1. Artigue, M., & Perrin-Glorian, M. J. (1991). Didactic engineering, research and development tool: Some theoretical problems linked to this duality. For the Learning of Mathematics, 11(1), 13–17.
2. Blum, W., & Leiss, D. (2005). “Filling Up”—the problem of independence-preserving teacher interventions in lessons with demanding modelling tasks. In M. Bosch (Ed.), The Proceedings of the fourth congress of the European society for research in mathematics education (pp. 1623–1633). Sant Feliu de Guíxols, Spain: CERME.
3. Fichtman Dana, N. (2016). The relevancy and importance of practitioner research in contemporary times. Journal of Practitioner Research, 1(1), 1. https://doi.org/10.5038/2379-9951.1.1.1034.
4. Gauchon, L. (2008). Understanding titrations—Representations of grade 11 and 12 scientific students and the effects of some variables (Doctor of Didactics of Physical Sciences thesis). Paris, France: Paris Diderot University.
5. Kuzniak, A., Tanguay, D., & Elia, I. (2016). Mathematical working spaces in schooling: An introduction. ZDM—Mathematics Education, 48(6), 721–737.