References
- Abah, J. A. (2017). Viewing basic math through the lens of history: Undergraduates’ reflective learning in a history-augmented mathematics classroom. Waikato Journal of Education, 22(4), 33-48. doi:10.15663/wje.v22i4.557. http://www.wje.org.nz/index.php/WJE/article/view/557
- Abah, J. A. (2020). Teaching computational thinking. Makurdi, NIGERIA: Network for Grassroots Science and Mathematics Education (NGSME), 228-244. https://doi.org/10.5281/zenodo.4734343
- Abakpa, B. O., Agbo-Egwu, A. O. & Abah, J. A. (2017). Emphasizing phenomenology as a research paradigm for interpreting growth and development in mathematics education. ABACUS: The Journal of the Mathematical Association of Nigeria, 42(1), 391-405. Doi: 10.17605/OSF.IO/SGBZT
- Barwell, R. & Hauge, K. H. (2021). A critical mathematics education for climate change: A post-normal approach. In A. Anderson & R. Barwell (Eds.), Applying critical mathematics education, 166-184. Brill. doi: 10.1163/9789004465800_008 https://brill.com/downloadpdf/book/9789004465800/BP000016.pdf
- Beswick, K. & Goss, M. (2018). Mathematics teacher educator knowledge: What do we know and where to from here? Journal of Mathematics Teacher Education, 21, 417-427.
- Creel, T. & Paz, V. (2018). Teaching sustainability in an accounting classroom. Discourse and Communication for Sustainable Education, 9(1), 79-85. doi: 10.2478/dcse-2018-0006
- Hauge, K. H., Karcerja, S., Lilland, I. E., & Steffensen, L. (2024). Layers of ethical awareness: Mathematics teachers’ concerns on including socio-political issues. In P. Ernest (Ed.), Ethics and Mathematics Education, Advances in Mathematics Education (pp.415-439). https://doi.org/10.1007/978-3-031-58683-5_20
- Helliwell, T. & Ng, O-L. (2022). Imagining possibilities: Innovating mathematics (teacher) education for sustainable futures. Research in Mathematics Education, 24(2), 128-149. doi: 10.1080/14794802.2022.2079553
- Holfeder, A-K. (2022). Teaching sustainability: A study of teachers and conceptual tension. Discourse and Communication for Sustainable Education, 13(1), 77-87. doi: 10.2478/dcse-2022-0007
- Iji, C. O. & Abah, J. A. (2017). Exploring gender differences in graduation proficiency in mathematics education using a Markov Chain Model: Implications for economic growth in Nigeria. International Journal of Educational Excellence, 3(2),75-86. doi: 10.18562/IJEE.028. http://www.anagmendez.net/cupey/pdf/ijee_onwu_abah_3_2_75_86.pdf
- Iji, C. O. & Abah, J. A. (2019). Internet skills as a measure of digital inclusion among mathematics education students: Implications for sustainable human capital development in Nigeria. International Journal of Education and Knowledge Management (IJEKM) 2(1),1-16. https://rpajournals.com/wp-content/uploads/2019/02/IJEKM-01-2019-06.pdf
- Iji, C.O., Abah, J. A. & Anyor, J.W. (2017). Impact of cloud services on students’ attitude towards mathematics education in public universities in Benue State, Nigeria. International Journal of Research in Education and Science (IJRES), 3(1), 228-244. http://dergipark.ulakbim.gov.tr/ijres/article/download/5000202010/5000179858
- Katwibun, D. (2013). The need for preparing mathematics teachers for diverse classrooms in Thailand. Procedia – Social and Behavioural Sciences, 93, 756-761.
- Laine, M. (2016). Culture in sustainability: Defining cultural sustainability in education. Discourse and Communication for Sustainable Education, 7(2), 52-67. doi: 10.1515/dcse-2016-0016
- Longview Foundation (2008). Teacher preparation for the global age: The imperative for change. Silver Spring, MD: Longview Foundation for Education in World Affairs and International Understanding, Inc.
- Lopes, A. P. C. (2024). Mathematical modelling: A methodology favourable to the manifestation of critical mathematical consciousness. International Journal of Mathematical Education in Science and Technology, 1-30. https://doi.org/10.1080/0020739X.2024.2378191
- National Universities Commission – NUC (2022). Core curriculum and minimum academic standards for the Nigerian university system: Education. Abuja: National Universities Commission.
- Niess, M. L. (2006). Guest editorial: Preparing teachers to teach mathematics with technology. Contemporary Issues in Technology and Teacher Education, 6(2), 195-203.
- Salīte, I., et al. (2024). Editorial: Kaleidoscope of sustainable practices: Developing minds and shifting patterns, Journal of Teacher Education for Sustainability, 26(1), 1-4. https://doi.org/10.2478/jtes-2024-0001
- Steffensen, L. (2024). Developing responsible citizenship through integrated STEM education activities. In J. Anderson and K. Makar (eds.), The contribution of mathematics to school STEM education (pp. 295-311). https://doi.org/10.1007/978-981-97-2728-5_17
- Vasquez, C., Pineiro, J. L. & Garcia-Alonso, I. (2022). What challenges does the 21st century impose on the knowledge of primary school teachers who teach mathematics? An analysis from a Latin American perspective. Mathematics, 10, 391. https://doi.org/10.3390/math10030391