1. Bailey, D. H., Littlefield, A., & Geary, D. C. (2012). The codevelopment of skill at and preference for use of retrieval-based processes for solving addition problems: Individual and sex differences from first to sixth graders. Journal of Experimental Child Psychology, 113, 78–92. https://doi.org/10.1016/j.jecp.2012.04.014 .
2. Blum, W., & Niss, M. (1991). Applied mathematical problem solving, modelling, applications, and links to other subjects: State, trends, and issues in mathematics instruction. Educational Studies in Mathematics, 22, 37–68. https://doi.org/10.1007/BF00302716 .
3. Boyer, T. W., Levine, S. C., & Huttenlocher, J. (2008). Development of proportional reasoning: Where young children go wrong. Developmental Psychology, 44, 1478–1490. https://doi.org/10.1037/a0013110 .
4. Cramer, K., Post, T., & Currier, S. (1993). Learning and teaching ratio and proportion: Research implications. In D. T. Owens (Ed.), Research ideas for the classroom: Middle grades mathematics (pp. 159–178). New York: Macmillan.
5. Degrande, T., Verschaffel, L., & Van Dooren, W. (2014). How do Flemish children solve ‘Greek’ word problems? On children’s quantitative analogical reasoning in mathematically neutral word problems. Mediterranean Journal for Research in Mathematics Education, 13(1–2), 57–74.