1. Arzarello, F., & Bartolini Bussi, M. G. (1998). Italian trends in research in mathematics education: A national case study in the international perspective. In J. Kilpatrick & A. Sierpinska (Eds.), Mathematics education as a research domain: A search for identity (Vol. 2, pp. 243–262). Boston: Kluwer.
2. Arzarello, F., & Robutti, O. (2010). Multimodality in multi-representational environments. ZDM—The International Journal on Mathematics Education, 42(7), 715–731.
3. Balacheff, N. (2013). cK¢, a model to reason on learners’ conceptions. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago.
4. Bartolini Bussi, M. G. (1996). Mathematical discussion and perspective drawing in primary school. Educational Studies in Mathematics, 31, 11–41.
5. Bartolini Bussi, M. G. (2009). In search for theories: Polyphony, polysemy and semiotic mediation in the mathematics classroom. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 121–128). Thessaloniki: Aristotle University of Thessaloniki.