Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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APA

Kasa, Y., Areaya, S., & Woldemichael, M. (2022). Pre-engineering students’ perception of mathematics teachers’ knowledge and instruction. Pedagogical Research, 7(3), em0127. https://doi.org/10.29333/pr/12094

Vancouver

Kasa Y, Areaya S, Woldemichael M. Pre-engineering students’ perception of mathematics teachers’ knowledge and instruction. PEDAGOGICAL RES. 2022;7(3):em0127. https://doi.org/10.29333/pr/12094

AMA

Kasa Y, Areaya S, Woldemichael M. Pre-engineering students’ perception of mathematics teachers’ knowledge and instruction. PEDAGOGICAL RES. 2022;7(3), em0127. https://doi.org/10.29333/pr/12094

Chicago

Kasa, Yosef, Solomon Areaya, and Mulugeta Woldemichael. "Pre-engineering students’ perception of mathematics teachers’ knowledge and instruction". Pedagogical Research 2022 7 no. 3 (2022): em0127. https://doi.org/10.29333/pr/12094

Harvard

Kasa, Y., Areaya, S., and Woldemichael, M. (2022). Pre-engineering students’ perception of mathematics teachers’ knowledge and instruction. Pedagogical Research, 7(3), em0127. https://doi.org/10.29333/pr/12094

MLA

Kasa, Yosef et al. "Pre-engineering students’ perception of mathematics teachers’ knowledge and instruction". Pedagogical Research, vol. 7, no. 3, 2022, em0127. https://doi.org/10.29333/pr/12094