1. Aldon, G., & Panero, M. (2020). Can digital technology change the way mathematics skills are assessed? ZDM – The International Journal on Mathematics Education, 52(7), 1333–1348.
2. Aldon, G., Arzarello, F., Cusi, A., Garuti, R., Martignone, F., Robutti, O., & Soury-Lavergne, S. (2013). The meta-didactical transposition: A model for analysing teachers education programs. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th conference of the international group for the psychology of mathematics education. — Mathematics learning across the life span, July 28-Aug 02, Vol. 1 (pp. 97–124). Kiel, Germany.
3. Aldon, G., Cusi, A., Morselli, F., Panero, M., & Sabena, C. (2017). Formative assessment and technology: Reflections developed through the collaboration between teachers and researchers. In G. Aldon, F. Hitt, L. Bazzini, & U. Gellert (Eds.), Mathematics and technology, a CIEAEM sourcebook (pp. 551–578). Springer.
4. Arzarello, F. (2016). Le phénomène de l’hybridation dans les théories en didactique des mathématiques et ses conséquences méthodologiques, Conférence au Xème séminaire des jeunes chercheurs de l'ARDM, Mai 7–8, 2016, Lyon.
5. Arzarello, F., Robutti, O., Sabena, C., Cusi, A., Garuti, R., Malara, N., & Martignone, F. (2014). Meta-didactical transposition: A theoretical model for teacher education programmes. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The mathematics teacher in the digital era (pp. 347–372) Springer.