1. Arcavi, A., & Isoda, M. (2007). Learning to listen: From historical sources to classroom practice. Educational Studies in Mathematics, 66(2), 111–129.
2. Bartolini Bussi, M. G., & Mariotti, M. A. (2008). Semiotic mediation in the mathematics classroom: Artifacts and signs after a Vygotskian perspective. In L. D. English (Ed.), Handbook of international research in mathematics education (pp. 750–787). Mahwah, NJ: LEA.
3. Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of art (pp. 249–254). New York: Falmer.
4. Hartshorne, C., & Weiss, P. (Eds.). (1933). Collected papers of Charles Sanders Peirce (Vol. III). Cambridge, MA: Harvard University Press.
5. Jahnke, H. N. (1994). The historical dimension of mathematical understanding—Objectifying the subjective. In J. P. da Ponte & J. F. Matos (Eds.), Proceedings of the 18th International Conference for the Psychology of Mathematics Education (Vol. 1, pp. 139–156). Lisbon: PME Program Committee.