Eurasia Journal of Mathematics, Science and Technology Education

• Acosta, Y., Alsina, Á., & Pincheira, N. (2024). Computational thinking and repetition patterns in early childhood education: Longitudinal analysis of representation and justification. Education And Information Technologies, 29, 7633-7658. https://doi.org/10.1007/s10639-023-12051-6
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• Anaya, I. J. J., Rico, S. E. P., & Leal, J. E. F. (2024). Curricular proposal to address diversity in mathematics class: A design on sequences and patterns. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), Article em2458. https://doi.org/10.29333/EJMSTE/14630
• Burgos, M., & Chaverri, J. J. (2023). Exploring prospective primary school teachers’ perceptions of pupils’ mathematical thinking in a proportionality problem. Aula Abierta, 25(1), 43-52. https://doi.org/10.17811/rifie.52.1.2023.43-52
• Chimoni, M., Pitta-Pantazi, D., & Christou, C. (2023a). Two different types of technologically enhanced intervention modules to support early algebraic thinking. Education And Information Technologies, 28(3), 3417-3441. https://doi.org/10.1007/s10639-022-11331-x
• Chimoni, M., Pitta-Pantazi, D., & Christou, C. (2023b). Unfolding algebraic thinking from a cognitive perspective. Educational Studies in Mathematics, 114(1), 89-108. https://doi.org/10.1007/s10649-023-10218-z
• da Silva Melo, C. B., & Bisognin, E. (2024). Development of algebraic thinking in elementary school: An analysis from design-based research. Acta Scientiae, 26(1), 69-94. https://doi.org//10.17648/acta.scientiae.7806
• da Silva, D. I. B., Ribeiro, A. J., & Aguiar, M. (2023). Learning reported by three teachers and the teaching of algebra in the first grades. PNA, 17(3), 323-346. https://doi.org/10.30827/pna.v17i3.26739
• Davis, S., & Thompson, D. R. (2020). Algebra for all: To encourage “algebra for all,” start an algebra network. The Mathematics Teacher, 91(4), 282-365. https://doi.org/10.5951/mt.91.4.0282
• Dessbesel, R., da Silva, S., & Shimazaki, E. M. (2023). Mediation in mathematics teaching and learning in deaf education: Algebraic thinking. Acta Scientiae, 25(4), 192-218. https://doi.org/10.17648/acta.scientiae.7666
• Ding, R., Huang, R. J., & Deng, X. X. (2023). Multiple pathways for developing functional thinking in elementary mathematics textbooks: A case study in China. Educational Studies in Mathematics, 114(2), 223-248. https://doi.org/10.1007/s10649-023-10237-w
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• Ellis, A. B., & Özgür, Z. (2024). Trends, insights, and developments in research on the teaching and learning of algebra. ZDM Mathematics Education, 56, 199-210. https://doi.org/10.1007/s11858-023-01545-9
• Ennassiri, B., Abouhanifa, S., & Elkhouzai, E. (2022). An activity based on figurative patterns: Moroccan students’ reasoning. African Journal of Research in Mathematics, Science and Technology Education, 26(2), 153-165. https://doi.org/10.1080/18117295.2022.2106077
• Ennassiri, B., Moukhliss, M., Abouhanifa, S., Elkhouzai, E., Elmostafa, A., & Najia, B. (2023). Analysis of the institutional relationship of the modeling activity in a Moroccan high school textbook. Academic Journal of Interdisciplinary Studies, 12(1), 248-261. https://doi.org/10.36941/ajis-2023-0020
• Erbilgin, E., & Gningue, S. M. M. (2023). Using the onto-semiotic approach to analyze novice algebra learners’ meaning-making processes with different representations. Educational Studies In Mathematics, 114(2), 337-357. https://doi.org/10.1007/s10649-023-10247-8
• Ferrara, F., & Pozio, S. (2023). Entanglements of mathematics education research and large-scale assessment: Rethinking formulas as relational. Cognition and Instruction, 41(4), 472-493. https://doi.org/10.1080/07370008.2023.2222860
• Ferreira, M. C. N., da Ponte, J. P., & Ribeiro, A. J. (2023). Professional learning opportunities for teachers of the early years in algebra teaching: A study on the practice of a teacher educator. Acta Scientiae, 25(2), 1-32. https://doi.org/10.17648/acta.scientiae.7367
• Gilmore, C. (2023). Understanding the complexities of mathematical cognition: A multi-level framework. Quarterly Journal of Experimental Psychology, 76(9), 1953-1972. https://doi.org/10.1177/17470218231175325
• Goñi-Cervera, J., Cañadas, M. C., & Polo-Blanco, I. (2022). Generalization in students with autism spectrum disorder: An exploratory study of strategies. ZDM Mathematics Education, 54(6), 1333-1347. https://doi.org/10.1007/s11858-022-01415-w
• Hiltrimartin, C., Afifah, A., Pratiwi, W. D., Handrianto, C., Rahman, M. A., Scristia, Pratiwi, W. D., Handrianto, C., & Rahman, M. A. (2024). Analyzing students’ thinking in mathematical problem solving using Vygotskian sociocultural theory. Revista de Gestao Social e Ambiental, 18(1), 1-22. https://doi.org/10.24857/rgsa.v18n1-105
• Huethorst, L. (2022). Elementary school-appropriate and algebraic solutions of out-of-field teachers and preservice teachers in comparison. In L. Hobbs, & R. Porsch (Eds.), Out-of-field teaching across teaching disciplines and contexts (pp. 333-352). https://doi.org/10.1007/978-981-16-9328-1_16
• Johansson, H., & Kilhamn, C. (2024). From process to object in teachers’ introductory algebra discourse. International Journal of Mathematical Education in Science and Technology, 55(8), 1814-1830. https://doi.org/10.1080/0020739X.2022.2075810
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• Kwaffo, E. M. T. (2023). Code switching as a teaching and learning strategy: Opinions and perceptions of university-level students of French as a foreign language (FFL) in Ghana. Teaching and Learning Inquiry, 11. https://doi.org/10.20343/teachlearninqu.11.29
• Lockwood, C., Munn, Z., & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare, 13(3), 179-187. https://doi.org/10.1097/XEB.0000000000000062
• Lopes, A. P. C. E. A. (2023). Advanced algebraic thinking processes in students’ modelling activities. Teaching Mathematics and Its Applications, 42(4), 360-374. https://doi.org/10.1093/teamat/hrac024
• MacKay, K. L., McMillan, B. G., Young, T. A., Tucker, A. M., Kimball, A. C., & Tolman, E. K. (2024). Mathematics content in early childhood classroom libraries: Alignment with common core mathematics standards. Early Childhood Education Journal, 52(7), 1325-1337. https://doi.org/10.1007/s10643-022-01418-y
• Moretti, V. D., das Virgens, W. P., & de Oliveira Romeiro, I. (2021). Theoretical generalization and the development of algebraic thinking: Contributions to early years’ teacher education. Bolema, 35(71). https://doi.org/10.1590/1980-4415V35N71A11
• Owusu-Ansah, N. A., Armah, G., Frimpong, S. A., & Apawu, J. (2023). Using differentiated instruction to foster algebraic thinking in classrooms. International Journal of Studies in Education and Science, 4(2), 151-162. https://doi.org/10.46328/ijses.64
• Page, M. J., McKenzie, J. E., Bossuyt, P., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Medicina Fluminensis, 57(4), 444-465. https://doi.org/10.21860/medflum2021_264903
• Pincheira, N., & Alsina, Á. (2021). Early algebra in primary education textbooks: Implications for teacher education. Bolema, 35(71). https://doi.org/10.1590/1980-4415V35N71A05
• Pinnock, E. (2021). Teaching and learning algebraic thinking with 5-to 12-year-olds: The global evolution of and emerging field of research and practice. Research in Mathematics Education, 23(2), 226-230. https://doi.org/10.1080/14794802.2020.1725613
• Sibgatullin, I. R., Korzhuev, A. V., Khairullina, E. R., Sadykova, A. R., Baturina, R. V., & Chauzova, V. (2022). A systematic review on algebraic thinking in education. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), Article em2065. https://doi.org/10.29333/EJMSTE/11486
• Sun, S., Sun, D., & Xu, T. (2023). The developmental progression of early algebraic thinking of elementary school students. Journal of Intelligence, 11(12), Article 122. https://doi.org/10.3390/jintelligence11120222
• Torres, M. D., Brizuela, B. M., Cañadas, M. C., & Moreno, A. (2022). Introducing tables to second-grade elementary students in an algebraic thinking context. Mathematics, 10(1), Article 56. https://doi.org/10.3390/math10010056
• Torres, M. D., Moreno, A., Vergel, R., & Cañadas, M. C. (2024). The evolution from “I think it plus three” towards “I think it is always plus three.” Transition from arithmetic generalization to algebraic generalization. International Journal of Science And Mathematics Education, 22(5), 971-991. https://doi.org/10.1007/s10763-023-10414-6
• Ureña, J., Ramírez-Uclés, R., Cañadas, M. C., & Molina, M. (2022). Generalization strategies and representations used by final-year elementary school students. International Journal of Mathematical Education in Science and Technology, 55(1), 23-43. https://doi.org/10.1080/0020739X.2022.2058429
• Walkoe, J. D. K. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18, 523-550. https://doi.org/10.1007/S10857-014-9289-0
• Wettergren, S. (2022). Identifying and promoting young students’ early algebraic thinking. LUMAT, 10(2), 190-214. https://doi.org/10.31129/LUMAT.10.2.1617
• Wilkie, K. J. J. (2024). Coordinating visual and algebraic reasoning with quadratic functions. Mathematics Education Research Journal, 36(1), 33-69. https://doi.org/10.1007/s13394-022-00426-w
• Wilkie, K. J. J., & Hopkins, S. (2024). Generalizing actions with the subtraction-compensation property: Primary students’ algebraic thinking with tasks involving vertical towers of blocks. Educational Studies in Mathematics, 115(3), 433-458. https://doi.org/10.1007/s10649-024-10303-x
• Wilkie, K. J., & Hopkins, S. (2024). Primary students’ relational thinking and computation strategies with concrete-to-symbolic representations of subtraction as difference. Journal of Mathematical Behavior, 73, Article 101121. https://doi.org/10.1016/j.jmathb.2023.101121
• Žakelj, A., Cotič, M., & Doz, D. (2024). Demetriou’s tests and levels of algebraic abilities and proportional reasoning in seventh, eighth, and ninth grades. European Journal of Science and Mathematics Education, 12(2), 326-334. https://doi.org/10.30935/scimath/14460

APA

Jamil, N. B., Rosli, R. B., Mahmud, M. S. B., & Muhammad Hasim, S. B. (2025). Transformative teaching strategies for algebraic thinking: A systematic review of cognitive, pedagogical, and curricular advances. Eurasia Journal of Mathematics, Science and Technology Education, 21(10), em2721. https://doi.org/10.29333/ejmste/17250

Vancouver

Jamil NB, Rosli RB, Mahmud MSB, Muhammad Hasim SB. Transformative teaching strategies for algebraic thinking: A systematic review of cognitive, pedagogical, and curricular advances. EURASIA J Math Sci Tech Ed. 2025;21(10):em2721. https://doi.org/10.29333/ejmste/17250

AMA

Jamil NB, Rosli RB, Mahmud MSB, Muhammad Hasim SB. Transformative teaching strategies for algebraic thinking: A systematic review of cognitive, pedagogical, and curricular advances. EURASIA J Math Sci Tech Ed. 2025;21(10), em2721. https://doi.org/10.29333/ejmste/17250

Chicago

Jamil, Norsiah Binti, Roslinda Binti Rosli, Muhammad Sofwan Bin Mahmud, and Salbiah Binti Muhammad Hasim. "Transformative teaching strategies for algebraic thinking: A systematic review of cognitive, pedagogical, and curricular advances". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 10 (2025): em2721. https://doi.org/10.29333/ejmste/17250

Harvard

Jamil, N. B., Rosli, R. B., Mahmud, M. S. B., and Muhammad Hasim, S. B. (2025). Transformative teaching strategies for algebraic thinking: A systematic review of cognitive, pedagogical, and curricular advances. Eurasia Journal of Mathematics, Science and Technology Education, 21(10), em2721. https://doi.org/10.29333/ejmste/17250

MLA

Jamil, Norsiah Binti et al. "Transformative teaching strategies for algebraic thinking: A systematic review of cognitive, pedagogical, and curricular advances". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 10, 2025, em2721. https://doi.org/10.29333/ejmste/17250