1. Arcavi A, Drijvers P, Stacey K (2017) The learning and teaching of algebra: ideas, insights, and activities. Routledge, Abingdon
2. Arzarello F (2019) La covariación instrumentada: Un fenómeno de mediación semiótica y epistemológica [Instrumented covariation: a phenomenon of semiotic and epistemological mediation]. Cuad Invest Formación Educ Matemática 14(18):11–29
3. Australian Curriculum Assessment and Reporting Authority (2023) Information and Communication Technology (ICT) capability (version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
4. Ball L, Barzel B (2018) Communication when learning and teaching mathematics with technology. In: Ball L, Drijvers P, Ladel S, Siller H-S, Tabach M, Vale C (eds) Uses of technology in primary and secondary mathematics education: tools, topics and trends. Springer, pp 227–244. https://doi.org/10.1007/978-3-319-76575-4_12
5. Ball L, Stacey K (2003) What should students record when solving problems with CAS? Reasons, information, the plan and some answers. In: Fey JT, Cuoco A, Kieran C, Mullin L, Zbiek RM (eds) Computer algebra systems in secondary school mathematics education. NCTM, Reston, pp 289–303