1. Asghari, A. H. (2004). Organizing with a focus on defining, a phenomenographic approach. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics, vol. 2 (pp. 63–70). Bergen, Norway.
2. Asghari, A. H. (2005a). A mad dictator partitions his country. Research in Mathematics Education, 7, 33–45. doi: 10.1080/14794800008520144 .
3. Asghari, A. H. (2005b). Equivalence. Unpublished Ph.D. thesis, University of Warwick.
4. Chin, E.-T., & Tall, D. O. (2001). Developing formal mathematical concepts over time. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, vol. 2 (pp. 241–248). Utrecht, Netherlands.
5. Cantor, G. (1895). Contributions to the founding of the theory of transfinite numbers. In Philip, E. B. Jourdain (Tr.). (1915). Translation of Beiträge zur Begründung der transfiniten Mengenlehre. New York: Dover Publications.