Journal of Mathematics and Science Teacher

• Amoako, T., Sheng, Z. H., Dogbe, C. S. K., & Pomegbe, W. W. K. (2022). Assessing the moderation role of ICT in the relationship between supply chain integration and SME performance. Journal of Industrial Integration and Management, 7(2), 203-233. https://doi.org/10.1142/S2424862221500160
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• Birgin, O., & Acar, H. (2020). The effect of computer-supported collaborative learning using GeoGebra software on 11th grade students’ mathematics achievement in exponential and logarithmic functions. International Journal of Mathematical Education in Science and Technology, 53(4), 872-889. https://doi.org/10.1080/0020739X.2020.1788186
• Cai, S., Liu, E., Shen, Y., Liu, C., Li, S., & Shen, Y. (2020). Probability learning in mathematics using augmented reality: Impact on student’s learning gains and attitudes. Interactive Learning Environments, 28(5), 560-573. https://doi.org/10.1080/10494820.2019.1696839
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• Fabian, K., Topping, K. J., & Barron, I. G. (2018). Using mobile technologies for mathematics: Effects on student attitudes and achievement. Educational Technology Research and Development, 66(5), 1119-1139. https://doi.org/10.1007/s11423-018-9580-3
• Gomes, C. M. A., Fleith, D. de S., Marinho-Araujo, C. M., & Rabelo, M. L. (2020). Predictors of students’ mathematics achievement in secondary education. Psicologia: Teoria e Pesquisa [Psychology: Theory and Research], 36. https://doi.org/10.1590/0102.3772e3638
• Gómez-García, M., Hossein-Mohand, H., Trujillo-Torres, J. M., Hossein-Mohand, H., & Aznar-Díaz, I. (2020). Technological factors that influence the mathematics performance of secondary school students. Mathematics, 8(11), 1935. https://doi.org/10.3390/math8111935
• Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers and Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897
• Huang, M. C. L., Chou, C. Y., Wu, Y. T., Shih, J. L., Yeh, C. Y. C., Lao, A. C. C., Fong, H., Lin, Y. F., & Chan, T. W. (2020). Interest-driven video creation for learning mathematics. Journal of Computers in Education, 7(3), 395-433. https://doi.org/10.1007/s40692-020-00161-w
• Innabi, H., & Dodeen, H. (2018). Gender differences in mathematics achievement in Jordan: A differential item functioning analysis of the 2015 TIMSS. School Science and Mathematics, 118(3-4), 127-137. https://doi.org/10.1111/ssm.12269
• Kang, N. H. (2019). A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea. Asia-Pacific Science Education, 5, 6. https://doi.org/10.1186/s41029-019-0034-y
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• Kwame, B. P., & Mary, D. (2018). Teachers’ perceived causes of poor performance in mathematics by students in basic schools from Ningo Prampram, Ghana. Journal of Social Sciences Research, 4(12), 423-431. https://doi.org/10.32861/jssr.412.423.431
• Lerkkanen, M. K., Kiuru, N., Pakarinen, E., Viljaranta, J., Poikkeus, A. M., Rasku-Puttonen, H., Siekkinen, M., & Nurmi, J. E. (2012). The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten. Contemporary Educational Psychology, 37(4), 266-279. https://doi.org/10.1016/j.cedpsych.2011.03.004
• Mokhtar, S. F., Yusof, Z. M., & Misiran, M. (2012). Factors affecting students’ performance in mathematics. Journal of Applied Sciences Research, 8(8), 4133-4137.
• Naakaa, T., Abah, J. A., & Atondo, G. T. (2019). Influence of school environmental variables on students’ performance in junior secondary school mathematics in Gwer-East Local Government Area of Benue State, Nigeria. International Journal of Research and Innovation in Social Science, 3(1), 61-70.
• O’Meara, N., & Prendergast, M. (2019). Teaching mathematics after hours. Journal of Curriculum Studies, 51(4), 494-512. https://doi.org/10.1080/00220272.2018.1535666
• Oppermann, E., Vinni-Laakso, J., Juuti, K., Loukomies, A., & Salmela-Aro, K. (2021). Elementary school students’ motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations. Contemporary Educational Psychology, 64, 101927. https://doi.org/10.1016/j.cedpsych.2020.101927
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• Ponce Campuzano, J. C., Matthews, K. E., & Adams, P. (2018). On the use of history of mathematics: An introduction to Galileo’s study of free fall motion. International Journal of Mathematical Education in Science and Technology, 49(4), 517-529. https://doi.org/10.1080/0020739X.2017.1377301
• Ran, H., Kim, N. J., & Secada, W. G. (2022). A meta-analysis on the effects of technology’s functions and roles on students’ mathematics achievement in K-12 classrooms. Journal of Computer Assisted Learning, 38(1), 258-284. https://doi.org/10.1111/jcal.12611
• Rashidov, A. (2020). Use of differentiation technology in teaching mathematics. European Journal of Research and Reflection in Educational Sciences, 8(7), 163-167.
• Safo, A. D. (2021). Interest towards learning and mathematics achievement among students in selected junior secondary schools, Niger State, Nigeria. International Journal of Research and Innovation in Social Science, 5(1), 363-369.
• Sibomana, A., Nicol, C. B., Nzabalirwa, W., Nsanganwimana, F., Karegeya, C., & Sentongo, J. (2021). Factors affecting the achievement of twelve-year basic students in mathematics and science in Rwanda. International Journal of Learning, Teaching and Educational Research, 20(7), 61-84. https://doi.org/10.26803/IJLTER.20.7.4
• Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. Journal of Educational Research, 95(6), 323-332. https://doi.org/10.1080/00220670209596607
• Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129-136. https://doi.org/10.1016/j.ijer.2015.06.008
• Smaldino, S. E., Lowther, D. L., & Mims, C. (2012). Instructional media and technology for learning. International Journal of Distributed and Parallel Systems, 3, 8.
• Thurm, D., & Barzel, B. (2022). Teaching mathematics with technology: A multidimensional analysis of teacher beliefs. Educational Studies in Mathematics, 109(1), 41-63. https://doi.org/10.1007/s10649-021-10072-x
• Vidergor, H. E., & Ben-Amram, P. (2020). Khan Academy effectiveness: The case of math secondary students’ perceptions. Computers and Education, 157, 103985. https://doi.org/10.1016/j.compedu.2020.103985
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• Wong, S. L., & Wong, S. L. (2019). Relationship between interest and mathematics performance in a technology-enhanced learning context in Malaysia. Research and Practice in Technology Enhanced Learning, 14, 21. https://doi.org/10.1186/s41039-019-0114-3
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• Zengin, Y. (2018). Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course. International Journal of Mathematical Education in Science and Technology, 49(7), 1083-1098. https://doi.org/10.1080/0020739X.2018.1431850
• Zhang, D., & Wang, C. (2020). The relationship between mathematics interest and mathematics achievement: Mediating roles of self-efficacy and mathematics anxiety. International Journal of Educational Research, 104, 101648. https://doi.org/10.1016/j.ijer.2020.101648

APA

Bright, A., Welcome, N. B., & Arthur, Y. D. (2024). The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest. Journal of Mathematics and Science Teacher, 4(2), em059. https://doi.org/10.29333/mathsciteacher/14309

Vancouver

Bright A, Welcome NB, Arthur YD. The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest. Journal of Mathematics and Science Teacher. 2024;4(2):em059. https://doi.org/10.29333/mathsciteacher/14309

AMA

Bright A, Welcome NB, Arthur YD. The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest. Journal of Mathematics and Science Teacher. 2024;4(2), em059. https://doi.org/10.29333/mathsciteacher/14309

Chicago

Bright, Asare, Natalie B. Welcome, and Yarhands D. Arthur. "The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest". Journal of Mathematics and Science Teacher 2024 4 no. 2 (2024): em059. https://doi.org/10.29333/mathsciteacher/14309

Harvard

Bright, A., Welcome, N. B., and Arthur, Y. D. (2024). The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest. Journal of Mathematics and Science Teacher, 4(2), em059. https://doi.org/10.29333/mathsciteacher/14309

MLA

Bright, Asare et al. "The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest". Journal of Mathematics and Science Teacher, vol. 4, no. 2, 2024, em059. https://doi.org/10.29333/mathsciteacher/14309