شناسایی استانداردهای آموزش الکترونیکی درس ریاضی با تاکید بر مدیریت محتوا

Ahn J, Y., & Edwin, A. (2018). An e-Learning Model for Teaching Mathematics on an Open Source Learning Platform. International Review of Research in Open and Distributed Learning, 19(5), 255-274. https://doi.org/10.19173/irrodl.v19i5.3733

Al-Agaili, L. (2023). Obstacles to teaching and learning mathematics scheduled for the intermediate stage from the point of view of teachers and students in Iraq. Texas Journal of Multidisciplinary Studies, 24, 64-72. https://zienjournals.com/index.php/tjm/article/view/4382

Albano, G., & Dello, U. (2019). GeoGebra in e-learning environments: A possible integration in mathematics and beyond. Journal of Ambient Intelligence and Humanized Computing, 10, 4331-4343. https://doi.org/10.1007/s12652-018-1111-x

Alrikabi, H. S., Abbas, A. Z., & Al-Malah, D. (2021). The Influence E-Learning Platforms of Undergraduate Education in Iraq. International Journal of Recent Contributions From Engineering Science & It (Ijes), 9(4), 90-99. https://doi.org/10.3991/ijes.v9i4.26995

Arfadila, A., Aulia, E. R. N., Nugraha, R. W., & Humaeroh, S. (2022). Penerapan e-learning dalam inovasi pendidikan untuk meningkatkan kemampuan literasi digital siswa. Jurnal Pendidikan Sosiologi dan Humaniora, 13(2), 392. https://doi.org/10.26418/j-psh.v13i2.54771

Asadi, S., & Mohammadhassani, N. (2020). Examining the effectiveness of a computer-based collaborative learning environment and dynamic mathematics software on trigonometric problem-solving skills. Educational Technology (Technology and Education), 14(4), 867-875. https://www.magiran.com/paper/2290942/the-investigation-of-the-effect-of-computer-supported-collaborative-learning-cscl-environment-and-dynamic-mathematics-software-on-trigonometric-problem-solving-skill?lang=en

Asgarpour, A. (2002). The Role of E-Learning in Transforming the Educational Process.

Bergqvist, E., Tossavainen, T., & Johansson, M. (2020). An analysis of high and low intercorrelations between mathematics self-efficacy, anxiety, and achievement variables: A prerequisite for a reliable factor analysis. Education Research International. https://doi.org/10.1155/2020/8878607

Group, A. E. (2024). Supporting Active Learners Through E-Learning.

Jafarabadi Ashtiani, M., & Nomanov, M. (2021). Mathematical e-learning based on problem solving by designing new software and investigating its effect on math performance of secondary school students. Scientific Publications Management System, 15(2), 222-207.

Khasawneh, D. N. A. S., Khasawneh, A. J., Khasawneh, D. M. A. S., & Khasawneh, D. Y. J. a. (2023). Improving Arabic Content Delivery on Cloud Computing Platforms for Jordanian E-learning Environments. Migration Letters, 21(S1), 575-585. https://doi.org/10.59670/ml.v21iS1.6181

Koreňová, L., Krpec, R., & Barot, T. (2024). Digital Technologies in Primary Mathematics Education: Insights From Future Teachers’ Portfolios. European Conference on E-Learning, 23(1), 197-208. https://doi.org/10.34190/ecel.23.1.2929

Ontuganova, S., Zhumabayeva, Z., Zhanar, A., Akzholova, A., & Zhunusbekova, A. (2023). The Impact of Integrated Technology on Students' Logical Thought in Mathematics: A Case Study of Kazakhstan. Journal of Education and E-Learning Research, 10(2), 323-335. https://doi.org/10.20448/jeelr.v10i2.4622

Oulamine, A., El Gareh, F., Hattabou, & Elmenssouri, A. (2025). The evolution of e-learning and its challenges in higher education: A theoretical review. African Scientific Journal, 3(28), 174-196. http://africanscientificjournal.com

Pei-Chen, S., & Hsing Kenny, C. (2025). The design of instructional multimedia in e-learning: A media richness theory-based approach. http://i-learn.uitm.edu.my/resources/journal/j3.pdf. https://www.researchgate.net/publication/222414548

Poon, W. C., Kunchamboo, V., & Koay, K. Y. (2024). E-Learning Engagement and Effectiveness during the COVID-19 Pandemic: The Interaction Model. International Journal of Human–Computer Interaction, 40(2), 393-408. https://doi.org/10.1080/10447318.2022.2119659

Puniatmaja, G. A., Parwati, N. N., Tegeh, I. M., & Sudatha, I. G. W. (2024). The effect of e-learning and students’ digital literacy towards their learning outcomes. Pegem Journal of Education and Instruction, 14(1), 348-356. https://doi.org/10.47750/pegegog.14.01.39

Ragib, M. (2023). Fundamentals of e-learning in mathematics teaching: future perspectives. https://doi.org/10.51582/interconf.19-20.11.2023.015

Sadeghi, S. H. (2024). The effect of gamified e-learning on marine ecology education: insights from Iranian maritime students. Environmental Education Research, 1-18. https://doi.org/10.1080/13504622.2024.2415944

Sajjadi, M., Shah Moradi, M., & Salimi, M. (2020). The Impact of Robotic Structures Training on Critical Thinking, Creativity, and Mathematics Learning Among First-Year High School Students in Tehran. Innovation and Creativity in the Humanities, 10(3), 17-40. https://www.sid.ir/paper/400910/en

Tuncer, M., & Yilmaz, Ö. (2020). Relations attitude towards mathematics lesson: anxiety and academic success. REDIMAT, 9(2), 173-195. https://doi.org/10.17583/redimat.2020.4061

Vershitskaya, E. R., Mikhaylova, A. V., Gilmanshina, S. I., Dorozhkin, E. M., & Epaneshnikov, V. V. (2020). Present-day management of universities in Russia: Prospects and challenges of e-learning. Education and Information Technologies, 25(1), 611-628. https://doi.org/10.1007/s10639-019-09978-0

Wu, C., Chen, Y.-S., & Chen, T.-C. (2017). An Adaptive E-Learning System for Enhancing Learning Performance: Based on Dynamic Scaffolding Theory. Eurasia Journal of Mathematics Science and Technology Education. https://doi.org/10.12973/ejmste/81061

Zare, M., Nili, M. R., Ali Abadi, K., Zarei Zavarki, E., & Asgari, M. (2024). The effectiveness of a blended e-learning design model on academic performance of Farhangian University students. Educational and Instructional Studies(40), 126-136. https://pma.cfu.ac.ir/article_3895.html?lang=en

Zarifsanaiey, N., Farrokhi, M. R., Karimian, Z., Hoseini, S., Chahartangi, F., & Shahraki, H. R. (2024). Lesson learned from assessing teachers’ and students’ perspectives regarding the quality of e-learning in medical education during the pandemic: a mixed-methods study. BMC Medical Education, 24(1), 171. https://link.springer.com/article/10.1186/s12909-024-05160-4