1. Abreu, G. de (1993). The relationship between home and school mathematics in a farming community in rural Brazil. Unpublished Doctoral Dissertation, Cambridge, Cambridge.
2. Abreu, G. de (1995a). A teoria das representaçčes sociais e a cognição matemática [The social representations theory and the mathematical cognition]. Quadrante, 4(1), 25–41.
3. Abreu, G. de (1995b). Understanding how children experience the relationship between home and school mathematics. Mind, Culture and Activity, 2(2), 119–142.
4. Abreu, G. de (2000). Relationships between macro and micro sociocultural contexts: implications for the study of interactions in the mathematics classroom. Educational Studies in Mathematics, 41(1), 1–29.
5. Abreu, G. de, Bishop, A., & Pompeu, G. (1997). What children and teachers count as mathematics. In T. Nunes & P. Bryant (Eds.), Learning and teaching mathematics: an international perspective (pp. 233–264). Hove, East Sussex: Psychology Press.