Eurasia Journal of Mathematics, Science and Technology Education

• Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587
• Bahri, A., Idris, I. S., Muis, H., Arifuddin, M., & Fikri, M. (2021). Blended learning integrated with innovative learning strategy to improve self-regulated learning. International Journal of Instruction, 14(1), 779-794. https://doi.org/10.29333/iji.2021.14147a
• Biton, Y., Hershkovitz, S., & Hoch, M. (2014). Learning with Facebook: Preparing for the mathematics Bagrut - A case study. In C. Nicol, P. Liljedahl, S. Oesterle, & D. Allan (Eds.), Proceeding of PME 38 and PME-NA 36 (vol. 2, pp. 161-168). PME. https://files.eric.ed.gov/fulltext/ED599759.pdf
• Biton, Y., & Segal, R. (2021). Learning and teaching mathematics with online social networks: The case of Facebook. In Teacher Education - New Perspectives. IntechOpen, https://doi.org/10.5772/intechopen.95998
• Biton, Y., Segal, R., & Fellus, O. (2022a). Students’ perceptions of learning mathematics in the WhatsApp environment through the Bagroup project. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelve Congress of the European Society for Research in Mathematics Education (pp 1319-1326). Free University of Bozen-Bolzano. https://hal.science/hal-03745590/document
• Segal, R., & Biton, Y. (2022b). Teachers' perceptions of teaching and learning mathematics in the WhatsApp environment through the "Bagroup" project. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (pp. 2610-2617). Free University of Bozen-Bolzano. http://erme.site/wp-content/uploads/2023/02/indexPROCEEDINGS.pdf
• Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Sánchez-Aguilar, M. (2016). Blended learning, e-learning, and mobile learning in mathematics education. ZDM Mathematics Education, 48, 589-610. https://doi.org/10.1007/s11858-016-0798-4
• Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education. Research, 13, 217. https://doi.org/10.28945/2051
• Boyd, D. (2010). Social network sites as networked publics: Affordances, dynamics, and implications. In P. A. Zizi (Ed.), Networked self: Identity, community, and culture on social network sites (pp. 39-58). Routledge.
• Calderón-Garrido, D., & Gil-Fernández, R. (2022). Pre-service teachers’ use of general social networking sites linked to current scenarios: Nature and characteristics. Technology, Knowledge and Learning, 28, 1325-1349. https://doi.org/10.1007/s10758-022-09609-7
• CASEL. (2003). Safe and sound: An educational leaders’ guide to evidence-based social and emotional learning (SEL) programs. Collaborative for Academic, Social and Emotional Learning.
• CASEL. (2022). Fundamentals of SEL. Collaborative for Academic, Social and Emotional Learning. https://casel.org/what-is-sel/
• Chapin, S. H., O’Connor, M. C., & Anderson, N. C. (2013). Classroom discussions: Using math talk to help students learn, grades 1-6. Math Solutions Publications.
• Creswell, J. W. (2014). Qualitative, quantitative and mixed methods approach. SAGE.
• Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85-107). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195399820.013.0006
• Durgungoz, A., & Durgungoz, F. C. (2022). “We are much closer here”: Exploring the use of WhatsApp as a learning environment in a secondary school mathematics class. Learning Environments Research, 25(2), 423-444. https://doi.org/10.1007/s10984-021-09371-0
• Dyson, B., Vickers, K., Turtle, J., Cowan, S., & Tassone, A. (2015). Evaluating the use of Facebook to increase student engagement and understanding in lecture-based classes. Higher Education, 69, 303-313. https://doi.org/10.1007/s10734-014-9776-3
• Engelbrecht, J., Llinares, S., & Borba, M. C. (2020). Transformation of the mathematics classroom with the Internet. ZDM, 52, 825-841. https://doi.org/10.1007/s11858-020-01176-4
• Espinoza, O. (2007). Solving the equity–Equality conceptual dilemma: A new model for analysis of the educational process. Educational Research, 49(4), 343-363. https://doi.org/10.1080/00131880701717198
• Freeman, B., Higgins, K. N., & Horney, M. (2016). How students communicate mathematical ideas: An examination of multimodal writing using digital technologies. Contemporary Educational Technology, 7(4), 281-313. https://doi.org/10.30935/cedtech/6178
• Fried, M. N., Perl, H., & Arcavi, A. (2018). Highlights in the development of education and mathematics education in the state of Israel: A timeline. In N. Movshovitz-Hadar (Ed.), Israel mathematics education K-12 (pp. 3-19). World Scientific. https://doi.org/10.1142/9789813231191_0001
• Garrinson, D, R. & Vaughan, N, D. (2008). Blended learning in higher education: Framework, principles and guidelines. John Wiley & Sons, Inc. https://doi.org/10.1002/9781118269558
• Greenhow, C., & Askari, E. (2017). Learning and teaching with social network sites: A decade of research in K-12 related education. Education and Information Technologies, 22(2), 623-645. https://doi.org/10.1007/s10639-015-9446-9
• Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6-30. https://doi.org/10.1080/17439884.2015.1064954
• Holley, D., & Oliver, M. (2010). Student engagement and blended learning: Portraits of risk. Computers and Education, 54(3), 693-700. https://doi.org/10.1016/j.compedu.2009.08.035
• Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments. In B. B. Wil son (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 11-24). Educational Technology Publications.
• Joswick, C., & Taylor, C. N. (2022). Supporting SEL competencies with number talks. Mathematics Teacher: Learning and Teaching PK-12, 115(11), 781-791. https://doi.org/10.5951/MTLT.2021.0347
• Kamour, M., & Altakhayneh, B. (2021). Impact of a counseling program based on social emotional learning toward reducing math anxiety in middle school students. International Journal of Curriculum and Instruction, 13(3), 2026-2038.
• Kizel, A. (2019). I–Thou dialogical encounters in adolescents’ WhatsApp virtual communities. AI & Society, 34, 19-27. https://doi.org/10.1007/s00146-017-0692-9
• Klemer, A., Segal, R., Miedijensky, S., Herscu-Kluska, R., & Kouropatov, A. (2023). Changes in the attitudes of mathematics and science teachers toward the integration and use of computerized technological tools as a result of the COVID-19 pandemic. EURASIA Journal of Mathematics, Science and Technology Education, 19(7), em2295. https://doi.org/10.29333/ejmste/13306
• Lewis, G. (2013). Emotion and disaffection with school mathematics. Research in Mathematics Education, 15(1), 70-86. https://doi.org/10.1080/14794802.2012.756636
• McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). Macmillan Library Reference.
• Moodley, M. (2019). WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development program. South African Journal of Education, 39(2), 1-10. https://doi.org/10.15700/saje.v39n2a1323
• Morin, R. (2016). The many faces of the digital generation. Curatti. https://www.curatti.com/digital-generation/
• Morsidi, S., Abu Samah, N., Abdul Rahman, K. A., Mohamad Ashari, Z., Jumaat, N. F., & Abdullah, A. H. (2021). WhatsApp and its potential to develop communication skills among university students. International Journal of Interactive Mobile Technologies, 15(23), 57-71. https://doi.org/10.3991/ijim.v15i23.27243
• Naidoo, J., & Kopung, K. J. (2016). Exploring the use of WhatsApp in mathematics learning: A case study. Journal of Communication, 7(2), 266-273. https://doi.org/10.1080/0976691X.2016.11884907
• Naidoo, J., & Kopung, K. J. (2020). Technology for the 21^st century: Exploring the use of WhatsApp Instant Messaging for pre-service teachers’ learning of mathematics. International Journal for Technology in Mathematics Education, 27(2), 83-97.
• NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
• NCTM. (2009). Guiding principles for mathematics curriculum and assessment. National Council of Teachers of Mathematics.
• NCTM. (2019). Asking questions and promoting discourse. National Council of Teachers of Mathematics.
• Nida, N. K., Usodo, B., & Saputro, D. R. S. (2020). The blended learning with WhatsApp media on mathematics creative thinking skills and math anxiety. Journal of Education and Learning, 14(2), 307-314. https://doi.org/10.11591/edulearn.v14i2.16233
• OECD. (2018). The future of education and skills: Education 2030. OECD. https://www.oecd.org/education/2030-project/
• OECD. (2019). Future of education and skills 2030. OECD. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
• Pocan, S., Altay, B., & Yasaroglu, C. (2023). The effects of mobile technology on learning performance and motivation in mathematics education. Education and Information Technologies, 28(1), 683-712. https://doi.org/10.1007/s10639-022-11166-6
• Putra, N., Asmar, A., & Yerizon. (2020). Development of mathematics learning tools based on RME approach to improve mathematical communication skills of class VIII students in junior high schools. International Journal of Progressive Sciences and Technologies, 18(2), 160-165. https://doi.org/10.52155/ijpsat.v18.2.1544
• Quinn, D., & Aarão, J. (2020). Blended learning in first-year engineering mathematics. ZDM Mathematics Education, 52, 927-941. https://doi.org/10.1007/s11858-020-01160-y
• Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236. https://doi.org/10.1086/501484
• Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209. https://doi.org/10.1037/0022-0663.98.1.209
• Rosenberg, H., & Asterhan, C. S. (2018). “WhatsApp, Teacher?”–Student perspectives on teacher-student WhatsApp interactions in secondary schools. Journal of Information Technology Education: Research, 17, 205-226. https://doi.org/10.28945/4081
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
• Saadati, F., Giaconi, V., Chandia, E., Fuenzalida, N., & Rodríguez Donoso, M. (2021). Beliefs and practices about remote teaching processes during the pandemic: A study with Chilean mathematics teachers. EURASIA Journal of Mathematics, Science and Technology Education, 17(11), em2023. https://doi.org/10.29333/ejmste/11201
• Schleicher, A. (2019). PISA 2018: Insights and interpretations. OECD Publishing.
• Schwartz, C. S., Morge, S. P., Rachlin, S. L., & Hargrove, T. Y. (2017). A blended online model for instruction: The North Carolina story. In M. B. McGatha, & N. R. Rigelman (Eds.), Elementary mathematics specialists: Developing, refining, and examining programs that support mathematics teaching and learning (pp. 69-76). Information Age Publishing.
• Sears, R., Bay-Williams, J., Willingham, J. C., & Cullen, A. (2022). Symbiosis: Social and emotional learning & mathematics learning. Mathematics Teacher: Learning and Teaching PK-12, 115(11), 770-780. https://doi.org/10.5951/mtlt.2022.0081
• Sendurur, P., Sendurur, E., & Yilmaz, R. (2015). Examination of the social network sites usage patterns of pre-service teachers. Computers in Human Behavior, 51, 188-194. https://doi.org/10.1016/j.chb.2015.04.052
• So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336. https://doi.org/10.1016/j.compedu.2007.05.009
• Sofianidis, A., Meletiou-Mavrotheris, M., Konstantinou, P., Stylianidou, N., & Katzis, K. (2021). Let students talk about emergency remote teaching experience: Secondary students’ perceptions on their experience during the COVID-19 pandemic. Education Sciences, 11(6), 268. https://doi.org/10.3390/educsci11060268
• Tella, A. (2014). Globalisation, blended learning, and mathematics education: Implications for pedagogy in tertiary institutions. In N. P. Ololube (Ed.), Advancing technology and educational development through blended learning in emerging economies (pp. 190-211). IGI Global. https://doi.org/10.4018/978-1-4666-4574-5.ch011
• Tong, D. H., Uyen, B. P., & Quoc, N. V. A. (2021). The improvement of 10^th students’ mathematical communication skills through learning ellipse topics. Heliyon, 7, E08282. https://doi.org/10.1016/j.heliyon.2021.e08282
• Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). The Guilford Press.
• Yeo, M. M. L. (2014). Social media and social networking applications for teaching and learning. European Journal of Science and Mathematics Education, 2(1), 53-62. https://doi.org/10.30935/scimath/9400
• Zeedan, R., & Hogan, R. E. (2022). The correlation between budgets and matriculation exams: The case of Jewish and Arab schools in Israel. Education Sciences, 12(8), 545. https://doi.org/10.3390/educsci12080545

APA

Biton, Y., & Segel, R. (2024). Learning mathematics via WhatsApp social network in Bagroup national project: Students’ perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2484. https://doi.org/10.29333/ejmste/14876

Vancouver

Biton Y, Segel R. Learning mathematics via WhatsApp social network in Bagroup national project: Students’ perceptions. EURASIA J Math Sci Tech Ed. 2024;20(8):em2484. https://doi.org/10.29333/ejmste/14876

AMA

Biton Y, Segel R. Learning mathematics via WhatsApp social network in Bagroup national project: Students’ perceptions. EURASIA J Math Sci Tech Ed. 2024;20(8), em2484. https://doi.org/10.29333/ejmste/14876

Chicago

Biton, Yaniv, and Ruti Segel. "Learning mathematics via WhatsApp social network in Bagroup national project: Students’ perceptions". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 8 (2024): em2484. https://doi.org/10.29333/ejmste/14876

Harvard

Biton, Y., and Segel, R. (2024). Learning mathematics via WhatsApp social network in Bagroup national project: Students’ perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2484. https://doi.org/10.29333/ejmste/14876

MLA

Biton, Yaniv et al. "Learning mathematics via WhatsApp social network in Bagroup national project: Students’ perceptions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 8, 2024, em2484. https://doi.org/10.29333/ejmste/14876