壹、中文部分
方永泉譯（2003）。受壓迫者教育學。台北：巨流。
王文科（1980）。質的教育研究法。台北，師大書苑出版公司。
吳明清(1982)。教育的科學研究方法。臺中：教育廳。
吳芝儀、李奉儒譯(1995)。質的評鑑與研究(Patton，1990:Qualitative evaluation and research methods)。台北:桂冠。
李嘉珍（2000）。 協同數學成長團體下之教師佈題---以三位二年級教師為例。 國立新竹師範學院國民教育研究所碩士論文，未出版，新竹。
周立勳 （1994）。國小班級分組合作學習之研究。國立政治大學博士論文，未出版。林文生 鄔瑞香（1997）。眾裡尋她千百度----以一位老師教學為例來談數學佈題的重要性。載於：建構主義教學在國小低年級和幼稚園數學教學的應用學術研討會。
林文生（1996）。一個國小數學教師佈題情境及其對學生解題交互影響之分析研究。國立台北師範學院國民教育研究所碩士論文，未出版。
林碧珍（1989）。國民數學解題的表現及其相關因素的研究。國立師範大學數學研究所碩士論文。
林碧珍(2001)。培養學生形成數學問題能力。新竹師院學報，198，5-14。
邱兆偉 (1995)。 「質的研究」的訴求與設計。教育研究，4 ,1-33。
柯登淵(1996)。國小四年級新數學實驗課程師生數學解題討論與共識發展之觀察研究。國立屏東師範學院國民教育研究所碩士論文，未出版。
柯華葳、幸曼玲 （1996）。討論過程的互動-年齡與推理能力的影響。皮亞傑與維高斯基的對話會議手冊。台北市立師範學院兒童發展中心。
孫振青(1994)。知識論(三版)。台北:五南。
高熏芳、林盈助、王向葵等譯（2001）。質化研究設計----一種互動取向的方法。台北：心理出版社。
張玉成（1988）。教師發問技巧。台北：心理出版社。
張玉成（1999）：教師發問技巧之外：論鼓勵學生發問暨教師回答技巧之重要性。國民教育，39卷3期，台北市國立台北師範學院。
張佩瑛、蔣治邦（2000）。課堂內師生問答互動之研究：國小數學課問答互動中教師教學信念與教學處理的關係。國立政治大學教育與心理研究，23，99-122。張俊紳 （1987）。教師發問內容的技巧對學生科學態度及科學過程的影響。國立高雄師範大學教育研究所碩士論文，未出版。
張俊紳(1992)。教師發問技巧在教學上的功能及應用。國教之聲，25(3) ，28-32。
張春興(1994)。教育心理學—三化取向的理論與實踐。台北:東華。
教育部(1993)。課程標準。台北:教育部。
莊淑琴（1998）。國小教師數學信念之研究。國立嘉義師範學院國民教育研究所碩士論文。未出版。陳伯璋 (1990)。教育研究方法的新取向。台北：南宏。
陳淑娟（1999）。透過合作行動研究探討一個國小班級的數學討論活動。嘉義師範學院國民教育研究所碩士論文，未出版。
陳淑娟、劉祥通（2002）。國小班級數學討論活動可行方案之探討。科學教育學刊， 101，87-107。陳淑敏 （1996）。從社會互動看皮亞傑與維高斯基的理論及其對幼教之啟示。皮亞傑與維高斯基的對話會議手冊。台北市立師範學院 兒童發展中心。
陳惠邦（1998）教育行動研究。台北：師大書苑。
陳慧君（1994）。個案研究-影響教師發問技巧的內素。國立師範大學生物學研究所碩士論文，未出版。
陶惠昭 （1998）。從一年級教室看數學教師的佈題。國立嘉義師範學院國民教育研究所碩士論文，未出版。
曾志華 （1997）。社會互動與數學知識之建構：一個國小三年級數學教室之俗民誌研究。國立嘉義師範學院國民教育研究所碩士論文，未出版。
曾景泉 （1998）。影響生物實習教師使用發問類比之學科教學知識成份。國立臺灣師範大學生物研究所碩士論文，未出版。
游麗卿（1996）。Vygotsky對研究概念發展的啟示。皮亞傑與維高斯基的對話會議手冊。台北市立師範學院 兒童發展中心。
黃敏晃（1996）。寫在前面（國民小學術學新課程影帶手冊：數學新課程，解題與溝通）。國立教育資料館。
黃瑞琴 (1991)。質的教育研究法。台北:心理。
甯自強(1993a)。國小數學科新課程的精神及改革動向-由建構主義的觀點來看。科學教育學刊，1（1），101-108。甯自強（1993b）。『建構式教學法』的教學觀-由根本建構主義的觀點來看。國教學報，5，33-42。楊妙芬（1996）。 教師發問與候答時間﹘國小師生教室行為研究。屏東師院學報，9，97-119。
楊婷雅（2003）。數學成長團體中一位教師的教材分析對其教學佈題之影響。國立新竹師範學院數理研究所碩士論文，未出版。
溫家男 （2002）。高中生物科資深與實習教師發問策略之個案研究。國立高雄師範大學科學教育研究所碩士論文。未出版。
葉辰楨 （1996）。國中初任與資深生物教師運用發問策略之比較研究。國立彰化師範大學科學教育研究所碩士論文，未出版。
甄曉蘭(1995)。合作行動研究-進行教育研究的另一種方式。嘉義師院學報，9，297-318。
甄曉蘭、周立勳（民88）。國小教師數學教學信念及其相關因素之探討。課程與教學季刊，2（1），49- 68。劉祥通（2004）。分數與比例問題解題分析—從數學提問教學的觀點。台北：師大書苑。
劉祥通、周立勳（2001）。發展國小教師數學教學之佈題能力—以分數乘除法教學為例。科學教育學刊（2），15-34。劉錫麒 (1994)。從國小新數學課程標準的基本理念談討論活動的重要。國教園地，50,4-7。
劉錫麒 （1993）。數學思考教學研究。台北：師大書苑。
蔡敏玲、彭海燕譯(2001)。教室言談─教與學的語言。台北︰心理。C. B. Cazden著，Classroom Discourse: The language of teaching and learning.
蔡清田（1998）。教師如何透過行動研究成為研究者：「教師及研究者的理想與實踐」。國立中正大學教學科技研討會論文彙編。
蔡清田（2000）。教育行動研究。台北：五南。
蔡清田（2003）。透過行動研究，進行課程改革。質性研究方法與資料分析，齊力、林本炫 編。南華教社所。
鄭明長（2002）。發問對教學歷程之影響初探。國立台北師範學院學報，第15期， 87-114。賴慶三 (1996)。自然科學問題類型與教學發問策略之研究。台北師院學報，9， 635-672。
鍾 靜（1996）。數學教室文化的新貌。國立嘉義師範學院八十四學年度數學教育研討會論文。國立嘉義師範學院國民教育研究所。
鍾宜玲（1997）。一個社會科教學小組之行動研究：教師之經驗分享與教學反省。國立屏東師範學院國民教育研究所碩士論文，未出版。
簡妙倩（2002）。國小五年級個人化文意數學佈題教學之個案研究。國立花蓮師範學院國小科學教育研究所碩士論文。
貳、西文部份
Aagard, SA (1973). Oral questioning by the teacher: Influence on student achievement in eleventh. grade chemistry (Doctoral dissertation, New York University, 1973). Dissertation Abstracts International, 34, 631A.(University Microfilms No. 19406)
Ahmed, A. (1987). Better Mathematics: A Curriculum Development Study based on The Low Attainers in Mathematics Project. London: Her Majesty’s Stationery Office.
Ainely,J.,(1987). Telling questions. Mathematics Teaching,118, 24-26.
Ainlev, J.( 1987). Telling question, Mt118.
Anderson, J.R., Corbett, A.T., Koedinger, K.R. & Pelletier, R.(1995). Cognitive tutors: Lessons learned. Journal of the Learning Science,4,167-207.
Andrews,A.G. (1997). Doing what comes Naturally: Talking about Mathematics. Teaching Children Mathematics , January, 236-239.
Artzt, A. & Armour-Thomas, E. (2002). Becoming a reflective mathematics teacher: A guide for observations and self-assessment. Hillsdale, NJ: Lawrence Erlbaum Associates.
Atkins. L.S (1999). Listening to students. Teaching Children Mathematics ,(5)5, (289-295)
Ayman-Nolley, Saba. (1988). Piaget and Vygotsky on creativity. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, October, 10(4). 107-111.
Balacheff, N. (1991). Treatment of refutation: Aspects of the complexity of aconstructivist approach to mathematics learning . In E. von Glasersfeld(Ed.) , Radical constructivism in mathematics education，89-110. Dordrecht, The Netherlands: Kluwer.
Barden, L. M.(1995). Effective Questioning & the Ever-Elusive Higher-Order Question. The American Biology Teacher, 57(7), 423-426.
Barger, P. L. & Luckmann, T. (1966). The social construction of reality. New York: Doubleday.
Bauersfeld, H. (1988). Interaction, construction, and knowledge: Alternative perspectives for mathematics education. In D. A. Grouws, T. J. Cooney, & D. Jones (Ed.), perspectives on research on effective mathematics teaching , 1 , 27-46. Reston, VA: National Council of Teachers of Mathematics.
Bauersfeld, H. (1994) Theoretical Perspectives on Interaction in the Mathematics Classroom, in Biehler et al.(Eds.) The Didactics of Mathematics as a Scientific Discipline, 133-146. Dordrecht: Kluwer.
Berger,P.L. & Luckmann,T. (1966). The social construction of reality. New York: Doubleday.
Brissenden, T. (1988). Talking about mathematics . England: Basil Blackwell .
Brousseau, B.A., Book, C., & Byers, J.L.(1988). teacher beliefs and The cultures of teaching. Journal of teacher education,_,33-99.
Brown, S.I. & Walter M.I.(1993).Problem posing:Reflection and Application. Hillsdale,NJ: Lawrence Erlbaum Associates.
Brown, T. (1988). Why Vygotsky? The Role of Social Interaction in Construction Knowledge . the Quarterly Newsletter of the Laboratory of Comparative Human Cognition, October, 10(4), 111-117.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA:Harvard University Press.
Buggey, L.J. (1971). A study of relationship of classroom questions and social studies achievement of second-grade children. Doctoral dissertation, University of Washington. Dissertation Abstracts International, 32, 2543A.(University Microfilms No. 71-28385)
Calhoun, E.F. & Glickman, C.D.( 1993). Issues and Dilemmas of Action Research in. the League of Professional Schools, A paper presented at the Annual Meeting of the. American Educational Research Association, Atlanta, GA.
Capps, L. R., & Pickreign, J. (1993). Language connections in mathematics: A critical part of mathematics instruction. Arithmetic Teacher, 40,8-12.
Cardelle-Elawar, M.( 1993). The teacher as researcher in the classroom. Action in. Teacher Education. 15(1), 49-57.
Carlsen, W.S. (1991) Questioning in classroom: A sociolinguistic perspective. Review of Educational Research , 61, 157-178.
Catherine C. Stein(2007).Let’s Talk Promoting Mathematical Discourse in the Classroom.�. Mathematics Teacher (101)4,(pp285-289)
Chen, H. L. S. (1993). Knowledge, reflection, and dialogue: An educative exploration of co-operative inquiry as critical art in two professional education sites. Unpublished PH. D. Dissertation. OH: The Ohio State University.
Chiu,M.H., Chou,C.C., & Liu, C.J.,(2002).Dynamic Processes of conceptual change: Analysis of construction mental models of chemical equilibrium. Journal of Research in Science Teaching, 39, 688-712.
Clark, C.M. & Peterson, P.L. (1986). Teachers thought process. In MC writtrock(Eds), Handbook of research on teaching, (3rded), 255- 296. NY : Macmillian Publishing Company.
Clements, D. H. , & Battista, M.T. (1990a). Constructivist learning and teaching. Arithmetic Teacher, 38(1), 34-35.
Clements, H. & Battista, T. M. (1990b). Experience, Problem Solving, and Discourse as Central Aspects of Constructivism. Arithmetic Teacher,December,34-35.
Clift, R., Veal, M. L., Johnson, M., & Holland, P. (1990). Restructuring teacher education through collaborative action research. Journal of Teacher Education, 41(2), 52- 62.
Cobb, P. (1990).Multiple perspectives. In L. P. Steffe & T. Wood(Eds.), Transforming children’s mathematics education: International perspectives, 19-29. Hillsdale, NJ: Lawrence Erlbbaum Associates.
Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13–20.
Cobb, P. (1994a). Constructivism in mathematics and science education. Educational Researcher, 23(7), 13-20.
Cobb, P., Wood T., & Yackel, E. (1993). Discourse, mathematical thinking, and classroom practice. In E. A. forman, N. Minick, & C. A. Stone(Eds.) , Contexts for Learning: Sociocultural dynamics in children’s development, 91-119. New York: Oxford University Press.
Cobb, P., Wood, T., & Yackel, E. (1991a). A constructivist approach to second grade mathematics . In E. von Glasersfeld(Ed.), Radical constructivism in mathematics education,157-176. Dordrecht, The Netherlands: Kluwer.
Cobb,P. Wood, T. , & Yackel, E. (1991b). Analogies from the philosophy and socialogy of science for understanding classroom life .Science Education, 75, 23-4.
Cockcroft, W.H. et al. (1982). Mathematics Counts(The Cockcroft Report) London, Her Majesty’s Stationery Office.
Confrey, J. （1995）. How compatible are radical constructivism , social cultural approaches, and social constructivism? In: LP Steffe & J. Gale(ed.), Constructivism in education ,185-225.
Cowie, B.,(1995). The Challenge of Teaching for thinking Mathematics Classroom. T. Neyland (ed), Mathematics Education: A Handbook for Teachers, 2 , 49-59.
Dantonio, M. & P. Beisenherz. (2000). Learning to question, questioning to learn: Developing effective teacher questioning practices. Boston: Allyn & Bacon.
Dantonio, M. (1990). How Can We Create Thinkers? Questioning Strategies That Work for Teachers. Bloomington, IN: National Education Services.
Davis, B. (1997). Listening for differences: An evolving conception of mathematics teaching. Journal for Research in Mathematics Education, 28(3), 355-376.
Davis, R. B., Maher, C. A., & Noddings, N.(Eds.). (1990).Constructivist views on the teaching and learning of mathematics, 79-90.(Monagraph 4). Reston, VA: National Council of Teachers of Mathematics.
Dickinson, P.,(2000).Teachers'' questions. MT171.
Ehrenberg, S. D. & Ehrenberg, L. M. (1978). Building and applying strategies for inetellectual competencies in students. Miami, FL.; Institute Curriculum and Instruction.
Elliott,J.(1990).Teachers as researchers: implications for supervision and for teacher education. Teaching and Teacher Education, 6(1),1-26.
Erenst, P. (1991). The Philosophy of mathematics education. NY： The Falmer .
Erickson, F.(1986) Qualitative Methods in Research on Teaching. In M. C. Wittrock(Ed.), Handbook of research on teaching ( 3 ed. , p.119-161 ). New York, NY: Macmillan.
Ernest, P. (1989). The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: A Model. Journal of Education for Teaching, 15 (1), 13-33.
Evertson, C. M. & Green, J. L. (1986) Observation as Inquiry and Method. In M. C. Wittrock (Ed.) Handbook of research on teaching ( 3 ed. , p.162-213 ). New York, NY: Macmillan.
Fennemam, E., Carpenter, T.P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B.(1996). A longitudinal study of learning to use s thinking in mathematic instruction. Journal for Research in MATHEMATICS Eeducation, 27(4),403-434.
Ferrance, E.,(2000). Providence, RI: NIREL at Brown University.
Gattegno, C.(1970). The human element in mathematics, in ATM member (eds), Mathematical Reflections, Cambridge University Press, Cambridge, 131-7.
Gergen, K. J. (1985). Social constructionist inquiry: Context and implication. In K. J. Gergen & K. E. Davis(Eds.), The social construction of the person , 3-18. NY: Springer-Verlag.
Glaser,B.G. & Stauss,A.L.(1967).The discovery of grounded thery:Strategies for qualitative research.Chicago,IL:Aldine Publishing Company.
Glassman, M. (1994). All Things Being Equal: The Two Roads of Piaget and Vygotsky .Developmental Review, 14(2), 186-214.
Goldin, G. A. (1982). Mathematical Language and Problem Solving . In Visible Language , Vol 16(3),221-238.
Halliday, M. A. K.,(1878), Language as Social Semiotic, Edward Arnold, London.
Hargreaves,A.(1994).Changing teachers, changing time: teachers’ work and cultre in the postmodern age . London: Cassell.
Herbel-Eisenmann,B. A., &Breyfogle, M. L.(2005). Questioning Our Patterns of Questioning. Mathematics teaching in the middle school, 10(9), 484-489.
Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics , 1-27. Hillsdale, NJ: Lawrence Erlbaum.
Holt, J. (1964). How Children Fail, New York: Pitman.
Hufferd-Ackles,K., K . Fuson, and M�.Sherin(2004). “Describing Levels and Components of a Math Talk Learning Community. Journal for Research in Mathematics Education 35 (March 2004): 81-116.
Kawanaka T, & Stiger, J.W.(1999).Teachers’Use of Questions in Eighth-Grade Mathematics Classrooms in Germany, Japan, and the United States.mathematical Thinking & Learning,1,(4),255-278.
Kwakman, K.(2003). Factors affecting teachers’participation in professional learning activies. Teaching and Teacher Education, 19,149-170.
Levin, B. & Rock, T. (2003) The effects of collaborative action research on preservice and inservice teacher partners in professional development schools. Journal of Teacher Education, 54(2), 135-149.
Lo, J. & Wheatley, G. H. (1994). Learning opprotunites and negotiating social norms in mathematics class discussion. Education Studies in Mathemetics,27,145-164.
Lo, J., Wheatley, G. H. & Smith, A. C. (1994). The participation beliefs, and development of arithmetic meaning of third-grade student in mathematics discussion. Journal for Research in Mathematics Education, 25 (1),30-49.
Manouchehri, A. & Lapp D. A.(2003). Unveiling Student understanding: The role of Question in instruction. Mathematics Teacher, 96(8), 562-566.
Marshall, C., & Rossman , G.B. (1989). Designing Qualitative research. Newbury Park, London & new Delhi: Sage Publication, Inc.
Mason, J. (1998). Learning Mathematics through Conversation: Is It as Good as They Say? [1]. Learning of Mathematics, 18(1),41-51.
Mason, J. Burton, L. & Stacy, K. (1985). Thinking Mathematically. Amsterdam:. Addison-Wesley.
Mason,J.,(2000).Asking Mathematics question mathematically.International Journal of Mathematics Education in Science and Technology,31(1),97-111.
McCutcheon, G. & Jung, B. (1990).Alternative perpectives on action research. Theory into Practice ,14(3),144-151.
Mercer, N. (1985). Communication in the Classroom . In Every Child’s Language, An In-Service Pack for Primary Teachers, Book I, Clevedon, Multilingual Matters in association with the Open Universty.
Miller, D. M., & Pine, G. J. (1990). Advancing professional inquiry for educational improvement through action research. Journal of Staff Development, 2(3), 56-61.
Moses, B. , Bjork, E, & Goldenberg, P.E. (1990).Beyond Problem Solving: Problem Posing. In Cooney, J.T & Hirsch, R.C(Eds.) , Teaching and Learning Mathematics in the 1990s,82-91. Reston, VA: NCTM.
National Council of Teachers of Mathematics. (1980). An agenda for action: Recommendations for school mathematics of the 1980s. Reston, VA: NCTM.
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
National Council of Teachers of Mathematics. (1991).Professional standards for teaching mathematics.Reston, VA: NCTM.
NCTM (2000). Chapter2:Guiding Principles for School Mathematics Instructional Programs. Principles and Standards for School Mathematics . Reston, VA: NCTM.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19 (4), 317-328.
Nespor, J. 1985: The role of beliefs in the practice of teaching: Final report of the. teachers beliefs study. Austin, TX: Research and Development Center for. Teacher Education. ERIC: ED 279 446.
Nevin, L. M. (1992). Language Arts Approach to Mathematics. Arithmetic Teacher, November,142-146.
Noffke, S 1994. Action research: towards the next generation. Educational Action Research 2(1),9-21.
Oja, S. N., & Smulyan, L. (1989). Collaborative action research: A developmental approach. New York: The Falmer Press.
Oldfield, C. (1996). The Language of Mathematics. Mathematics in school , November, 22-23.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Perry,M.(1991).Learning and transfer: Instruction conditions and conceptual change.Cognitive Development, 6, 449-468.
Phillips, T. (1985). Discourse Development after the Age of Nine . In Wells, G. & Nicholls, J.(Eds.), Language and Learning-An Interactional Perspective. London: Falmer Press.
Piaget, J., & Inhelder, B. (1969). The psychology of the child. London: Routledge & Kegan Paul.
Pimm, D. (1987). Speaking Mathematics London: Routledge & Kegan Paul.
Rafferty, CD: 1995, Impact and Challenges of Multi-Site Collaborative Inquiry Initiatives, A paper presented at the Annual Meeting of the American Association of Colleges. for Teacher Education, Washington, DC.
Raymond, A. M. & Harmersley, B.(1995). Collaborative Action Research In a Seventh-Grade Mathematics Classroom. Paper Presented at the Annual Meeting of the American Education Research Association, 18-22.
Raymond, A. M. & Leinenbach, M.,(2000). Collaborative action research on the learning and teaching of algebra: A story of one mathematics teacher’s development, Educational Studies in Mathematics, 41, 283-307.
Raymond, A. M. (1994). Collaborative Action Research in Mathematics Education: A Tale of Two Teacher-Researchers. Paper Presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Baton Rouge, LA.
Raymond, A. M. (1995). Mathematics Teacher Development: Lessons Learned from Two Collaborative Action Research Partnerships. Paper Presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.(17th, Columbus, OH, October).
Resnick, B. L.(1995). Inventing Ariyhmetic: Making Children’s Intuition Work in School . InC. A. Nelson (Ed.), Basic and applied perspectives on learning, cognition, and development , 75-101. Mahwah, NJ: Erlbaum.
Richards, J. (1991). Mathematical discussions. In E. von Glasersfeld(Ed.), Radical constructivism in mathematica education, 13-51.
Rittle-Johnson, B., & Koedinger, K.R.(2005).Designing Knowledge Scaffolds to Support Mathematical Problem Solving. In Cognition And Instruction. 23(3),313-349.
Robinson,G.,& Bartlett,K.T.,(1995).Assessing mathematics learning.Teaching children mathematics ,2(1), 24-27.
Ross, D.(1984). A Practical model for conducting action research in public school settings’, Contempory Education , 55(2),113-116.
Ross, J.A., Rolheiser, C., & Hogaboam-Gray, A. (1999). Effects of collaborative action research on the knowledgeof five Canadian teacher-researchers. Elementary School Journal, 99(3), 255-274.
Ryan, F. L.(1974). The effects on social studies achievement of mulitiple student responding to different levels of question. Journal of Experimental Education, 42, 71-75.
Samson, G. E., Strykowski, B., Weinstein, T., & Walberg, H. J. (1987). The effects of teacher questioning levels on student achievement: A quantitative synthesis. Journal of Educational Research, 80(5), 290-295.
Schoenfeld, A.(1985). Mathematical problem solving. San Diego, CA Academic Press. Inc.
Simon, M. A. (1995.) Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education,26, 114-145.
Skemp, R. R. (1978). Relational understanding and instrumental understanding . Arithmetic Teacher, 26 ,9-15.
Stanford Program on Teaching Effectiveness. (1976, November). A factorially designed experiment on. teacherstructuring, soliciting, and reacting (R&D Memorandum No. 147). Stanford, CA: Stanford. Center for Research and Development in Teaching.
Steffe, L. P., & Gale, J. (Ed.) (1995). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum Associates.
Taylor, S. J.,& Bogdan, R.(1998). Introduction to Qualitative Research Methods:A Guidebook and Resource. NY:Wiley.
Thom, R. (1973) Modern mathematics: does it exist? in Howson, A.G. ed. Developments in Mathematical Reflections, Cambridge University Press, Cambridge, 195-209.
Thompson, A G. (1992). Teachers’ Beliefs and Conceptions: A Synthesis of the Research. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning, (pp. 127-146). New York: Macmillan Publishing Company.
Thompson, A.G .(1982). Teachers'' conception of mathematics and mathematics teaching: Three case. studies. Unpublished doctoral dissertation, The University of Georgia.
Tuedge, J., & Rogoff, B. (1989). Peer influence on cognitive development: Piagetian and Vygotskian percpective. In M. H. Bornstein & J. S. Bruner(Eds.), Interaction in human development, .17-40. Jillsdale, NJ:Lawrence Erlbaum Associates, Inc.
Vetter, R. K. (1994). The Learning Connection: Talk-throughs. Arithmetic Teacher,168.
Voigt, J. (1994). Negotiation of mathematical meaning and learning mathematics. Educational Studies in Mathematics, 26, 275-298.
Von Glasersfeld, E. (1987). Learning as a constructive activity. InC. Janvier(Ed.),Problems of representation in the teaching and learning of mathematics ,3-17. Hillsdale, NJ: Lawrence Erlbaum Associates.
Von Glasersfeld, E. (1989).Constructivism in education.In T. Husen, & N. Postethwaite (Eds.),The international in encyclopedia of education. Supplementary ,1 ,162-163. NY: Pergamon .
Von Glasersfeld, E. (1995). A constructivist approach to teaching. In L. P. Steffe & J. Gale (Eds.), Constructivism in Education, 3-15. Hillsdale, NJ: Lawrence Erlbaum Associates.
Von Glasersfeld, E.(1984). An introduction to radical constructivism. In P. Watzlawick(Ed.),The invented reality ,17-40. N Y: Norton.
Vygotsky, L. S. (1978). Mind in society: The development of higher psycholigical precesses. Cambridge , MA: Harvard University.
Watson, A. and Mason, J. (1998). Questions and Prompts for Mathematical Thinking. Derby: Association of Teachers of Mathematics.
Waxman, B. & Zelman, S.(1987). Children''s and teachers’Mathematical Thinking:helping make the the Connection, Proceeding of PME, ⅩⅠ，142-148.
Wheatley, G. H. (1991). Constructivist perspectives on science and mathematics learning . Science Education, 75 , 9-21.
Wheeler, D. (1983a). Mathematics and language. In C. Verhille (ed.), Proceedings of the Canadian Mathematics Education Study Group, 1983 annual Meeting, 86-89.
Winne, P.H. ( 1979) . Experiments relating teachers'' use of higher cognitive questions to student achievement. Review of Educational Research, 49, 13-50.
Winne, PH (1979). Experiments relating teacher''s use of higher cognitive questions to student achievement. Review of Educational Research, 49 (1), 13-50.
Wolcott,H.F.(1994).Transforming Qualitative Date:Description,Analysis,and Interpretation. Thousand Oaks,CA:Sage.
Wood, T. (1998). Funneling or focusing? Alternative patterns of communication in mathematics class. In H. Steinbring, M. G. Bartolini-Bussi, A. Sierpinska (Eds.), Language and communication in the mathematics classroom , 167-178. Reston, VA: National Council of Teachers of Mathematics.
Woods, P. (1992) Symbolic Interactionism: Theory and Method, The Handbook of Qualitative Research in Education, Academic Press, Inc.
Yackel, E., Cobb, P., Wood, T., Wheatley, G. & Merkel, G. (1990). The importance of social interaction in children’s construction of mathematical knoweldge. In T. Cooney (Ed.), Teaching and Learning Mathematics in the 1990c, 1990 Yearbook of the National Council of Teachers of Mathematics, 12-21. Reston, VA: NCTM.
Zweng, M. (1983). Proceedings of the Fourth International Congress on Mathematical Education Birkhauser, Boston.