List of publications

Journal Publications

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.

Rodríguez-Nieto, C. A., Font, V., Borji, V., & Rodríguez-Vásquez, F. M. (2021). 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. DOI: 10.1080/0020739X.2021.1875071

Borji, V., & Martínez-Planell, R. (2020). On Students’ Understanding of Implicit Differentiation based on APOS Theory. Educational Studies in Mathematics, 105(2), 163-179. DOI: 10.1007/s10649-020-09991-y (Scopus Q1, and JCR Q3).

Borji, V., & Alamolhodaei, H. (2020). Complexities in university students’ understanding of parametric equations and curves. International Journal of Mathematical Education in Science and Technology. DOI: 10.1080/0020739X.2020.1788187.

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. ISSN 0732-3123. SJR 2018 SCOPUS (Q1).

Borji, V., Radmehr, F. & Font, V. (2019). The impact of procedural and conceptual teaching on students' mathematical performance over time. International Journal of Mathematical Education in Science and Technology. Published online, DOI: 10.1080/0020739X.2019.1688404. SJR 2018 SCOPUS: 0,371 (Q2). ISSN: 1464-5211.

Borji, V., Erfani, H. & Font, V. (2019). A combined application of APOS and OSA to explore undergraduate students’ understanding of polar coordinates. International Journal of Mathematical Education in Science and Technology. Published online, DOI: 10.1080/0020739X.2019.1578904. SJR 2018 SCOPUS: 0,371 (Q2). ISSN: 1464-5211.

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), em1727. SJR 2018 SCOPUS: 0,325 (Q2). ISSN: 1305-8223 (online).

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), em1721. SJR 2018 SCOPUS: 0,325 (Q2). ISSN: 1305-8223 (online).

Borji, V., Alamolhodaei, H. and 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. SJR 2018 SCOPUS: 0,325 (Q2). ISSN: 1305-8223 (online).

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. SJR 2018 SCOPUS: 0,325 (Q2). ISSN: 1305-8215.

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., & Voskoglou, M. (2017). Designing an ACE Approach for Teaching the Polar Coordinates. American Journal of Educational Research. 5(3), 303-309. ISSN 2327-6150.

Conference articles

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.

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.

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).