Eurasia Journal of Mathematics, Science and Technology Education

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• Cai, J., & Rott, B. (2024). On understanding mathematical problem-posing processes. ZDM Mathematics Education, 56, 61-71. https://doi.org/10.1007/s11858-023-01536-w
• Campo-Meneses, K. G., & García-García, J. (2023). Conexiones matemáticas identificadas en una clase sobre las funciones exponencial y logarítmica [Mathematical connections identified in a class on exponential and logarithmic functions]. Bolema: Boletim de Educação Matemática, 37, 849-871. https://doi.org/10.1590/1980-4415v37n76a22
• Cantillo-Rudas, B. M., Rodríguez-Nieto, C. A., Font, V., & Rodríguez-Vásquez, F. M. (2024). Mathematical and neuro-mathematical connections activated by a teacher and his student in the geometric problems-solving: A view of networking of theories. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), Article em2522. https://doi.org/10.29333/ejmste/15470
• Cerón-Molina, J. A., Vergara-Morales, M.-E., & Rodríguez-Nieto, C. A. (2025). Proposal for substantive theory: A connection between mathematics learning and programming for children. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), Article em2696. https://doi.org/10.29333/ejmste/16819
• 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), Article em2705. https://doi.org/10.29333/ejmste/16885
• Chand, S. P. (2025). Methods of data collection in qualitative research: Interviews, focus groups, observations, and document analysis. Advances in Educational Research and Evaluation, 6(1), 303-317. https://doi.org/10.25082/AERE.2025.01.001
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• Chen, W. (2025). Problem-solving skills, memory power, and early childhood mathematics: Understanding the significance of the early childhood mathematics in an individual’s life. Journal of the Knowledge Economy, 16, 1-25. https://doi.org/10.1007/s13132-023-01557-6
• Davis, E. (2024). Mathematics, word problems, common sense, and artificial intelligence. Bulletin of the American Mathematical Society, 61(2), 287-303. https://doi.org/10.1090/bull/1828
• Dolores-Flores, C., & García-García, J. (2017). Conexiones intramatemáticas y extramatemáticas que se producen al resolver problemas de cálculo en contexto: Un estudio de casos en el nivel superior [Intramathematical and extramathematical connections that occur when solving calculus problems in context: A case study at the upper level]. Bolema: Boletim de Educação Matemática, 31(57), 158-180. https://doi.org/10.1590/1980-4415v31n57a08
• Dorner, C., Ableitinger, C., & Krammer, G. (2025). Revealing the nature of mathematical procedural knowledge by analysing students’ deficiencies and errors. International Journal of Mathematical Education in Science and Technology, 57(3), 413-434. https://doi.org/10.1080/0020739X.2024.2445666
• Drijvers, P., Godino, J. D., Font, V., & Trouche, L. (2013). One episode, two lenses: A reflective analysis of student learning with computer algebra from instrumental and onto-semiotic perspectives. Educational Studies in Mathematics, 82(1), 23-49. https://doi.org/10.1007/s10649-012-9416-8
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• Fitria, A., & Susanto, H. (2023). Cognitive map: Diagnosing and exploring students’ misconceptions in algebra. Mathematics Teaching Research Journal, 15(5), 49-75.
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• García-García, J., & Dolores-Flores, C. (2021). Pre-university 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
• Geteregechi, J. (2025). An examination of undergraduate students’ problem-posing and its interaction with problem-solving processes. International Electronic Journal of Mathematics Education, 20(1), Article em0809. https://doi.org/10.29333/iejme/15738
• Godino, J. D. (2022). Emergencia, estado actual y perspectivas del enfoque ontosemiótico en educación matemática [Emergence, current state and perspectives of the onto-semiotic approach in mathematics education]. Revista Venezolana de Investigación en Educación Matemática, 2(2), Article e202201. https://doi.org/10.54541/reviem.v2i2.25
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• Godino, J. D., Batanero, C., & Font, V. (2019). The onto-semiotic approach: Implications for the prescriptive character of didactics. For the Learning of Mathematics, 39(1), 37-42.
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• Kusuma, A. P., & Mariani, S. (2024). Algebraic thinking profile of pre-service teachers in solving mathematical problems in relation to their self-efficacy. Eurasia Journal of Mathematics, Science and Technology Education, 20(11), Article em2532. https://doi.org/10.29333/ejmste/15580
• Kuzu, T. E. (2022). Pre-algebraic aspects in arithmetic strategies–The generalization and conceptual understanding of the “auxiliary task.” Eurasia Journal of Mathematics, Science and Technology Education, 18(12), Article em2192. https://doi.org/10.29333/ejmste/12656
• Ledezma, C., Rodríguez-Nieto, C. A., & Font, V. (2024). The role played by extra-mathematical connections in the modelling process. AIEM–Avances de Investigación en Educación Matemática, 25, 81-103. https://doi.org/10.35763/aiem25.6363
• León del Carmen, A., León del Carmen, W., García-García, J., & Salgado-Beltrán, G. (2024). Mathematical connections made by preservice mathematics teachers when solving tasks about systems of linear equations. International Electronic Journal of Mathematics Education, 19(4), Article em0799. https://doi.org/10.29333/iejme/15590
• Lichtman, M. (2023). Qualitative research in education: A user’s guide. Routledge. https://doi.org/10.4324/9781003281917
• Márquez, D. I. C., Ramírez, B. J., Reyes, S. M. M., & Dávalos, A. J. G. (2025). El conocimiento matemático pre-universitario en estudiantes que ingresan a la licenciatura en matemáticas: Dificultades y acciones en aritmética y algebra [Pre-university mathematical knowledge in students entering a mathematics degree: Difficulties and actions in arithmetic and algebra]. Ciencia y Reflexión, 4(2), 853-866. https://doi.org/10.70747/cr.v4i2.294
• Milanesio, B., & Burgos, M. (2025a). Competencias y dificultades de estudiantes universitarios ante un problema que involucra la conjetura y la demostración [Skills and difficulties of university students when faced with a problem involving conjecture and proof]. Contextos Educativos. Revista de Educación, (35), 59-85. https://doi.org/10.18172/con.6463
• Milanesio, B., & Burgos, M. (2025b). Cómo estudiantes universitarios formulan y argumentan identidades algebraicas [How university students formulate and argue algebraic identities]. PNA. Revista de Investigación en Didáctica de la Matemática, 19(3), 275-303. https://doi.org/10.30827/pna.v19i3.30473
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• Morocho Guamán, M. M., Ortega Peralta, P. F., Fernández Cobas, L. C., & Ortiz Aguilar, W. (2025). El enfoque lúdico en la escuela unidocente para potenciar el aprendizaje de las operaciones matemáticas básicas en los subniveles elemental y media [The playful approach in the one-room school to enhance the learning of basic mathematical operations in the elementary and middle sub-levels]. Pro Sciences: Revista de Producción, Ciencias e Investigación, 9(56), 1-17. https://doi.org/10.29018/issn.2588-1000vol9iss56.2025pp1-17
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• Nti, S. J., & Jupri, A. (2024). Investigating algebraic equation problem-solving difficulties among junior high school students in Ghana. Sustainability Education, 1(1), 367-376.
• Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F. (2008). Networking strategies and methods for connection theoretical approaches: First steps towards a conceptual framework. ZDM Mathematics Education, 40, 165-178. https://doi.org/10.1007/s11858-008-0086-z
• Rafiepour, A., Faramarzpour, N., & Fadaee, M. R. (2023). Introducing a teaching technique for reducing students’ mistakes in simplifying algebraic expressions. Mathematics Teaching Research Journal, 15(5), 193-208.
• Parra Rodríguez, E., Alpízar Vargas, M., & Picado Alfaro, M. (2026). Análisis de errores algebraicos que manifiestan docentes en formación de la carrera de enseñanza de la matemática en la Universidad Nacional de Costa Rica [Analysis of algebraic errors displayed by mathematics teacher trainees in the mathematics education program at the National University of Costa Rica]. Revista Digital: Matemática, Educación E Internet, 26(1). https://doi.org/10.18845/rdmei.v26i1.7964
• Rodríguez-Nieto, C. A. (2021). Conexiones etnomatemáticas entre conceptos geométricos en la elaboración de las tortillas de Chilpancingo, México [Ethnomathematical connections between geometric concepts in the preparation of tortillas in Chilpancingo, Mexico]. Revista de Investigación, Desarrollo e Innovación, 11(2), 273-296. https://doi.org/10.19053/20278306.v11.n2.2021.12756
• Rodríguez-Nieto, C. A., & Font, V. (2025). Mathematical connections promoted in multivariable calculus’ classes and in problems-solving about vectors, partial and directional derivatives, and applications. Eurasia Journal of Mathematics, Science and Technology Education, 21(4), Article em2619. https://doi.org/10.29333/ejmste/16187
• Rodríguez-Nieto, C. A., Cabarcas-Jiménez, J. D., Sarmiento-Reales, A. L., Cantillo-Rudas, B. M., Berrio-Valbuena, J. D., Sudirman, S., & Inostroza, A. C. (2025a). High school student levels of arithmetic knowledge when solving additive word problems: Case study. International Electronic Journal of Mathematics Education, 20(3), Article em0831. https://doi.org/10.29333/iejme/16230
• Rodríguez-Nieto, C. A., Font, V., Borji, V., & Rodríguez-Vásquez, F. M. (2022b). Mathematical connections from a networking of theories 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., González, H. A. C., Arenas-Peñaloza, J., Schnorr, C. E., & Font, V. (2024). Onto-semiotic analysis of Colombian engineering students’ mathematical connections to problems-solving on vectors: A contribution to the natural and exact sciences. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), Article em2438. https://doi.org/10.29333/ejmste/14450
• Rodríguez-Nieto, C. A., Olivero-Acuña, R. R., Ocampo-Medina, D. E., Domínguez-Barceló, S. J., & García-García, J. (2025a). Primary school students’ arithmetic knowledge levels activated when solving additive problems: An analysis from mathematical connections. Bolema: Boletim de Educação Matemática, 39, Article e230228. https://doi.org/10.1590/1980-4415v39a230228
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APA

Rodríguez-Nieto, C. A., Vergara-Morales, M. E., Cervantes-Barraza, J. A., & Rodríguez-Vásquez, F. M. (2026). Towards onto-semiotic analysis of the university students of business sciences’ mathematical activity when solving mathematics problems of a diagnostic. Eurasia Journal of Mathematics, Science and Technology Education, 22(4), em2818. https://doi.org/10.29333/ejmste/18281

Vancouver

Rodríguez-Nieto CA, Vergara-Morales ME, Cervantes-Barraza JA, Rodríguez-Vásquez FM. Towards onto-semiotic analysis of the university students of business sciences’ mathematical activity when solving mathematics problems of a diagnostic. EURASIA J Math Sci Tech Ed. 2026;22(4):em2818. https://doi.org/10.29333/ejmste/18281

AMA

Rodríguez-Nieto CA, Vergara-Morales ME, Cervantes-Barraza JA, Rodríguez-Vásquez FM. Towards onto-semiotic analysis of the university students of business sciences’ mathematical activity when solving mathematics problems of a diagnostic. EURASIA J Math Sci Tech Ed. 2026;22(4), em2818. https://doi.org/10.29333/ejmste/18281

Chicago

Rodríguez-Nieto, Camilo Andrés, Myrian Elena Vergara-Morales, Jonathan Alberto Cervantes-Barraza, and Flor Monserrat Rodríguez-Vásquez. "Towards onto-semiotic analysis of the university students of business sciences’ mathematical activity when solving mathematics problems of a diagnostic". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 4 (2026): em2818. https://doi.org/10.29333/ejmste/18281

Harvard

Rodríguez-Nieto, C. A., Vergara-Morales, M. E., Cervantes-Barraza, J. A., and Rodríguez-Vásquez, F. M. (2026). Towards onto-semiotic analysis of the university students of business sciences’ mathematical activity when solving mathematics problems of a diagnostic. Eurasia Journal of Mathematics, Science and Technology Education, 22(4), em2818. https://doi.org/10.29333/ejmste/18281

MLA

Rodríguez-Nieto, Camilo Andrés et al. "Towards onto-semiotic analysis of the university students of business sciences’ mathematical activity when solving mathematics problems of a diagnostic". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 4, 2026, em2818. https://doi.org/10.29333/ejmste/18281