Eurasia Journal of Mathematics, Science and Technology Education

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• Wille, A. M. (2017). Conceptions of the transition from the difference quotient to the derivative in imaginary dialogues written by pre-service teachers. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the 10^th Congress of the European Society for Research in Mathematics Education (pp. 1396-1403). DCU Institute of Education and ERME.
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APA

Tatira, B., & Mukuka, A. (2024). Unpacking pre-service teachers’ conceptualization of logarithmic differentiation through the APOS theory. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), em2541. https://doi.org/10.29333/ejmste/15655

Vancouver

Tatira B, Mukuka A. Unpacking pre-service teachers’ conceptualization of logarithmic differentiation through the APOS theory. EURASIA J Math Sci Tech Ed. 2024;20(12):em2541. https://doi.org/10.29333/ejmste/15655

AMA

Tatira B, Mukuka A. Unpacking pre-service teachers’ conceptualization of logarithmic differentiation through the APOS theory. EURASIA J Math Sci Tech Ed. 2024;20(12), em2541. https://doi.org/10.29333/ejmste/15655

Chicago

Tatira, Benjamin, and Angel Mukuka. "Unpacking pre-service teachers’ conceptualization of logarithmic differentiation through the APOS theory". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 12 (2024): em2541. https://doi.org/10.29333/ejmste/15655

Harvard

Tatira, B., and Mukuka, A. (2024). Unpacking pre-service teachers’ conceptualization of logarithmic differentiation through the APOS theory. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), em2541. https://doi.org/10.29333/ejmste/15655

MLA

Tatira, Benjamin et al. "Unpacking pre-service teachers’ conceptualization of logarithmic differentiation through the APOS theory". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 12, 2024, em2541. https://doi.org/10.29333/ejmste/15655