1. Benning, I., Linsell, C., & Ingram, N. (2018). Using technology in mathematics: professional development for teachers. In Hunter, J., Perger, P., & Darragh, L. (Eds.), Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) Making Waves, Opening Spaces (pp. 146–153). Auckland.
2. Camou, B. J. (2012). High school students’ learning of 3D geometry using iMAT (integrating Multitype-representations, Approximations and Technology) engineering. (Doctoral dissertation), University of Georgia.
3. Charmaz, K., & Belgrave, L. L. (2007). Grounded theory. John Wiley & Sons, Ltd.
4. Duval, R. (1999). Representation, vision and visualization: Cognitive functions in mathematical thinking. Basic issues for learning (plenary address). In F. Hitt & M. Santos (Eds.), Proceedings of the 21st Conference of the North American Group for the psychology of mathematics education, Vol. 1 (pp. 3–26). Morelos, Mexico: PME..
5. Dvora, T., & Dreyfus, T. (2014). Unjustified assumptions in geometry made by high school students. Mediterranean Journal for Research in Mathematics Education, 13(1–2), 29–55.