Pedagogical Research

• Bourassa, M. (2015). Technology corner: Desmos Activity Builder. Gazette-Ontario Association for Mathematics, 54(2), 28-30.
• Bulakh, O., & Coombs, S. (2020). Using activity builder by Desmos to engage students during class. Technology Tools for Teaching in Higher Education.
• Carneiro, M., Aires, A. P., & Campos, H. (2022). Desmos: A digital resource to learn linear function. In Proceedings of the EDULEARN22 (pp. 6525-6533). IATED. https://doi.org/10.21125/edulearn.2022.1541
• Chechan, B., Ampadu, E., & Pears, A. (2023). Effect of using Desmos on high school students’ understanding and learning of functions. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), Article em2331. https://doi.org/10.29333/ejmste/13540
• Chorney, S. (2022). Classroom practice and craft knowledge in teaching mathematics using Desmos: Challenges and strategies. International Journal of Mathematical Education in Science and Technology, 53(12), 3203-3227. https://doi.org/10.1080/0020739x.2021.1931974
• Dani, A., & Ashok, D. (2025). Exploring the impact of Desmos on students’ understanding and learning of transformations. In Proceedings of the HCT International General Education Conference (pp. 71-87) Atlantis Press. https://doi.org/10.2991/978-94-6463-660-4_6
• Danielson, C., & Meyer, D. (2016). Increased participation and conversation using networked devices. Mathematics Teacher, 110(4), 258-264. https://doi.org/10.5951/mathteacher.110.4.0258
• Davis, J. D., & Witt, N. E. (2022). Pre-service teachers’ use of technology as reorganizer to promote differing levels of conceptual understanding. Digital Experiences in Mathematics Education, 8(3), 287-316. https://doi.org/10.1007/s40751-022-00110-5
• DeGilio, M. (2022). Creating custom desmos activities using desmos activity builder to create effective lessons for online learning during COVID-19 [Master’s thesis, SUNY Brockport].
• Dy, A. C. (2024). Implementation of Desmos as a teaching tool in graphing functions in the new normal. Journal of Research and Investigation in Education, 2(2), 59-64. https://doi.org/10.37034/residu.v2i2.175
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
• Fye, K., & Fletcher, S. (2024). “It’s easy. We got Desmos right here”: The role of mathematical action technology in positioning students as mathematical explorers. Mathematics Education Research and Practice, 27(3), 267-294. https://doi.org/10.7468/jksmed.2024.27.3.267
• Glaze, A., Moyer-Packenham, P., & Longhurst, M. (2021). Teachers’ conceptions of mathematics and the use of intelligent tutoring systems, calculators, dynamic geometry software and Desmos in the classroom. Journal of Computers in Mathematics and Science Teaching, 40(3), 201-227. https://doi.org/10.70725/601390aategx
• Gómez-Chacón, I. M., Bacelo, A., Marbán, J. M., & Palacios, A. (2024). Inquiry-based mathematics education and attitudes towards mathematics: Tracking profiles for teaching. Mathematics Education Research Journal, 36(3), 715-743. https://doi.org/10.1007/s13394-023-00468-8
• Hill, J. E., & Uribe-Florez, L. (2020). Understanding secondary school teachers’ TPACK and technology implementation in mathematics classrooms. International Journal of Technology in Education, 3(1), 1-13. https://doi.org/10.46328/ijte.v3i1.8
• Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education, 20(3), 209-228. https://doi.org/10.1080/14794802.2018.1484799
• Kassel, A. K. (2022). Impact of professional development on teachers’ orientations and instrumental genesis in their use of Desmos in instruction. University of Wyoming.
• Kristanto, Y. D. (2019). Creating interactive and mathematically rich activity with Desmos. Semantic Scholar. https://www.semanticscholar.org/paper/Creating-Interactive-and-Mathematically-Rich-with-Kristanto/2aca559d42c40a9a71b4ae255ccf2359eb0bc554
• Liu, J., & Buchbinder, O. (2024). Instructional technology tetrahedron and network visualization: Conceptualizing online teaching through a lens of reflective noticing. Digital Experiences in Mathematics Education, 10(3), 431-461. https://doi.org/10.1007/s40751-024-00151-y
• Madden, S. R. (2018). Impacting mathematical and technological creativity with dynamic technology scaffolding. In V. Freiman, & J. Tassell (Eds.), Creativity and technology in mathematics education (pp. 89-124). Springer. https://doi.org/10.1007/978-3-319-72381-5_4
• Madrilejos, L. D. (2024). The perspectives of using Desmos for students’ conceptual understanding and procedural fluency to solve linear equations [PhD thesis, The University of Texas Rio Grande Valley].
• Maher, E. M., & Nguyen, H. (2021). Using Desmos Activity Builder for dynamic proof building [Presentation]. Georgia Southern University.
• Muchuweni, T., Jojo, Z., & Kariyana, I. (2025). Enhancing mathematics instruction through Quizizz: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 24(10), 106-124. https://doi.org/10.26803/ijlter.24.10.5
• Ní Shé, C., Ní Fhloinn, E., & Mac an Bhaird, C. (2023). Student engagement with technology-enhanced resources in mathematics in higher education: A review. Mathematics, 11(3), Article 787. https://doi.org/10.3390/math11030787
• Nuri, B., Zikriana, L., & Iqbal, I. (2023). Effectiveness of Desmos application integrated with PjBL in multimedia mathematics learning in terms of mathematical literacy skills. Jurnal Penelitian Pendidikan IPA, 9(11), 10457-10465. https://doi.org/10.29303/jppipa.v9i11.5497
• Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 88, Article 105906. https://doi.org/10.1016/j.ijsu.2021.105906
• Russell, P. M., & Potratz, J. P. (2023). Binding interaction activities powered by Desmos. Journal of Chemical Education, 100(5), 2027-2032. https://doi.org/10.1021/acs.jchemed.2c01184
• Trgalová, J., & Tabach, M. (2023). Affordances of virtual learning environments to support mathematics teaching. Digital Experiences in Mathematics Education, 9(3), 444-475. https://doi.org/10.1007/s40751-023-00127-4
• Trouche, L., & Drijvers, P. (2014). Webbing and orchestration. Two interrelated views on digital tools in mathematics education. Teaching Mathematics and Its Applications: International Journal of the IMA, 33(3), 193-209. https://doi.org/10.1093/teamat/hru014
• Viberg, O., Grönlund, Å., & Andersson, A. (2023). Integrating digital technology in mathematics education: A Swedish case study. Interactive Learning Environments, 31(1), 232-243. https://doi.org/10.1080/10494820.2020.1770801
• Wynn, L., Zahner, W., & Walker, C. (2024). More than steepness: Introducing slope quantitatively with interactive dynamic representations. Digital Experiences in Mathematics Education, 10(3), 418-430. https://doi.org/10.1007/s40751-024-00150-z
• Yusoff, F., & Wan Mamat Pauzam, W. S. (2023). Exploring students’ understanding of mathematical function through Desmos. In Proceedings of the International Conference on Advancing and Redesigning Education (pp. 551-557). Springer. https://doi.org/10.1007/978-981-97-4507-4_61

APA

Muchuweni, T., Jojo, Z., & Kariyana, I. (2026). Operationalizing engaged learning in secondary mathematics through Amplify Activity Builder: A systematic literature review. Pedagogical Research, 11(3), em0275. https://doi.org/10.29333/pr/18926

Vancouver

Muchuweni T, Jojo Z, Kariyana I. Operationalizing engaged learning in secondary mathematics through Amplify Activity Builder: A systematic literature review. PEDAGOGICAL RES. 2026;11(3):em0275. https://doi.org/10.29333/pr/18926

AMA

Muchuweni T, Jojo Z, Kariyana I. Operationalizing engaged learning in secondary mathematics through Amplify Activity Builder: A systematic literature review. PEDAGOGICAL RES. 2026;11(3), em0275. https://doi.org/10.29333/pr/18926

Chicago

Muchuweni, Tirivanhu, Zingiswa Jojo, and Israel Kariyana. "Operationalizing engaged learning in secondary mathematics through Amplify Activity Builder: A systematic literature review". Pedagogical Research 2026 11 no. 3 (2026): em0275. https://doi.org/10.29333/pr/18926

Harvard

Muchuweni, T., Jojo, Z., and Kariyana, I. (2026). Operationalizing engaged learning in secondary mathematics through Amplify Activity Builder: A systematic literature review. Pedagogical Research, 11(3), em0275. https://doi.org/10.29333/pr/18926

MLA

Muchuweni, Tirivanhu et al. "Operationalizing engaged learning in secondary mathematics through Amplify Activity Builder: A systematic literature review". Pedagogical Research, vol. 11, no. 3, 2026, em0275. https://doi.org/10.29333/pr/18926