1. Aronsson, K., & Andersson, S. (1996). Social scaling in children’s drawings of classroom life: A cultural comparative analysis of social scaling in Africa and Sweden. British Journal of Developmental Psychology, 14, 301–314.
2. Ashcraft, M., Krause, H., & Hopko, D. (2007). Is math anxiety a mathematical learning disability? In D. Berch & M. Mazzocco (Eds.), Why is math so hard for some children? (pp. 329–348). Baltimore, MD: Paul H. Brookes Publishing Co.
3. Blumer, H. (1986). Symbolic interactionism. Perspective and method. Berkeley, CA: University of California Press.
4. Blum-Kulka, S., & Dvir-Gvirsman, S. (2010). Peer interaction and learning. In P. P. B. McGaw (Ed.), International encyclopedia of education (3rd ed., pp. 444–449). Oxford, England: Elsevier.
5. Bragg, L. (2007). Students’ conflicting attitudes towards games as a vehicle for learning mathematics: A methodological dilemma. Mathematics Education Research Journal, 19(1), 29–44. https://doi.org/10.1007/BF03217448 .