Eurasia Journal of Mathematics, Science and Technology Education

• Alsina, A. (2020). A abordagem dos itinerários do ensino da matemática: Por quê?, Por quê? E como aplicá-lo na sala de aula [The approach of learning itineraries in mathematics: Why? And how to apply it in the classroom]? TANGRAM–Revista de Educação Matemática, 3(2), 127-158. https://doi.org/10.30612/tangram.v3i2.12018
• Alsina, Á., & Vásquez, C. (2024). La probabilidad en educación infantil: Finalidades, aplicaciones y prácticas de enseñanza [Probability in early childhood education: Purposes, applications and teaching practices]. Revista Científica Ecociencia, 11(4). 1-26. https://doi.org/10.21855/ecociencia.114.961
• Amorim, N. D., & Silva, R. L. (2016). Apresentação e utilização de tabelas em livros didáticos de matemática do 4º e 5º anos do ensino fundamental [Presentation and use of tables in mathematics textbooks for the 4^th and 5^th grades of elementary school]. Revista de Educação Matemática e Tecnológica Iberoamericana, 7(1), 1-21.
• Arteaga, P., Batanero, C., Cañadas, G., & Contreras, J. M. (2011). Las tablas y gráficos estadísticos como objetos culturales [Statistical tables and graphs as cultural objects]. Números. Revista de Didáctica de las Matemáticas, 76, 55-67.
• Arteaga, P., Díaz-Levicoy, D., & Batanero, C. (2020). Chilean primary school children’s understanding of statistical graphs. Acta Scientiae, 22(5), 2-24. https://doi.org/10.17648/acta.scientiae.5884
• Bahar, R., Munadi, S., & Rosnawati, R. (2023). The brainstorming method on pesantren students’ mathematical connection and metacognition skills. Pegem Journal of Education and Instruction, 13(3), 228-238. https://doi.org/10.47750/pegegog.13.03.24
• Beltrão, T. M. S. (2012). Uma análise da transposição didática externa com base no que propõem documentos oficiais para o ensino de gráficos estatísticos [An analysis of external didactic transposition based on what official documents propose for teaching statistical graphs]. Revista Paranaense de Educação Matemática, 1(1), 131-152. https://doi.org/10.33871/22385800.2012.1.1.131-152
• Berry, J., & Nyman, M. (2003). Promoting students’ graphical understanding of the calculus. The Journal of Mathematical Behavior, 22(4), 479-495. https://doi.org/10.1016/j.jmathb.2003.09.006
• Bishop, A. (1999). Enculturación matemática. La educación matemática desde una perspectiva cultural [Mathematical enculturation. Mathematics education from a cultural perspective]. Paidós.
• Businskas, A. M. (2008). Conversations about connections: How secondary mathematics teachers conceptualize and contend with mathematical connections [Unpublished PhD thesis]. Simon Fraser University.
• Bustamante-Valdés, M., Díaz-Levicoy, D., & Alarcón-Bustamante, E. (2024). Analysis of formative and evaluative activities on statistical graphs in textbooks for Chilean rural multigrade education. European Journal of Investigation in Health, Psychology and Education, 14(5), 1396-1412. https://doi.org/10.3390/ejihpe14050092
• Campbell-Kelly, M., Croarken, M., Flood, R., & Robson, E. (Eds.) (2003). The history of mathematical tables. From Sumer to spreadsheets. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198508410.001.0001
• 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
• Campo-Meneses, K. G., Font, V., García-García, J., & Sánchez, A. (2021). Mathematical connections activated in high school students’ practice solving tasks on the exponential and logarithmic functions. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), Article em1998. https://doi.org/10.29333/ejmste/11126
• 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
• Caviedes, S., De Gamboa, G., & Badillo, E. (2024). Mathematical connections involved in area measurement processes. Research in Mathematics Education, 26(2), 237-257. https://doi.org/10.1080/14794802.2024.2370333
• Cazorla, I., & Utsumi, M. C. (2010). Reflexões sobre o ensino de estatística na educação básica [Reflections on teaching statistics in basic education]. In I. Cazorla, & E. Santana (Eds.), Do tratamento da informação ao letramento estatístico (pp. 9-18). Via Litterarum.
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge. https://doi.org/10.4324/9781315456539
• Curcio, F. (1989). Developing graph comprehension. National Council of Teachers of Mathematics.
• de Alencar, E. S., & Diaz-Levicoy, D. (2024). Conocimiento para enseñanza estadística en el libro de primer año de educación primaria en Perú [Knowledge for teaching statistics in the first year of primary education book in Peru]. REAMEC–Rede Amazônica de Educação em Ciências e Matemática, 12, Article e24023. https://doi.org/10.26571/reamec.v12.16664
• Díaz-Levicoy, D., Batanero, C., Arteaga, P., & Gea, M. M. (2019). Chilean children’s reading levels of statistical graphs. International Electronic Journal of Mathematics Education, 14(3), 689-700. https://doi.org/10.29333/iejme/5786
• Díaz-Levicoy, D., Batanero, C., Cezón, P. A., & Serrano, M. M. G. (2015). Análisis de gráficos estadísticos en libros de texto de educación primaria Española [Analysis of statistical graphs in Spanish primary education textbooks]. UNION-Revista Iberoamericana de Educación Matemática, 11(44).
• Díaz-Levicoy, D., Millones, T. S. O., Salcedo, A., & Gutiérrez-Saldivia, X. (2022). Statistical tables in primary education textbooks of Peru. Revista Fuentes, 24(3), 358-372.
• Díaz-Levicoy, D., Morales, R., Arteaga, P., & López-Martín, M. D. M. (2020). Conocimiento sobre tablas estadísticas por estudiantes Chilenos de tercer año de educación primaria [Knowledge about statistical tables by Chilean third-year primary school students]. Educación Matemática, 32(2), 247-277. https://doi.org/10.24844/em3202.10
• Díaz-Levicoy, D., Sepúlveda, A., Vásquez, C., & Opazo, M. (2016). Lectura de tablas estadísticas por futuras maestras de educación infantil [Reading statistical tables by future early childhood education teachers]. Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática, 18(3), 1099-1115.
• 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: Mathematics Education Bulletin, 31(57), 158-180. https://doi.org/10.1590/1980-4415v31n57a08
• Drijvers, P., Godino, J. D., Font, V., & Trouche, L. (2013). One episode, two lenses. Educational Studies in Mathematics, 82(1), 23-49. https://doi.org/10.1007/s10649-012-9416-8
• Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2011). Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks. Mathematics Education Research Journal, 23(3), 297-319.
• Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2013). Mathematical connections and their relationship to mathematics knowledge for teaching geometry. School Science and Mathematics, 113(3), 120-134. https://doi.org/10.1111/ssm.12009
• Estrella, S. (2014). El formato tabular: Una revisión de literatura [The tabular format: A literature review]. Revista Actualidades Investigativas en Educación, 14(2), 1-23. https://doi.org/10.15517/aie.v14i2.14817
• Estrella, S., & Olfos, R. (2015). Transnumeración de los datos: El caso de las tablas de frecuencia [Transnumeration of data: The case of frequency tables]. In P. Scott, & Á. Ruíz (Eds.), Educación matemática en las Américas: 2015. Estadística y probabilidad (pp. 220-225). Comité Interamericano de Educación Matemática.
• Eudave, D. (2009). Niveles de comprensión de información y gráficas estadísticas en estudiantes de centros de educación básica para jóvenes y adultos de México [Levels of understanding of information and statistical graphs in students of basic education centers for young people and adults in Mexico]. Educación Matemática, 21(2), 5-37.
• Evitts, T. (2004). Investigating the mathematical connections that preservice teachers use and develop while solving problems from reform curricula [Unpublished PhD thesis]. Pennsylvania State University.
• Font, V., & Contreras, A. (2008). The problem of the particular and its relation to the general in mathematics education. Educational Studies in Mathematics, 69, 33-52. https://doi.org/10.1007/s10649-008-9123-7
• Font, V., & Godino, J. D. (2006). La noción de configuración epistémica como herramienta de análisis de textos matemáticos: Su uso en la formación de profesores [The notion of epistemic configuration as a tool for analyzing mathematical texts: Its use in teacher training]. Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática, 8(1), 67-98.
• Font, V., Godino, J. D., & Gallardo, J. (2013). The emergence of objects from mathematical practices. Educational Studies in Mathematics, 82(1), 97-124. https://doi.org/10.1007/s10649-012-9411-0
• Friel, S., Curcio, F., & Bright, G. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158. https://doi.org/10.2307/749671
• Gabucio, F., Martí, E., Enfedaque, J., Gilabert, S., & Konstantinidou, A. (2010). Niveles de comprensión de las tablas en alumnos de primaria y secundaria [Levels of understanding of tables in primary and secondary school students]. Cultura y Educación, 22(2), 183-197. https://doi.org/10.1174/113564010791304528
• García-García, J. (2024). Mathematical understanding based on the mathematical connections made by Mexican high school students regarding linear equations and functions. The Mathematics Enthusiast, 21(3), 673-718. https://doi.org/10.54870/1551-3440.1646
• 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
• Gea, M. M., Pallauta, J. D., Batanero, C., & Valenzuela-Ruiz, S. M. (2022). Statistical tables in Spanish primary school textbooks. Mathematics, 10(15), 2809. https://doi.org/10.3390/math10152809
• Godino, J. D., & Batanero, C. (1994). Significado institucional y personal de los objetos matemáticos [Institutional and personal meaning of mathematical objects]. Recherches en Didactique des Mathématiques, 14(3), 325-355.
• Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM Mathematics Education, 39, 127-135. https://doi.org/10.1007/s11858-006-0004-1
• Godino, J. D., Batanero, C., & Font, V. (2019). The ontosemiotic approach: Implications forthe prescriptive character of didactics. For the Learning of Mathematics, 39(1), 37-42.
• Guimarães, G., Gitirana, V., Cavalcanti, M., & Marques, M. C. M. (2008). Análise das atividades sobre representações gráficas nos livros didáticos de matemática [Analysis of activities on graphical representations in mathematics textbooks]. In V. Gitirana, F. Bellemain, & V. Andrade (Eds.), Anais do 2º Simpósio Internacional de Pesquisa em Educação Matemática (pp. 1-12). Universidad Federal de Pernambuco.
• Hatisaru, V. (2023). Mathematical connections established in the teaching of functions. Teaching Mathematics and its Applications: An International Journal of the IMA, 42(3), 207-227. https://doi.org/10.1093/teamat/hrac013
• Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., & Hendri, S. (2019). Mathematical connection of elementary school students to solve mathematical problems. Journal on Mathematics Education, 10(1), 69-80. https://doi.org/10.22342/jme.10.1.5416.69-80
• Lahanier-Reuter, D. (2003). Différents types de tableaux dans l’enseignement des statistiques [Different types of tables in statistics teaching]. SPIRALE. Revue de Recherches en Éducation, 32, 143-154. https://doi.org/10.3406/spira.2003.1386
• 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
• Maher, L., & Dertadian, G. (2018). Qualitative research. Addiction, 113(1), 167-172. https://doi.org/10.1111/add.13931
• Mingorance, C. (2014). La estadística en las pruebas de diagnóstico Andaluzas [Statistics in Andalusian diagnostic tests]. Universidad de Granada.
• Ministry of Education. (2012). Matemática educación básica. Bases curriculares [Mathematics in basic education. Curriculum framework]. Unidad de Currículum y Evaluación.
• Ministry of Education. (2013). Matemática. Programa de estudio primer año básico [Mathematics. First grade curriculum]. Unidad de Currículum y Evaluación.
• MNE. (2006). Estándares básicos de competencias: Matemáticas [Basic competency standards: Mathematics]. Ministry of National Education.
• NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
• Pallauta, J. D., & Batanero, C. (2024). Guía para el análisis de la idoneidad epistémica y cognitiva de lecciones sobre tablas estadísticas en libros de texto [Guide for analyzing the epistemic and cognitive suitability of lessons on statistical tables in textbooks]. Bolema: Boletim de Educação Matemática, 38, Article e230088. https://doi.org/10.1590/1980-4415v38a230088
• Parra-Fica, J. H., del Mar López-Martín, M., & Díaz-Levicoy, D. (2024). Measures of central tendency in primary education textbooks in Chile. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), Article em2454. https://doi.org/10.29333/ejmste/14592
• 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
• Rodríguez-Alveal, F., Aguayo-Arriagada, C. G., & Díaz-Levicoy, D. (2025). Statistical knowledge of future secondary mathematics teachers in reading and arguing graphical information. Eurasia Journal of Mathematics, Science and Technology Education, 21(12), Article em2751. https://doi.org/10.29333/ejmste/17503
• 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. (2025). The extended theory of connections (ETC) and its contributions to mathematics education: Some reflections on the path taken. Math-Edu: Jurnal Ilmu Pendidikan Matematika, 10(1), 108-133. https://doi.org/10.32938/jipm.v10i1.9434
• 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., Cabrales-González, H. A., 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., Font, V., Borji, V., & Rodríguez-Vásquez, F. M. (2022a). 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., Lemus-Barrera, C. I., Cantillo-Rudas, B. M., Sudirman, Font, V., & Rodríguez-Vásquez, F. M. (2025a). Mathematical connections’ network identified in solving problems about vectors in the classroom: A detailed analysis with onto-semiotic tools. Journal on Mathematics Education, 16(4), 1431-1462. https://doi.org/10.22342/jme.v16i4.pp1431-1462
• Rodríguez-Nieto, C. A., Rodríguez-Vásquez, F. M., & Font, V. (2023). 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
• Rodríguez-Nieto, C. A., Rodríguez-Vásquez, F. M., & Font, V. (2022b). A new view about connections. The mathematical connections established by a teacher when teaching the derivative. International Journal of Mathematical Education in Science and Technology, 53(6), 1231-1256. https://doi.org/10.1080/0020739X.2020.1799254
• Rodríguez-Nieto, C. A., Rodríguez-Vásquez, F. M., Font, V., Sudirman, S., & Cantillo-Rudas, B. M. (2025b). Engineering students’ mathematical understanding based on the quality of mathematical connections activated to solve tasks about function’s graph and its derivative. Educational Process: International Journal, 17, Article e2025394. https://doi.org/10.22521/edupij.2025.17.394
• 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), Article em2818. https://doi.org/10.29333/ejmste/18281
• Sahin, Z., Yenmez, A. A., & Erbas, A. K. (2015). Relational understanding of the derivative concept through mathematical modeling: A case study. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 177-188. https://doi.org/10.12973/eurasia.2015.1149a
• Su, C. S., Díaz-Levicoy, D., & Hsu, C. C. (2024). The impact of a training cycle on statistics and probability for future primary schoolteachers with a gender-focused approach within the framework of education for sustainable development. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), Article em2401. https://doi.org/10.29333/ejmste/14177
• Su, C. S., Díaz-Levicoy, D., Vásquez, C., & Hsu, C. C. (2023). Sustainable development education for training and service teachers teaching mathematics: A systematic review. Sustainability, 15(10), Article 8435. https://doi.org/10.3390/su15108435
• Vásquez, C., & Alsina, Á. (2019). Observing mathematics teaching practices to promote professional development: An analysis of approaches to probability. International Electronic Journal of Mathematics Education, 14(3), 719-733. https://doi.org/10.29333/iejme/5866
• Verástegui-Gutiérrez, M. Á., López-Flores, J. I., & García-García, J. I. (2024). El razonamiento estadístico en el currículo de formación inicial del profesor de matemáticas de educación secundaria en México [Statistical reasoning in the initial teacher training curriculum for secondary education mathematics teachers in Mexico]. Educación Matemática, 36(3), 116-142. https://doi.org/10.24844/em3603.05
• Wild, C., & Pfannkuch, M. (1999). Statistical thinking in empirical enquiry. International Statistical Review, 67(3), 223-265. https://doi.org/10.2307/1403699

APA

Rodríguez-Nieto, C. A., Barrera-Pacheco, A., Cantillo-Rudas, B. M., Ballestas Rodríguez, M., Font Moll, V., Díaz-Levicoy, D., & Rodríguez-Vásquez, F. M. (2026). University students’ mathematical connections in problem-solving on frequency distribution tables: A new view of connections in statistics education. Eurasia Journal of Mathematics, Science and Technology Education, 22(7), em2865. https://doi.org/10.29333/ejmste/18847

Vancouver

Rodríguez-Nieto CA, Barrera-Pacheco A, Cantillo-Rudas BM, Ballestas Rodríguez M, Font Moll V, Díaz-Levicoy D, et al. University students’ mathematical connections in problem-solving on frequency distribution tables: A new view of connections in statistics education. EURASIA J Math Sci Tech Ed. 2026;22(7):em2865. https://doi.org/10.29333/ejmste/18847

AMA

Rodríguez-Nieto CA, Barrera-Pacheco A, Cantillo-Rudas BM, et al. University students’ mathematical connections in problem-solving on frequency distribution tables: A new view of connections in statistics education. EURASIA J Math Sci Tech Ed. 2026;22(7), em2865. https://doi.org/10.29333/ejmste/18847

Chicago

Rodríguez-Nieto, Camilo Andrés, Alonso Barrera-Pacheco, Benilda María Cantillo-Rudas, Marlene Ballestas Rodríguez, Vicenç Font Moll, Danilo Díaz-Levicoy, and Flor Monserrat Rodríguez-Vásquez. "University students’ mathematical connections in problem-solving on frequency distribution tables: A new view of connections in statistics education". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 7 (2026): em2865. https://doi.org/10.29333/ejmste/18847

Harvard

Rodríguez-Nieto, C. A., Barrera-Pacheco, A., Cantillo-Rudas, B. M., Ballestas Rodríguez, M., Font Moll, V., Díaz-Levicoy, D., and Rodríguez-Vásquez, F. M. (2026). University students’ mathematical connections in problem-solving on frequency distribution tables: A new view of connections in statistics education. Eurasia Journal of Mathematics, Science and Technology Education, 22(7), em2865. https://doi.org/10.29333/ejmste/18847

MLA

Rodríguez-Nieto, Camilo Andrés et al. "University students’ mathematical connections in problem-solving on frequency distribution tables: A new view of connections in statistics education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 7, 2026, em2865. https://doi.org/10.29333/ejmste/18847