1. Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70(2), 97–109.
2. Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14.
3. Barton, B., Davies, B., Griffith Moala, J., & Yoon, C. (2017). Generating conceptual readiness: An output of the LUMOS project-capturing learning in undergraduate mathematics. Wellington: NZCER Press.
4. Brousseau, G. (1997). Theory of didactical situations in mathematics (edited and translated by N. Balacheff, M. Cooper, R. Sutherlandd & V. Warfield). Dordrecht: Kluwer.
5. Choy, B. H. (2015). The FOCUS framework: snapshots of mathematics teacher noticing. Unpublished doctoral dissertation. University of Auckland, New Zealand.