BIBLIOGRAPHY

Banwell, C. Tahta, D. & Saunders, K. (1972 updated 1986). Starting Points: for teaching mathematics in middle and secondary schools. Diss: Tarquin.

Bennett, J. (1956-1966). The Dramatic Universe (four volumes), London: Hodder & Stoughton.

Brown S., Collins A., & Duguid P. (1989). Situated cognition and the culture of learning. Educational Researcher 18 (1) 32-41.

Bruner, J (1966). Towards a Theory of Instruction, Cambridge: Harvard University Press.

Burger, W. F. & Shaughnessy J.M. (1986). Characterising the van Hiele levels of development in geometry. Journal for Research in Mathematics Education. 17 (1), p31-48.

Fischbein, E. (1987). Intuition in Science and Mathematics: an educational approach. Dordecht: Reidel.

Fischbein, E. (1993). The Theory of Figural Concepts. Educational Studies in Mathematics, 24 (2) 139-162.

Floyd, A., Burton, L., James, N., Mason, J. (1981). EM235: Developing Mathematical Thinking. Milton Keynes: Open University.

Gardner, M. (1977). Mathematical Games. Scientific American. October. p18–25.

Gardner, M. (2001). The Colossal Book of Mathematics. New York: Norton.

Hewitt, D. Fielder, B. & Wigley, A. (2005). Developing Number 2, Derby: Association of Teachers of Mathematics.

Laborde, C. (2003). Géométrie - Période 2000 et après. In D. Coray, F. Furinghetti, H. Gispert, B.R. Hodgson, & G. Schubring (Eds.). One Hundred years of L’Enseignement Mathématique: moments of mathematical education in the twentieth century. Monograph 39. Geneva: L’Enseignement Mathématique.

Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation.  Cambridge, MA: Cambridge University Press.

Marton, F. & Booth, S. (1997). Learning and Awareness. Mahwah: Lawrence Erlbaum.

Marton, F. & Tsui, A. (2004). Classroom Discourse and the Space of Learning. Mahwah: Erlbaum.

Marton, F. and Trigwell, K. (2000). Variatio est Mater Studiorum. Higher Education Research and Development. 19 (3) p381-395.

Mason, J. & Johnston-Wilder, S. (2004a). Fundamental Constructs in Mathematics Education. London: RoutledgeFalmer.

Mason, J. & Johnston-Wilder, S. (2004b). Designing and Using Mathematical Tasks. Milton Keynes: Open University.

Mason, J. (1980). When is a Symbol Symbolic?. For the Learning of Mathematics. 1 (2) p8-12.

Mason, J. (1988). Fragments: the implications for teachers, learners and media users/researchers of personal construal and fragmentary recollection of aural and visual messages. Instructional Science 17, p195-218.

Mason, J. (1999). Incitación al Estudiante para que Use su Capacidad Natural de Expresar Generalidad: las secuencias de Tunja, Revista EMA 4 (3) p232-246.

Mason, J. (2001). Tunja Sequences as Examples of Employing Students’ Powers to Generalize. Mathematics Teacher. 94 (3) p164-169.

Mason, J. (2002). Generalisation and Algebra: exploiting children's powers. In L. Haggerty (Ed.) Aspects of Teaching Secondary Mathematics: perspectives on practice. London: RoutledgeFalmer, p105-120.

Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically. London: Addison Wesley.

Mason, J. with Johnston-Wilder, S. & Graham, A. (2005). Developing Thinking in Algebra. London: Sage.

MKazur, B. (2003). Imagining Numbers (particularly the square root of minus fifteen). London: Allen Lane.

Norretranders, T. (1998). (J. Sydenham Trans.). The User Illusion: cutting consciousness down to size. London: Allen Lane.

Pirie, S and Kieren, T. (1994). Growth in Mathematical Understanding: How can we characterise it and how can we represent it?. Educational Studies in Mathematics. 26 (2-3), p165–190.

Polya, G. (1962). Mathematical Discovery: on understanding, learning, and teaching problem solving. New York: Wiley.

Rubenstein, R. (2002). Building Explicit and Recursive Forms of Patterns with the Function Game.  Mathematics Teaching in the Middle School. 7 p426-431

Runesson, U. (2005). Beyond Discourse and Interaction. Variation: a critical aspect for teaching and learning mathematics. Cambridge Journal of Education. 35 (1) p69-88.

van Hiele, P. (1986). Structure and Insight: a theory of mathematics education. Developmental Psychology Series. London: Academic Press.

van Hiele-Geldof, D. (1957). The Didactiques of Geometry in the Lowest Class of Secondary School’, in D. Fuys, D. Geddes, & R. Tichler (Eds.) 1984, English Translation of Selected Writings of Dina van Hiele-Geldof and Pierre M van Hiele, National Science Foundation, New York: Brooklyn College.

Watson A. & Mason, J. (2002). Student-Generated Examples in the Learning of Mathematics. Canadian Journal of Science. Mathematics and Technology Education. 2 (2) p237-249.

Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples, Erlbaum, Mahwah.

Watson, A. (2000). Going across the grain: mathematical generalisation in a group of low attainers. Nordisk Matematikk Didaktikk (Nordic Studies in Mathematics Education). 8 (1) p7–22.

Whitehead, A.(1932). The Aims of Education and Other Essays. London: Williams & Norgate.

Yackel, E. & Cobb, P. (1996). Sociomathematical Norms, Argumentation and Autonomy in Mathematics. Journal for Research in Mathematics Education, 27, p458-477.