1. Mihailović, D.T.; Balaž, I.; Kapor, D. Chapter 19 - Interrelations between mathematics and environmental sciences. In Time and Methods in Environmental Interfaces Modelling; Mihailović, D.T., Balaž, I., Kapor, D.B.T.-D. in E.M., Eds.; Elsevier, 2017; Vol. 29, pp. 253–263. ISBN 0167-8892.
2. Ertekin, E. Correlations between the mathematics teaching anxieties of pre-service primary education mathematics teachers and their beliefs about mathematics. Educ. Res. Rev. 2010, 5, 446–454.
3. Mestanza, C.; Saavedra, H.F.; Gaibor, I.D.; Zaquinaula, M.A.; Váscones, R.L.; Pacheco, O.M. Conflict and Impacts Generated by the Filming of Discovery Channel's Reality Series "Naked and Afraid" in the Amazon: A Special Case in the Cuyabeno Wildlife Reserve, Ecuador. Sustainability 2019, 11, 50.
4. Mestanza-Ramón, C.; Jiménez-Caballero, J.L. Nature Tourism on the Colombian—Ecuadorian Amazonian Border: History, Current Situation, and Challenges. Sustainability 2021, 13.
5. Mestanza-Ramón, C.; Paz-Mena, S.; López-Paredes, C.; Jimenez-Gutierrez, M.; Herrera-Morales, G.; D'Orio, G.; Straface, S. History, Current Situation and Challenges of Gold Mining in Ecuador's Litoral Region. Land 2021, 10.
6. Davis, B.; Simmt, E.; Sumara, D. Mathematics-for-teaching: an ongoing investigation of the mathematics that teachers (need to) know. Educ. Stud. Math. 2005, 30, 1–27.
7. Wheatley, G.H. Constructivist perspectives on science and mathematics learning. Sci. Educ. 1991, 75, 9–21.
8. Parker, D.; Adler, J. Sociological tools in the study of knowledge and practice in mathematics teacher education. Educ. Stud. Math. 2014, 87, 203–219.
9. Civil, M.; Khan, L.H. Mathematics instruction developed from a garden theme. Teach. Child. Math. 2001, 7, 400–405.
10. Scheiner, T.; Montes, M.A.; Godino, J.D.; Carrillo, J.; Pino-Fan, L.R. What makes mathematics teacher knowledge specialized? Offering alternative views. Int. J. Sci. Math. Educ. 2019, 17, 153–172.
11. Mestanza-Ramón, C.; D'Orio, G.; Straface, S. Gold mining in Ecuador: Innovative recommendations for the management and remediation of mercury-contaminated waters. Green World J. 2021, 4, 11. doi:10.53313/gwj42028.
12. Mestanza-Ramón, C.; Henkanaththegedara, S.M.; Vásconez Duchicela, P.; Vargas Tierras, Y.; Sánchez Capa, M.; Constante Mejía, D.; Jimenez Gutierrez, M.; Charco Guamán, M.; Mestanza Ramón, P. In-Situ and Ex-Situ Biodiversity Conservation in Ecuador: A Review of Policies, Actions and Challenges. Diversity 2020, 12.
13. Mestanza, C.; Saavedra, H.F.; Gaibor, I.D.; Zaquinaula, M.A.; Váscones, R.L.; Pacheco, O.M. Conflict and impacts generated by the filming of Discovery Channel's reality series "Naked and Afraid" in the Amazon: A Special case in the Cuyabeno Wildlife Reserve, Ecuador. Sustainability 2018, 11. doi:10.3390/su11010050.
14. Possingham, H.; Day, J.; Goldfinch, M.; Salzborn, F. The mathematics of designing a network of protected areas for conservation. In Proceedings of the Decision Sciences: Tools for Today. Proceedings of 12th National ASOR Conference; 1993; pp. 536–545.
15. Crespo, S. Learning to pose collaborative mathematics problems with secondary prospective teachers. Int. J. Educ. Res. 2020, 102, 101430.
16. Easton, G.; Wellington, A.; Davis, J.P.; Yeh, A. Foregrounding mathematics in integrated STEM projects via digital technology. Aust. Math. Educ. J. 2020, 2, 10–15.
17. Guo, L.; Bi, C. Adaptive finite element method for nonmonotone quasi-linear elliptic problems. Comput. Math. with Appl. 2021, 93, 94–105. doi:10.1016/j.camwa.2021.03.034.
18. Adler, J.; Hossain, S.; Stevenson, M.; Clarke, J.; Archer, R.; Grantham, B. Mathematics for teaching and deep subject knowledge: Voices of Mathematics Enhancement Course students in England. J. Math. Teach. Educ. 2014, 17, 129–148.
19. Krainer, K. Individuals, teams, communities and networks: Participants and ways of participation in mathematics teacher education: An introduction. In International Handbook of Mathematics Teacher Education: Volume 3; Brill Sense, 2008; pp. 1–10. ISBN 9004419233.
20. Halpern, D.F.; Benbow, C.P.; Geary, D.C.; Gur, R.C.; Hyde, J.S.; Gernsbacher, M.A. The science of sex differences in science and mathematics. Psychol. Sci. public Interes. 2007, 8, 1–51.
21. White, D.Y.; Crespo, S.; Civil, M. Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms. IAP, 2016. ISBN 1681236273.
22. Fischbein, H. Intuition in science and mathematics: An educational approach. Springer Science & Business Media, 1987; Vol. 5. ISBN 9027725063.
23. Schenke, K.; Lam, A.C.; Conley, A.M.; Karabenick, S.A. Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemp. Educ. Psychol. 2015, 41, 133–146. doi:10.1016/j.cedpsych.2015.01.003.
24. Kulcsár, N. Lifelike problems in mathematics lessons. Stud. Curr. Results Mech. Veh. Eng. Res. Széchenyi István Univ. 68.
25. Martínez, J.M.; Dominguez, H. Navigating mathematics and language tensions in language immersion classrooms. Teach. Teach. Educ. 2018, 75, 1–9.
26. Krause, G.H.; Maldonado, L.A. Our Linguistic and Cultural Resources: The Experiences of Bilingual Prospective Teachers with Mathematics Autobiographies. In Transforming Mathematics Teacher Education; Springer, 2019; pp. 161–176.
27. Ye, X.; Zhang, S. A stabilizer free weak Galerkin finite element method on polytopal mesh: Part II. J. Comput. Appl. Math. 2021, 394, 113525. doi:10.1016/j.cam.2021.113525.
28. Horn, I.S. Learning on the job: A situated account of teacher learning in high school mathematics departments. Cogn. Instr. 2005, 23, 207–236.
29. Potari, D. Mathematics teacher knowledge: mathematics in the foreground. J. Math. Teach. Educ. 2014, 17, 101–103.
30. Conner, A.; Edenfield, K.W.; Gleason, B.W.; Ersoz, F.A. Impact of a content and methods course sequence on prospective secondary mathematics teachers' beliefs. J. Math. Teach. Educ. 2011, 14, 483–504.
31. Ruiz, L.; Martínez, G.T.; Céspedes, D.G. Desafíos de la educación superior. Consideraciones sobre el Ecuador. INNOVA Res. J. 2018, 3, 8–16.
32. Adler, J. Mathematics for teaching: What is it and why is it important that we talk about it? Pythagoras 2005, 2005(62), 2–11.
33. Scheidat, M.; Castro, C.; Gonzalez, J.; Williams, R. Behavioural responses of humpback whales (Megaptera novaeangliae) to whalewatching boats near Isla de la Plata, Machalilla National Park, Ecuador. J. Cetacean Res. Manag. 2004, 6, 63–68.
34. Julie, C. The deployment of mathematics in areas other than those normally associated with mathematical modelling and the applications of mathematics. Math. Model. Educ. Sense-making 2020, 237.
35. Miles, M.L.; Buenrostro, P.M.; Marshall, S.A.; Adams, M.; McGee, E.O. Cultivating racial solidarity among mathematics education scholars of color to resist white supremacy. Int. J. Crit. Pedagog. 2019, 10.
36. Wiik, A.; Vos, P. "I want a high-educated job that pays well and is fun": Secondary students' relevance beliefs for taking advanced mathematics. In Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education; Freudenthal Group; Freudenthal Institute; ERME, 2019.