1. Bright, G. W., Behr, M. J., Post, T. R. & Wachsmuth, I. (1988). Identifying fractions on number lines. Journal for Research in Mathematics Education, 19(3), 215–232.
2. Brown, J., Stillman, G. & Herbert, S. (2004). Can the notion of affordances be of use in the design of a technology enriched mathematics curriculum? In I. Putt, R. Faragher & M. McLean (Eds.), Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia, Townsville (Vol. 1, pp. 119–126). Sydney, Australia: MERGA.
3. Burlamaqui, L. & Dong, A. (2014). The use and misuse of the concept of affordance. In J. S. Gero (Ed.), Design computing and cognition ’14 (pp. 1–10). London: Springer.
4. Diezmann, C. M. & Lowrie, T. (2006). Primary students’ knowledge of and errors on number lines: Developing an evidence base. In P. Grootenboer, R. Zevenbergen & R. Chinnapean (Eds.), Identities, cultures and learning spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 171–178). Canberra, Australia: MERGA Inc.
5. Erhardt, N., Gibbs, J., Martin-Rios, C. & Sherblom, J. (2016). Exploring affordances of email for team learning over time. Small Group Research, 47(3), 243–278.