Borji, V., Surynková, P., Kuper, E., & Robová, J. (2024). Using contextual problems to develop preservice mathematics teachers’ understanding of exponential and logarithmic concepts. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2024.2309284
Martínez-Planell, R., Trigueros, M., & Borji, V. (2024). The role of topology in the construction of students’ optimization schema for two-variable functions. The Journal of Mathematical Behavior, 73. https://doi.org/10.1016/j.jmathb.2023.101106
Pourazima, Z., Borji, V., & Alamolhodaei, H. (2023). Third-grade students’ strategies for presenting permutations of three or four objects. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2023.2290627
Borji, V., Martínez-Planell, R. & Trigueros, M. (2023). University Students’ Understanding of Directional Derivative: An APOS Analysis. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-023-00225-z
Borji, V., Martínez-Planell, R., & Trigueros, M. (2023). Students’ geometric understanding of partial derivatives and the locally linear approach. Educational Studies in Mathematics, https://doi.org/10.1007/s10649-023-10242-z
Borji, V., & Martínez-Planell, R. (2023). On students' understanding of volumes of solids of revolution: An APOS analysis. The Journal of Mathematical Behavior, 70. https://doi.org/10.1016/j.jmathb.2022.101027
Borji, V., & Farsani, D. (2023). Intended mathematics curriculum in grade 1: A comparative study. Eurasia Journal of Mathematics, Science and Technology Education, 19(3). https://doi.org/10.29333/ejmste/12977
Borji, V., Martínez-Planell, R., & Trigueros, M. (2022). Student understanding of functions of two variables: A reproducibility study. The Journal of Mathematical Behavior, 66(9). https://doi.org/10.1016/j.jmathb.2022.100950
Borji, V., & Alamolhodaei, H. (2022). Complexities in university students’ understanding of parametric equations and curves. International Journal of Mathematical Education in Science and Technology, 53(4), 890–908. https://doi.org/10.1080/0020739X.2020.1788187
Rodríguez-Nieto, C. A., Font, V., Borji, V., & Rodríguez-Vásquez, F. M. (2022). Mathematical connections from a networking theory between Extended Theory of Mathematical connections and Onto-semiotic Approach. International Journal of Mathematical Education in Science and Technology, 53 (9), 2364–2390. https://doi.org/10.1080/0020739X.2021.1875071
Borji, V., Radmehr, F. & Font, V. (2021). The impact of procedural and conceptual teaching on students' mathematical performance over time. International Journal of Mathematical Education in Science and Technology, 52(3), 404–426. https://doi.org/10.1080/0020739X.2019.1688404
Borji, V., & Martínez-Planell, R. (2020). On Students’ Understanding of Implicit Differentiation based on APOS Theory. Educational Studies in Mathematics, 105(2), 163–179. https://doi.org/10.1007/s10649-020-09991-y
Borji, V., Erfani, H., & Font, V. (2020). A combined application of APOS and OSA to explore undergraduate students’ understanding of polar coordinates. International Journal of Mathematical Education in Science and Technology, 51(3), 405–423. https://doi.org/10.1080/0020739X.2019.1578904
Borji, V., & Martínez-Planell, R. (2019). What does ‘y is defined as an implicit function of x’ mean?: An application of APOS-ACE. The Journal of Mathematical Behavior, 56. https://doi.org/10.1016/j.jmathb.2019.100739
Borji, V., & Sánchez, A. (2019). An exploratory analysis of the representations of functions in the university entrance exam in Spain and Iran. EURASIA Journal of Mathematics, Science and Technology Education, 15(8). https://doi.org/10.29333/ejmste/106258
Borji, V., & Font, V. (2019). Exploring Students’ Understanding of Integration by Parts: A Combined Use of APOS and OSA. EURASIA Journal of Mathematics, Science and Technology Education, 15(7). https://doi.org/10.29333/ejmste/106166
Borji, V., Alamolhodaei, H., & Radmehr, F. (2018). Application of the APOS-ACE Theory to improve Students’ Graphical Understanding of Derivative. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2947–2967. https://doi.org/10.29333/ejmste/91451
Borji, V., Font, V., Alamolhodaei, H., & Sánchez, A. (2018). Application of the Complementarities of Two Theories, APOS and OSA, for the Analysis of the University Students’ Understanding on the Graph of the Function and its Derivative. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2301-2315. https://doi.org/10.29333/ejmste/89514
Borji, V., & Voskoglou, M. (2017). Designing an ACE Approach for Teaching the Polar Coordinates. American Journal of Educational Research, 5(3), 303-309. ISSN 2327-6150.
Borji, V., & Voskoglou, M. Gr. (2016). Applying the APOS Theory to Study the Student Understanding of the Polar Coordinates. American Journal of Educational Research, 4(16), 1149-1156. ISSN 2327-6150.
Borji, V., Surynková, P., Kuper, E., & Robová, J. (2023). University students’ understanding of exponential and logarithmic concepts: in case of real-world situations. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 2291–2298). Alfréd Rényi Institute of Mathematics and ERME.
Martínez-Planell, R., Trigueros, M., & Borji, V. (2023). The role of topology in two-variable function optimization. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 331-338). PME 46.
Trigueros, M., Martínez-Planell, R., & Borji, V. (2022). Development of the differential calculus schema for two-variable functions. Conference: International Network of Didactic Research in University Mathematics (INDRUM) At: Hannover, Germany.
Borji, V., Martínez-Planell, R., & Trigueros, M. (2022). A replication study of university students’ understanding of functions of two variables. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of European Research in Mathematics Education (CERME12). (pp. 2349-2356). ERME / Free University of Bozen-Bolzano, Italy.
Martínez-Planell, R., Borji, V., & Trigueros, M. (2022). Slope and the Differential Calculus of Two-Variable Functions. In Karunakaran, S. S., & Higgins, A. (Eds.). Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education (RUME 24). (pp. 366-373). Boston, MA.
Martínez-Planell, R., Trigueros, M., & Borji, V. (2022). The relation between Riemann Sums and double integrals: results of a second research cycle. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.). Proceedings of the 45th Conference of theInternational Group for the Psychology of Mathematics Education (Vol. 3, pp. 179-186). PME 45.
Borji, V., Sánchez, A., Font, V., & Garcés, W. (2021). Un estudio sobre la comprensión de los estudiantes de la derivación implícita basado en dos teorías: APOE y EOS. 24th Simposio de la SEIEM (Valencia, Spain, September 2021)
Borji, V., Font, V., Alamolhodaei, H., Sánchez, A., & Pino-Fan, L. (2018). On students’ understanding of implicit differentiation, based on two lenses: APOS and OSA. 42th International Conference for the Psychology of Mathematics Education, Umeå, Sweden: PME 42.
Sánchez, A., Font, V., & Borji, V. (2018). Considerations of creativity by prospective teachers of mathematics in their master's degree final projects. 42th International Conference for the Psychology of Mathematics Education, Umeå, Sweden: PME 42.
Borji, V., Alamolhodaei, H., & Radmehr, F. (2018). Improving students’ graphical understanding of derivative using Maple software. European Conference on Educational Research (ECER). Mixed Methods in Mathematics and Science Education Research (STEM) II. 12th-13th March at the University of Barcelona, Spain.
Borji, V., Taghizadeh, B., & Alamolhodaei, H. (2018, 31 July-3 August). Students’ graphical understanding of derivative based on APOS-Triad. Paper presented in the 16th Iranian Mathematics Education Conference (IMEC16), Babolsar, Iran.
Borji, V., & Alamolhodaei, H. (2016, August 28-31). Freshman students’ graphical understanding of the first and second derivative based on APOS theory and Schema development. Paper presented in the 47th Annual Iranian Mathematics Conference: Kharazmi University, Tehran, Iran.
Borji, V., & Alamolhodaei, H. (2016, September 6-8). Students’ understanding of the derivative concept based on APOS framework. Paper presented in the 14th Iranian Mathematics Education Conference (IMEC14), Shiraz, Iran. 1(1002).
Azarm, B., Borji, V., & Alamolhodaei, H. (2016, September 6-8). Cognitive styles (Convergent / Intermediate / Divergent) and the choice of representation for solving mathematics problems. Paper presented in the 14th Iranian Mathematics Education Conference (IMEC14), Shiraz, Iran. 1(1002).