احمدی، فضل الله؛ نصیریانی، خدیجه و اباذری، پروانه. (1387). تکنیک دلفی: ابزاری در تحقیق. مجلهایرانی آموزش در علوم پژشکی، سال 8، شماره 1، صفحه 185-175.
خادمی، فاطمه. (1394). بررسی بدفهمیهای دانشآموزان دبیرستانی در تعاریف و مفاهیم ریاضی. پایان نامه جهت اخذ درجه کارشناسی ارشد آموزش ریاضی، دانشگاه آزاد اسلامی واحد مرودشت. استاد راهنما: افشین ارمی.
دلفکار، نجمه. (1394). تاثیر نوع آموزش دانشجو-معلمان بر شکلگیری بدفهمیهای ذهنی دانشآموزان در مبحث حد. پایان نامه جهت اخذ درجه کارشناسی ارشد آموزش ریاضی، دانشگاه شهید باهنر کرمان. استاد راهنما: محمدرضا فدایی.
فرامرزپور، نوشین و محمدرضا، فدایی. (1396). یادگیری مبحث ساده کردنِ عبارتهای جبری: چالشی جدی برای معلمان ریاضی. پانزدهمین کنفرانس آموزش ریاضی ایران، بوشهر.
فرامرزپور، نوشین و محمدرضا، فدایی. (1397). نقد و بررسی محتوای فصل جبر و معادله کتابهای ریاضی پایههای هفتم و هشتم دوره اول متوسطه. دومین کنفرانس آموزش و کاربرد ریاضیات، کرمانشاه.
فرامرزپور، نوشین و محمدرضا، فدایی. (1399). تبیین مدلی برای تدریس مبحث سادهکردن عبارتهای جبری در پایه هشتم. فصلنامه مطالعات برنامه درسی ایران، سال پانزدهم، شماره 57، صص 44 – 5.
گویا، زهرا و حسام، عبداله. (1386). طرحوارههای ذهنی: توجیهگر بدفهمیهای ریاضی دانشآموزان. فصلنامه روانشناسی کاربردی، دوره 1، شماره 2.
Alibali, M. W., Phillips, K. M. O., & Fischer, A. D. (2009). Learning new problem-solving strategies leads to changes in problem representation. Cognitive Development, 24, 89-101.
Bennett, V. M. (2015). Understanding the meaning of the equal sign: an investigation of elementary students and teachers (Doctoral dissertation). Retrieved from https://doi.org/10.18297/etd/2303.
Booth, J. L., & Davenport, J. L. (2013). The role of problem representation and feature knowledge in algebraic equation solving. Journal of Mathematical Behavior, 32(3), 415-423.
Booth, J. L, Barbieri, C., Eyer, F. & Pare-Blagoev, J. (2014). Persistent and Pernicious Errors in Algebraic Problem Solving. Journal of Problem Solving, 7 (1), 10-23. doi: 10.7771/1932-6246.1161.
Booth, J.L., & Koedinger, K.R. (2008). Key misconceptions in algebraic problem solving. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds), Proceedings of the 30th Annual Cognitive Science Society (pp. 571-576). Austin, TX: Cognitive Science Society.
Bush, S. B. (2011). Analyzing common algebra-related misconceptions and errors of middle school students (Doctoral dissertation). Retrieved from https://doi.org/10.18297/etd/187.
Cai, J. & Knuth, E. (2011). A global dialogue about early algebraization from multiple perspective. In J. Cai & E. Knuth (Eds.), Early algebraization: a global dialogue from multiple perspectives (pp. 6-11). Berlin: Springer.
Cangelosi, R., Madrid, S., Cooper, S., Olson, J., & Hartter, B. (2013). The negative sign and exponential expressions: Unveiling students' persistent errors and misconceptions. The Journal of Mathematical Behavior, 32 (1), 69-82.
Capraro, M. M. & Joffrion, H. (2006). Algebraic equations: Can middle-school students meaningfully translate from words to mathematical symbols? Journal of Reading Psychology, 27 (1), 147-164. doi:10.1080/027027106006442467.
Chow, T-C. F. (2011). Students Difficulties, Conceptions and Attitudes towards Learning Algebra: An Intervention Study to Improve Teaching and Learning (Unpublished doctoral dissertation). Curtin University.
Clement, J. (1982). Algebra word problem solutions: Thought processes underlying a common misconception. Journal for Research in Mathematics Education, 13, 16-30.
Clement, J., Narode, R. & Rosnick, P. (1981). Intuitive misconceptions in algebra as a source of math anxiety. Focus on learning problems in mathematics, 3 (4), 36-45.
Crooks, N. M., & Alibali, M. W. (2013). Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding. Frontiers in Psychology, 4.
Durking, K., & Rittle-Johnson, B. (2012). The Effectiveness of Using Incorrect Examples to Support Learning about Desimal Magnitude. Learning and Instruction, 22 (3), 206-214.
Fennell, F. (2010). RtI math and number sense: what interventions should you consider? We can figure this out. Paper presented at the Regional Meeting of the National Council of Teachers of Mathematics, New Orleans, LA.
Fischbein, E. & Muzicant, B. (2002). Richard skemp and his conception of relational and instrumental understanding: Open sentences and phrases. In D. Tall & M. O. J. Thomas (Eds), Intelligence, Learning and Understanding Mathemartics, 49-78. Flaxton, Australia: Post Pressed.
Girit, D. & Akyuz, D. (2016). Algebraic thinking in Middle School Students at Different Grades: Conceptions about Generalization of Patterns. Education Journal of Science and Mathematics Education, 10 (2), 243-272. Doi: 10.17522/balikesirnef.277815.
Guler, M. & Celic, D. (2016). A research on future mathematics teacher’s instructional explanations: the case of algebra. Journal of Educational Research and Reviews. 11(16), 1500-1508. 10.5897/ERR2016.2823.
Gunawardenna, E. (2011). Secondary school student’s misconceptions in algebra (Unpublished doctoral dissertation). University of Toronto, Canada.
Hyebert, J. & Carpenter, T. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematic teaching and learning (pp. 65-100). New York: Macmillian.
Idehen, F. O. & Omoifo, C. N. (2016). Students Misconceptions in Algebra. International Journal of Educational Benchmark, 2(1), 1-12.
Koellner, K., Pittman, M., & Frykholm, J. (2008). Talking generally or generally talking in an algebra classroom. Mathematicd Teaching in the middle school, 14 (5), 304-310.
Kuchemann, D. (1981). Algebra. In K. M. Hart, M. L. Brown, D. E. Kuchemann, D. Kerslake, G. Ruddock & M. McCartney (Eds.), Childrens Understanding of Mathematics: 11-16 (pp. 102-119). Oxford, U. K: John Murray.
McNeil, N. M. (2014). A change-resistance account of childers difficulties understanding mathematical equivalence. Child Development Perspectives, 8 (1), 42-47.
McNeil, N. M., & Alibali, M. W. (2004). You will see what you mean: Students encode equations based on their knowledge of arithmetic. Cognitive Science, 28 (3), 451-466.
Molina, M., Castro, E., Castro, E. (2009). Elementary students understanding of the equal sign in number sentences. Electronic Journal of Research in Educational Psychology, 7(1), 341-368.
Mullis, I. V. S., Martin, M. O., Foy, P. & Arora, A. (2012). TIMSS 2011 international results in mathematics. Chestnut hill and Amsterdam: TIMSS & PIRLS International Study Center, Boston College, and International Association for the Evaluation of Educational Achievement (IEA).
Russell, M., Odwyer, F. & Miranda, H. (2009). Diagnosing student’s misconceptions in algebra: Results from an experimental pilot study. Journal of Behavior Research Methods. 41(2): 414-424. doi: 10.3758/BRM. 41.2. 414.
Schnarch, D. (1999).
Intuitive and schemata in probabilistic reasoning the evolution with age of probabilistic misconceptions.
tau.ac.il/education/toar3/archiveetakzir 1999-7.html.
Sims-Knight, J. & Kaput, J. J. (1983). Exploring difficulties in transformations between natural language and image based representations and abstract symbol systems of mathematics. In D. Rogers & J. Sloboda (Eds), the acquisition of symbolic skills (pp. 561-569). New York: Plenum.
Stacey, K. & Macgregor, M. (2000). Learning the method of solving problems. Journal of Mathematical Behavior, 18(2), 149-169.
Swan, M. (2000). Making sences of algebra. Mathematics Teaching, (171), 16-19.
