Eurasia Journal of Mathematics, Science and Technology Education

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• Kamal, T., Khan, M. A., Hamad, Z., Illiyan, A., Das, A. K., & Alkhuraydili, A. (2023). Perception and challenges of virtual classes with gender digital divide amidst and post-COVID-19 pandemic in Iraq: An empirical analysis. Education Research International, 2023, 3665768. https://doi.org/10.1155/2023/3665768
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• Lahann, P., & Lambdin, D. V. (2020). Collaborative learning in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 94-95). Springer. https://doi.org/10.1007/978-3-030-15789-0_23
• Links, M. J. (2018). Beyond competency-based continuing professional development. Medical Teacher, 40(3), 253-258. https://doi.org/10.1080/0142159X.2017.1401219
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• Luneta, K. (2022a). Can the Fourth Industrial Revolution resolve why the teaching of mathematics in the current paradigm continues to be decontextualized and ineffective. In B. Chirinda, K. Luneta, & A. Uworwabayeho (Eds.), Mathematics education in Africa (pp. 19-38). Springer. https://doi.org/10.1007/978-3-031-13927-7_2
• Luneta, K. (2022b). Special challenges in mathematics education in sub-Sahara Africa. Current Opinion in Behavioral Sciences, 48, 101211. https://doi.org/10.1016/J.COBEHA.2022.101211
• Maher, M. Lou, Skow, B., & Cicognani, A. (1999). Designing the virtual campus. Design Studies, 20(4), 319-342. https://doi.org/10.1016/S0142-694X(98)00043-X
• Malambo, P., van Putten, S., Botha, H., & Stols, G. (2018). Dysfunctional functions: The case of Zambian mathematics education students. EURASIA Journal of Mathematics, Science and Technology Education, 15(1), em1651. https://doi.org/10.29333/ejmste/99510
• Moore, R. L. (2020). Developing lifelong learning with heutagogy: contexts, critiques, and challenges. Distance Education, 41(3), 381-401. https://doi.org/10.1080/01587919.2020.1766949
• Mukuka, A., & Alex, J. K. (2024). Review of research on microteaching in mathematics teacher education: Promises and challenges. Eurasia Journal of Mathematics, Science and Technology Education, 20(1), em2381. https://doi.org/10.29333/ejmste/13941
• Mukuka, A., Balimuttajjo, S., & Mutarutinya, V. (2023). Teacher efforts towards the development of students’ mathematical reasoning skills. Heliyon, 9(4), e14789. https://doi.org/10.1016/j.heliyon.2023.e14789
• Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2019). Exploring the barriers to effective cooperative learning implementation in school mathematics classrooms. Problems of Education in the 21st Century, 77(6), 745-757. https://doi.org/10.33225/pec/19.77.745
• Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2020). Data on students’ mathematical reasoning test scores: A quasi-experiment. Data in Brief, 30, 105546. https://doi.org/10.1016/j.dib.2020.105546
• Mukuka, A., Shumba, O., & Mulenga, H. M. (2021a). Data on students’ learning experiences in mathematics during the COVID-19 school closure. Data in Brief, 39, 107537. https://doi.org/10.1016/j.dib.2021.107537
• Mukuka, A., Shumba, O., & Mulenga, H. M. (2021b). Students’ experiences with remote learning during the COVID-19 school closure: Implications for mathematics education. Heliyon, 7, e07523. https://doi.org/10.1016/j.heliyon.2021.e07523
• Mullis, I. V, Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. https://eric.ed.gov/?id=ED544554%0A
• Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. https://timssandpirls.bc.edu/timss2019/international-results/
• Niyukuri, F., Nzotungicimpaye, J., & Ntahomvukiye, C. (2020). Pre-service teachers’ secondary school experiences in learning geometry and their confidence to teach it. EURASIA Journal of Mathematics, Science & Technology Education, 16(8), em1871. https://doi.org/10.29333/ejmste/8334
• OECD. (2019). PISA 2018 results (volume I): What students know and can do. OECD. https://doi.org/10.1787/5f07c754-en
• Olivier, W. (2020). Education post-COVID-19: customized blended learning is urgently needed. The Conversation. https://theconversation.com/education-post-covid-19-customised-blend
• Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C. (2004). A conceptual framework for learning to teach secondary mathematics: A situative perspective. Educational Studies in Mathematics, 56(1), 67-96. https://doi.org/10.1023/B:EDUC.0000028398.80108.87
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• Satsangi, R., & Miller, B. (2017). The case for adopting virtual manipulatives in mathematics education for students with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 61(4), 303-310. https://doi.org/10.1080/1045988X.2016.1275505
• Satsangi, R., Bouck, E. C., Taber-Doughty, T., Bofferding, L., & Roberts, C. A. (2016). Comparing the effectiveness of virtual and concrete manipulatives to teach Algebra to secondary students with learning disabilities. Learning Disability Quarterly, 39(4), 240-253. https://doi.org/10.1177/0731948716649754
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• Sunzuma, G., & Maharaj, A. (2019). In-service teachers’ geometry content knowledge: Implications for how geometry is taught in teacher training institutions. International Electronic Journal of Mathematics Education, 14(3), 633-646. https://doi.org/10.29333/iejme/5776
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• Thompson, P. W. (2020). Constructivism in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 127-134). Springer. https://doi.org/10.1007/978-3-030-15789-0_31
• Traore, M. (2021). Guidebook to a successful implementation of digital education. World Bank.
• Ukobizaba, F., Ndihokubwayo, K., Mukuka, A., & Uwamahoro, J. (2021). From what makes students dislike mathematics towards its effective teaching practices. Bolema: Boletim de Educação Matemática [Bulletin: Mathematics Education Bulletin], 35(70), 1200-1216. https://doi.org/10.1590/1980-4415v35n70a30
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APA

Alex, J. K., & Mukuka, A. (2024). Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers. Eurasia Journal of Mathematics, Science and Technology Education, 20(3), em2416. https://doi.org/10.29333/ejmste/14320

Vancouver

Alex JK, Mukuka A. Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers. EURASIA J Math Sci Tech Ed. 2024;20(3):em2416. https://doi.org/10.29333/ejmste/14320

AMA

Alex JK, Mukuka A. Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers. EURASIA J Math Sci Tech Ed. 2024;20(3), em2416. https://doi.org/10.29333/ejmste/14320

Chicago

Alex, Jogymol Kalariparampil, and Angel Mukuka. "Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 3 (2024): em2416. https://doi.org/10.29333/ejmste/14320

Harvard

Alex, J. K., and Mukuka, A. (2024). Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers. Eurasia Journal of Mathematics, Science and Technology Education, 20(3), em2416. https://doi.org/10.29333/ejmste/14320

MLA

Alex, Jogymol Kalariparampil et al. "Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 3, 2024, em2416. https://doi.org/10.29333/ejmste/14320