Eurasia Journal of Mathematics, Science and Technology Education

• Aguirre-García, J. C., & Jaramillo-Echeverri, L. G. (2012). Aportes del método fenomenológico a la investigación educative [Contributions of the phenomenological method to educational research]. Revista Latinoamericana de Estudios Educativos [Latin American Journal of Educational Studies], 2(8), 51-74.
• Bautista, R. (2017). Desarrollo del proceso de comunicación en la enseñanza y el aprendizaje de la geometría en un entorno de geometría dinámica [Development of the communication process in the teaching and learning of geometry in a dynamic geometry environment] [Unpublished master’s thesis, Universidad Industrial de Santander, Bucaramanga, Colombia].
• Duval, R. (1995). Sémiosis et pensée humaine [Semiosis and human thought]. Peter Lang.
• Fiallo, J., & Parada, S. (2018). Estudio dinámico del cambio y la variación [Dynamic study of change and variation]. Universidad Industrial de Santander.
• Fiallo, J., Velasco Méndez, A. M., & Parada Rico, S. E. (2021). Demonstration process skills: From explanation to validation in a precalculus laboratory course. EURASIA Journal of Mathematics, Science and Technology Education, 17(11), em2033. https://doi.org/10.29333/ejmste/11265
• Jorba, J., Gómez, I., & Prat, A. (1998). Hablar y escribir para aprender. Uso de la lengua en situación de enseñanza-aprendizaje desde las áreas curriculares [Speaking and writing to learn. Use of the language in a teaching-learning situation from the curricular areas]. Síntesis.
• MEN. (1998). Lineamientos curriculares para el área de matemáticas. Áreas obligatorias y fundamentals [Curricular guidelines for the area of mathematics. Compulsory and fundamental areas]. Ministerio de Educación Nacional [Ministry of National Education].
• MEN. (2006). Estándares básicos de competencias en matemáticas [Basic competency standards in mathematics]. Ministerio de Educación Nacional [Ministry of National Education].
• Molina, M. (2014). Traducción del simbolismo algebraico al lenguaje verbal: Indagando en la comprensión de estudiantes de diferentes niveles educativos [Translation of algebraic symbolism into verbal language: Inquiring into the understanding of students of different educational levels]. Gaceta de la RSME [RSME Gazette], 17(3), 559-579.
• NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
• OECD. (2014). Skills for life: Student performance in problem solving. PISA 2012 results. OECD. http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm
• Parra, M. M., Zapata, M. M., Toro J. A., & Durango, J. H. (2010). Contextos de descubrimiento y justificación en la clase de matemáticas [Contexts of discovery and justification in the mathematics class]. Revista Virtual Universidad Católica del Norte [Virtual Magazine Catholic University of the North]. http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/71
• Reséndiz, E. (2009). Discurso, comunicación e interacción en la clase de matemáticas [Discourse, communication and interaction in the mathematics class]. Revista Internacional de Ciencias Sociales y Humanidades [International Journal of Social Sciences and Humanities], SOCIOTAM, 19(2), 115-134.
• Santos-Trigo, M. (2007). Mathematical problem solving: An evolving research and practice domain. ZDM-The International Journal on Mathematics Education, 39(5-6), 523-536. https://doi.org/10.1007/s11858-007-0057-9

APA

Parada Rico, S. E., Velasco Mèndez, A. M., & Fiallo, J. (2023). Communication skills enabled in a pre-calculus course using dynamic geometry software. Eurasia Journal of Mathematics, Science and Technology Education, 19(3), em2235. https://doi.org/10.29333/ejmste/12972

Vancouver

Parada Rico SE, Velasco Mèndez AM, Fiallo J. Communication skills enabled in a pre-calculus course using dynamic geometry software. EURASIA J Math Sci Tech Ed. 2023;19(3):em2235. https://doi.org/10.29333/ejmste/12972

AMA

Parada Rico SE, Velasco Mèndez AM, Fiallo J. Communication skills enabled in a pre-calculus course using dynamic geometry software. EURASIA J Math Sci Tech Ed. 2023;19(3), em2235. https://doi.org/10.29333/ejmste/12972

Chicago

Parada Rico, Sandra Evely, Angèlica Mayerly Velasco Mèndez, and Jorge Fiallo. "Communication skills enabled in a pre-calculus course using dynamic geometry software". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 3 (2023): em2235. https://doi.org/10.29333/ejmste/12972

Harvard

Parada Rico, S. E., Velasco Mèndez, A. M., and Fiallo, J. (2023). Communication skills enabled in a pre-calculus course using dynamic geometry software. Eurasia Journal of Mathematics, Science and Technology Education, 19(3), em2235. https://doi.org/10.29333/ejmste/12972

MLA

Parada Rico, Sandra Evely et al. "Communication skills enabled in a pre-calculus course using dynamic geometry software". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 3, 2023, em2235. https://doi.org/10.29333/ejmste/12972