International Electronic Journal of Mathematics Education

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• García-García, J. (2024). Mathematical understanding based on the mathematical connections made by Mexican high school students regarding linear equations and functions. The Mathematics Enthusiasts, 21(3), 673-718. https://doi.org/10.54870/1551-3440.1646
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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
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• Hansen, E. K. S., & Naalsund, M. (2022). The role of teacher actions for students’ productive interaction solving a linear function problem. International Electronic Journal of Mathematics Education, 17(3), Article em0685. https://doi.org/10.29333/iejme/11921
• Hatisaru, V. (2022). Investigating secondary mathematics teachers’ analogies to function. International Journal of Mathematical Education in Science and Technology, 55(5), 1097-1116. https://doi.org/10.1080/0020739X.2022.2032440
• Hrnjičić, A., & Alihodžić, A. (2024). Measuring students’ conceptual understanding of real functions: A Rasch model analysis. International Electronic Journal of Mathematics Education, 19(1), Article em0761. https://doi.org/10.29333/iejme/13942
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• 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
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• Mateus-Nieves, E., & Moreno, E. M. (2021). Desarrollo del pensamiento variacional para la enseñanza de nociones preliminares de cálculo: Una experiencia de aula en la educación básica [Development of variational thinking for teaching preliminary notions of calculus: A classroom experience in basic education]. Acta Scientiae, 23(2), 113-135. https://doi.org/10.17648/acta.scientiae.5716
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APA

Nuñez-Gutierrez, K., Rodríguez-Nieto, C. A., Correa-Sandoval, L., & Font Moll, V. (2025). High school Colombian students’ variational thinking triggered by mathematical connections in a laboratory on linear functions. International Electronic Journal of Mathematics Education, 20(1), em0800. https://doi.org/10.29333/iejme/15649

Vancouver

Nuñez-Gutierrez K, Rodríguez-Nieto CA, Correa-Sandoval L, Font Moll V. High school Colombian students’ variational thinking triggered by mathematical connections in a laboratory on linear functions. INT ELECT J MATH ED. 2025;20(1):em0800. https://doi.org/10.29333/iejme/15649

AMA

Nuñez-Gutierrez K, Rodríguez-Nieto CA, Correa-Sandoval L, Font Moll V. High school Colombian students’ variational thinking triggered by mathematical connections in a laboratory on linear functions. INT ELECT J MATH ED. 2025;20(1), em0800. https://doi.org/10.29333/iejme/15649

Chicago

Nuñez-Gutierrez, Karina, Camilo Andrés Rodríguez-Nieto, Lisseth Correa-Sandoval, and Vicenç Font Moll. "High school Colombian students’ variational thinking triggered by mathematical connections in a laboratory on linear functions". International Electronic Journal of Mathematics Education 2025 20 no. 1 (2025): em0800. https://doi.org/10.29333/iejme/15649

Harvard

Nuñez-Gutierrez, K., Rodríguez-Nieto, C. A., Correa-Sandoval, L., and Font Moll, V. (2025). High school Colombian students’ variational thinking triggered by mathematical connections in a laboratory on linear functions. International Electronic Journal of Mathematics Education, 20(1), em0800. https://doi.org/10.29333/iejme/15649

MLA

Nuñez-Gutierrez, Karina et al. "High school Colombian students’ variational thinking triggered by mathematical connections in a laboratory on linear functions". International Electronic Journal of Mathematics Education, vol. 20, no. 1, 2025, em0800. https://doi.org/10.29333/iejme/15649