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International Journal of Mathematical Education in Science and Technology Volume 50, 2019 - Issue 3
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Articles

Exploring mathematical connections of pre-university students through tasks involving rates of change

Crisólogo Dolores-FloresMathematics Education Research Center, Universidad Autónoma de Guerrero, Chilpancingo, MexicoCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-2748-6042View further author information
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Martha Iris Rivera-LópezMathematics Education Research Center, Universidad Autónoma de Guerrero, Chilpancingo, MexicoORCID Iconhttp://orcid.org/0000-0001-5597-0758View further author information
ORCID Icon &
Javier García-GarcíaMathematics Education Research Center, Universidad Autónoma de Guerrero, Chilpancingo, MexicoORCID Iconhttp://orcid.org/0000-0003-4487-5303View further author information
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Pages 369-389 | Received 30 Dec 2017, Published online: 17 Aug 2018

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Vesife Hatisaru. (2024) Mathematical connections – a growing construct. International Journal of Mathematical Education in Science and Technology 55:3, pages 585-589.
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Özge Dışbudak-Kuru & Mine Işıksal-Bostan. (2023) Supporting the development of preservice teachers’ mathematical connection skills in a teacher education programme. International Journal of Mathematical Education in Science and Technology 54:8, pages 1393-1419.
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Saeed Manshadi. (2022) Meaning making in a sixth-grade mathematics classroom through touch screen technology. International Journal of Mathematical Education in Science and Technology 53:11, pages 2956-2972.
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Camilo Andrés Rodríguez-Nieto, Vicenç Font Moll, Vahid Borji & Flor Monserrat Rodríguez-Vásquez. (2022) Mathematical connections from a networking of theories between extended theory of mathematical connections and onto-semiotic approach. International Journal of Mathematical Education in Science and Technology 53:9, pages 2364-2390.
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Camilo Andrés Rodríguez-Nieto, Flor Monserrat Rodríguez-Vásquez & Vicenç Font Moll. (2022) 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, pages 1231-1256.
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Richard A. Hoban. (2021) Introducing the slope concept. International Journal of Mathematical Education in Science and Technology 52:6, pages 879-895.
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Aizhan Koishybekova, Sabyrkul Seitova, Nazym Zhanatbekova, Yerlan Khaimuldanov & Assel Orazbayeva. Modern methods of organising independent student work in mathematical disciplines at universities. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-17.
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Articles from other publishers (18)

Gerardo Salgado-Beltrán & Javier García-García. (2024) Conexiones Matemáticas utilizadas por profesores mexicanos de nivel medio superior al resolver tareas sobre la pendiente. PNA. Revista de Investigación en Didáctica de la Matemática 18:3, pages 255-283.
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Ali Bicer, Helen Aleksani, Chuck Butler, Traci Jackson, Tricia Dawn Smith & Michael Bostick. (2024) Mathematical creativity in upper elementary school mathematics curricula. Thinking Skills and Creativity 51, pages 101462.
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Ali Bicer, Aysenur Bicer, Mary Capraro & Yujin Lee. (2023) Mathematical Connection is at the Heart of Mathematical Creativity. Creativity. Theories – Research - Applications 10:1-2, pages 17-40.
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Murat GENÇ. (2023) Identifying Mathematical Connections in Model-Eliciting Activities: A Case Study with Pre-service Mathematics Teachers as DesignersModel Oluşturma Etkinliklerinde Matematiksel İlişkilendirmelerin Belirlenmesi: Tasarımcı Olarak Matematik Öğretmen Adaylarıyla Bir Durum Çalışması. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7:4, pages 1093-1118.
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Marco Antonio Ticse Aucahuasi, Jesús Victoria Flores Salazar & Jorge Luis Vivas Pachas. (2023) Trabajo matemático de estudiantes de secundaria en tareas sobre tasa de variación con el uso de GeoGebra. PNA. Revista de Investigación en Didáctica de la Matemática 17:4, pages 425-452.
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Camilo Andrés Rodríguez-Nieto, Jonathan Alberto Cervantes-Barraza & Vicenç Font Moll. (2023) Exploring mathematical connections in the context of proof and mathematical argumentation: A new proposal of networking of theories. Eurasia Journal of Mathematics, Science and Technology Education 19:5, pages em2264.
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Karen Gisel Campo-Meneses & Javier García-García. (2023) Conexiones matemáticas identificadas en una clase sobre las funciones exponencial y logarítmica. Bolema: Boletim de Educação Matemática 37:76, pages 849-871.
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Terri L. Kurz, David E. Meltzer & Marcia L. Nation. 2022. Technology Integration and Transformation in STEM Classrooms. Technology Integration and Transformation in STEM Classrooms 1 18 .
Camilo Andrés Rodríguez-Nieto, Vicenç Font Moll & Flor Monserrat Rodríguez-Vásquez. (2022) Literature review on networking of theories developed in mathematics education context. Eurasia Journal of Mathematics, Science and Technology Education 18:11, pages em2179.
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Crisólogo Dolores Flores, Martha Iris Rivera López & Adán Tlalmanalco Ramírez. (2021) Investigating Seventh-Grade Students’ Slope Preconceptions. Eurasia Journal of Mathematics, Science and Technology Education 17:12, pages em2053.
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Camilo Andrés Rodríguez-Nieto, Flor Monserrat Rodríguez-Vásquez & Javier García-García. (2021) Exploring University Mexican Students’ Quality of Intra-Mathematical Connections When Solving Tasks About Derivative Concept. Eurasia Journal of Mathematics, Science and Technology Education 17:9, pages em2006.
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Emine AYTEKİN KAZANÇ, Mine IŞIKSAL & Ece ACAR. (2021) 8. Sınıf Öğrencilerinin Eğim Kavramına Yönelik Kavrayışları. Cumhuriyet International Journal of Education.
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Osman Birgin & Kübra Uzun Yazıcı. (2021) The effect of GeoGebra software–supported mathematics instruction on eighth‐grade students' conceptual understanding and retention . Journal of Computer Assisted Learning 37:4, pages 925-939.
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Camilo Andrés Rodríguez-Nieto, Flor Monserrat Rodríguez-Vásquez, Vicenç Font Moll & Armando Morales-Carballo. (2021) Una visión desde la red de teorías TAC-EOS sobre el papel de las conexiones matemáticas en la comprensión de la derivada. Revemop 3, pages e202115.
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Javier García-García & Crisólogo Dolores-Flores. (2019) Pre-university students’ mathematical connections when sketching the graph of derivative and antiderivative functions. Mathematics Education Research Journal 33:1, pages 1-22.
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Flor RODRÍGUEZ, Camılo Andrés RODRÍGUEZ-NIETO & Javier GARCÍA. (2021) Pre-service math teachers’ mathematical connections in the context of problem-solving about the derivative. Turkish Journal of Computer and Mathematics Education (TURCOMAT).
Crossref
Crisólogo Dolores Flores & Gerardo Ibáñez Dolores. (2020) Conceptualizaciones de la Pendiente en Libros de Texto de Matemáticas. Bolema: Boletim de Educação Matemática 34:67, pages 825-846.
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Crisólogo Dolores Flores, Martha Iris Rivera López & Deborah Moore‐Russo. (2020) Conceptualizations of slope in Mexican intended curriculum. School Science and Mathematics 120:2, pages 104-115.
Crossref

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