1. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (Eds.). (2001). A taxonomy for learning, teaching, and assessing. A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.
2. Barwell, R. (2012). Discursive demands and equity in second language mathematics classroom. In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in discourse for mathematics education. Theories, practices, and politics (pp. 147–163). Dordrecht, Netherlands: Springer.
3. Barwell, R., Clarkson, P., Halai, A., Kazima, M., Moschkovich, J., Planas, N., et al. (Eds.). (2016). Mathematics education and language diversity. The 21st ICMI study. Cham, Switzerland: Springer.
4. Barzel, B., Leuders, T., Prediger, S., & Hußmann, S. (2013). Designing tasks for engaging students in active knowledge organization. In A. Watson, M. Ohtani, J. Ainley, J. Bolite Frant, M. Doorman, C. Kieran, … Y. Yang (Eds.), ICMI study 22 on task design—Proceedings of study conference (pp. 285–294). Oxford, UK: ICME.
5. Bergmann, J. R., & Luckmann, T. (1995). Reconstructive genres of everyday communication. In U. Quasthoff (Ed.), Aspects of oral communication (pp. 289–304). Berlin, Germany: de Gruyter.