1. Abtahi, Y. (2014). Feedback from mathematical artefacts. Proceedings of PME 38 and PME-NA 36, 6, 2.
2. Achmetli. K., Schukajlow, S., & Krug, A. (2014). Effects of prompting students to use multiple solution methods while solving real word problems on students’ self-regulation. Proceedings of PME 38 and PME-NA 36, 2, 1–8.
3. Allal, L. (2007). Régulations des apprentissages: orientations conceptuelles pour la recherche et la pratique en éducation [Regulation of learning: Conceptual orientations for education research and practice]. In L. Allal & L. Lopez (Orgs.), Régulation des apprentissages en situation scolaire et en formation [Regulation of learning in educational and training settings] (pp. 7–23). Bruxelles: De Boeck & Larcier s. a.
4. Ariav, T. (1991). Growth in teachers’ curriculum knowledge through the process of curriculum analysis. Journal of Curriculum and Supervision, 6(3), 183–200.
5. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389–407.