Education in Science and Technology, 53(9), 2364-2390. https://doi.org/10.1080/0020739X.2021.1875071
• Rodríguez-Nieto, C. A., Rodríguez-Vásquez, F. M., & Font, V. (2023a). Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’. Educational Studies in Mathematics, 114, 63-88. https://doi.org/10.1007/s10649-023-10246-9
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• Tashtoush, M. A., Wardat, Y., AlAli, R., & Al-Saud, K. (2023). The impact of cyberbullying on student motivation to learn: Insights from Abu Dhabi Emirate schools. Humanities and Social Sciences Letters, 11(4), 461-474. https://doi.org/10.18488/73.v11i4.3566
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APA

Cervantes-Barraza, J. A., Rodríguez-Nieto, C. A., Damian-Mojica, A., & Morales-Carballo, A. (2025). Promoting the use of the Python programming language to analyze contextualized situations on derivatives and integrals considering the fundamental theorem of calculus. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), em2705. https://doi.org/10.29333/ejmste/16885

Vancouver

Cervantes-Barraza JA, Rodríguez-Nieto CA, Damian-Mojica A, Morales-Carballo A. Promoting the use of the Python programming language to analyze contextualized situations on derivatives and integrals considering the fundamental theorem of calculus. EURASIA J Math Sci Tech Ed. 2025;21(9):em2705. https://doi.org/10.29333/ejmste/16885

AMA

Cervantes-Barraza JA, Rodríguez-Nieto CA, Damian-Mojica A, Morales-Carballo A. Promoting the use of the Python programming language to analyze contextualized situations on derivatives and integrals considering the fundamental theorem of calculus. EURASIA J Math Sci Tech Ed. 2025;21(9), em2705. https://doi.org/10.29333/ejmste/16885

Chicago

Cervantes-Barraza, Jonathan Alberto, Camilo Andrés Rodríguez-Nieto, Angie Damian-Mojica, and Armando Morales-Carballo. "Promoting the use of the Python programming language to analyze contextualized situations on derivatives and integrals considering the fundamental theorem of calculus". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 9 (2025): em2705. https://doi.org/10.29333/ejmste/16885

Harvard

Cervantes-Barraza, J. A., Rodríguez-Nieto, C. A., Damian-Mojica, A., and Morales-Carballo, A. (2025). Promoting the use of the Python programming language to analyze contextualized situations on derivatives and integrals considering the fundamental theorem of calculus. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), em2705. https://doi.org/10.29333/ejmste/16885

MLA

Cervantes-Barraza, Jonathan Alberto et al. "Promoting the use of the Python programming language to analyze contextualized situations on derivatives and integrals considering the fundamental theorem of calculus". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 9, 2025, em2705. https://doi.org/10.29333/ejmste/16885