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中文部份
李文欽（2008）。美國NCLB法案之課責系統在我國可行性之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
呂玉琴（1997）。國小新生數學解題策略的多樣化。教育研究研習資訊，14（2），62-67。
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呂家慧（2014）。國小學童正比單元不同解題策略與數學表現之探討（未出版之碩士論文）。國立臺中教育大學，臺中市。
余民寧（1997）。有意義的學習：概念構圖之研究。台北：商鼎。
邱佳寧（2001）。國小數學學習障礙學生解題策略之研究（未出版之碩士論文）。國立彰化師範大學，彰化市。
邱琬婷（2002）。國民中學數學低成就與國文低成就學生數學解題歷程與錯誤類型之分析（未出版之碩士論文）。國立彰化師範大學，彰化市。
林清山、張景媛（1994）。國中生代數應用題教學策略效果之評估。國立台灣師範大學教育心理與輔導學系教育心理學報，27，35-62。
秦麗花（1995）。國小數學學障兒童數學解題錯誤類型分析。特殊教育季刊，55，33-38。
許慧玉（2001）。卷宗評量與紙筆測驗對國小四年級學生數學概念、數學溝通能力及數學學習態度之實驗研究（未出版之碩士論文）。國立嘉義大學，嘉義市。
郭丁熒（1992）。追根究底談錯誤-有關學生錯誤的二十個問題。國教之友，44（2），17-23。
郭伯臣（2014）。數學科多重解題策略診斷與補救教學系統。行政院科技部專題研究第一年期中報告（編號：NSC 102-2511-S-142-008-MY3），未出版。
郭伯臣、陳俊華（2013年六月）。認知診斷混合模型之研究與探討。2013認知診斷模式與測驗國際學術研討會暨工作坊發表之論文，國立臺中教育大學。
郭伯臣、陳俊華（2015年六月）。高層次同時估計概念與錯誤類型認知診斷模型。2015全球華人教育資訊與評估學術研討會暨中國測驗學會年會發表之論文，國立臺中教育大學。
郭重吉（1990）。學生科學知識認知結的評估與描述。國立彰化師範大學學報，1，279-319。
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陳淑琳（2010）。國小二年級學童乘法文字題解題歷程之研究－以屏東市一所國小為例（未出版之碩士論文）。國立屏東教育大學，屏東市。
張鳳燕（1991）。教導心理學微觀—從概念學習談國小數學教育。師友月刊，284，24-29。
彭子怡（2007）。二維形狀之美－幼兒型式積木之幾何解題歷程（未出版之碩士論文）。國立臺南大學，臺南市。
黃台珠（1984）。概念的研究及其意義。科學教育月刊，66，44-56。
湯錦雲（2002）。國小五年級學童分數概念與運算錯誤類型之研究（未出版之碩士論文）。國立屏東教育大學，屏東市。
楊瑞智（1994）。國小五、六年級不同能力學童數學解題的思考過程（未出版之博士論文）。國立臺灣師範大學，臺北市。
劉怡蘭（2001）。高雄地區高中生對數運算錯誤類型研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
賴潔芳（2004）。二階段評量應用在高中生三角函數學習成效之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
英文部份
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