Adolfsson, L. (1997) Är svenska elever dåliga i algebra och geometri? /Are Swedish students bad at algebra and geometry?/ Nämnaren (Swed- ish), 22 (1), 21–26.
Blomhøj, M. (1997) Funktionsbegrebet og 9. klasse elevers begrebsfor- ståelse / The function concept and the understanding of concept by stu- dents in the ninth grade of the Danish compulsory school/. Nordisk Matematikkdidaktikk/ Nordic Studies in Mathematics Education/, 5 (1), 7–31.
Clement, J. & Rosnick, P. (1980) Learning without understanding: The effect of tutoring strategies on algebra misconceptions. Journal of Mathematical Behavior, 3, 3–27.
Cornu, B. (1983) Quelques obstacles à l’apprentissage de la notion de lim- ite. Recherches en didactique des mathématiques, 4, 236–268.
Davis, E.J. & Cooney, T.J. (1987) Identifying errors in solving certain linear equations. Mathematics Association of Two-Year Colleges Jour- nal, 11 (2), 170–176.
Davis, R., Jockusch, E. & McKnight, C. (1978) Cognitive processes in learning algebra. Journal of Children’s Mathematical Behavior, 2 (1), 1–120.
Eisenberg, T. (1991) Functions and associated learning difficulties. In: D.O. Tall (Ed.) Advanced mathematical thinking. Dordrecht, The Neth- erlands: Kluwer, 140–152.
Ekenstam, A. af & Greger, K. (1987) On children’s understanding of ele- mentary algebra. Journal of Structural Learning, 9, 303–315.
Ervynck, G. (1981) Conceptual difficulties for first year university stu- dents in the acquisition of the notion of limit of a function. Proceedings of the Fifth Conference of the International Group for the Psychology of Mathematics Education, 330–333.
Even, R. (1990) Subject matter knowledge for teaching and the case of functions. Educational Studies in Mathematics, 21, 521–544.
Fettweis, E. (1929) Versuch einer psychologischen Erklärung von Schüler- fehlern in der Algebra. Zeitschrift des mathematischen und naturwis- senschaftlichen Unterrichts, 60, 214–219.
Galvin, W.P. & Bell, A.W. (1977) Aspects of difficulties in the solution of problems involving the formation of equations. Nottingham: Shell Cen- tre for Mathematical Education. University of Nottingham.
Hall, D. (1990) Inconsistences in the learning of calculus and analysis. Focus on Learning Problems in Mathematics, 12, (3/4), 49–64.
Harel, G. & Dubinsky (Eds.) (1991) The concept of function. Washington, D.C.: Mathematical Association of America.
Herscovics, N. (1989) Cognitive obstacles encountered in the learning of algebra. In: S. Wagner & S. Kieran (Eds.) Research issues in the learn- ing and teaching of algebra. Reston, VA: National Council of Teachers
Herscovics, N. & Kieran, C. (1980) Constructing meaning for the concept of equation. Mathematics Teacher, 73, 572–580.
Hutchinson, N.L. (1993) Effects of cognitive strategy instruction on alge- bra problem solving of adolescents with learning disabilities. Learning Disability Quarterly, 16, 34–63.
Küchemann, D.E. (1978) Children’s understanding of numerical variables. Mathematics in School, 7 (4), 23–26.
Kaput, J. & Sims-Knight, J.E. (1983) Errors in translations to algebraic equations: Roots and implications. Focus on Learning Problems in Mathematics, 5 (3), 63–78.
Kieran, C. (1984) A comparison between novice and more-expert algebra students on tasks dealing with the equivalence of equations. In: J.M. Moser (Ed.) Proceedings of Sixth Annual Meeting of Psychology of Mathematics Education in North America. Madison: WI.
Laursen, K.W. (1978) Errors in first year algebra. Mathematics Teacher, 71, 194–195.
Lörcher, G.A. (1986) Schülerschwierigkeiten in der Algebra. In: P. Kupari (Ed.) Mathematics Research in Finland. Yearbook 1986. Jyväskylä, Finland: Institute of Educational Research. Publication Series B. The- ory into Practice. No. 18, 59–84.
Low, R. & Over, R. (1989) Detection of missing and irrelevant informa- tion within algebraic story problems. British Journal of Educational Psychology, 59, 296–305.
MacGregor, M. & Stacey, K. (1993) Cognitive models underlying stu- dents’ formulation of simple linear equations. Journal for Research in Mathematics Education, 24 (3), 217–232.
Marquis, J. (1988) Common mistakes in algebra. In: A.F. Coxford & A.P. Shulte (Eds.) The ideas of algebra, K–12. 1988 Yearbook. Reston, VA: National Council of Teachers of Mathematics, 204–205.
Mercer, C.D., Enright, B. & Tharin, M.A. (1994) Solving division equa- tions: An algebra program for teaching students with learning prob- lems. Gainsville, FL: Author.
Payne, S.J. & Sqibb, H.R. (1990) Algebra mal-rules and cognitive ac- counts of errors. Cognitive Science, 14, 445–481.
Petitto, A. (1979) The role of formal and non-formal thinking in doing algebra. Journal of Children’s Mathematical Behavior, 2 (2), 69–88. Robert, A. (1982) L’acquisition de la notion de convergence des suites
numériques dans l’enseignement superieur. Recherches en didactique des mathématiques, 3, 307–341.
Rosnick, P. (1981) Some misconceptions concerning the concept of vari- able. Mathematics Teacher, 74, 418–420, 450.
Rosnick, P. & Clement, J. (1980) Learning without understanding: The effect of tutoring strategies on algebra misconceptions. Journal of Mathematical Behavior, 3 (1), 3–27.
Rossnick, P. (1981) Some misconceptions concerning the concept of vari- able. Mathematics Teacher, 74, 418–420.
Shevarev, P.A. (1975) An experiment in the psychological analysis of algebraic errors. In: J. Kilpatrick & I. Wirszup, (Eds.) Soviet studies in the psychology of learning and teaching mathematics. Vol. XII. Chi- cago: SMSG and University of Chicago, 1–60.
Sierpinska, A. (1985) Obstacles épisthémologiques relatifs à la notion de l’limite. Recherches en didactique des mathématiques, 6 (1), 5–67. Sierpinska, A. (1987) Humanities students and epistemological obstacles
related to limits. Educational Studies in Mathematics, 18, 371–397. Sleeman, D. (1982) Assessing aspects of competence in basic algebra. In:
D. Sleeman & J.S. Brown (Eds.) Intelligent tutoring systems. London: Academic Press, 185–199.
Sleeman, D. (1983) Inferring (mal) rules from pupil’s protocols. In: R.S. Michalski (Ed.) Proceedings of the 2nd Machine Learning Workshop. Urbana, IL: University of Illinois, Department of Computer Science, 221–227.
Sleeman, D. (1984 a) Mis-generalization: An explanation of observed mal- rules. Technical Report. Stanford, CA: Stanford University, Heuristic Programming Project.
Sleeman, D. (1984 b) An attempt to understand students’ understanding of basic algebra. Cognitive Science, 8, 387–412.
Steinberg, R.M., Sleeman, D.H. & Ktorza, D. (1991) Algebra students’ knowledge of equivalence of equations. Journal for Research in Mathematics Education, 22 (2), 112–121.
Symonds, P.M. (1922) The psychology of errors in algebra. Mathematics Teacher, 15, 93–104.
Symonds, P.M. (1923) Special disability in algebra. Teachers College Contributions to Education. No. 132.
Tall, D.O. (1977) Conflicts and catastrophies in the learning of mathemat- ics. Mathematical Education for Teaching, 2 (4), 2–18.
Tall, D.O. (1980) Mathematical intuition, with special reference to limiting processes. Proceedings of the Fourth International Conference for the Psychology of Mathematics Education, 170–176.
Tall, D.O. & Vinner, S. (1981) Concept images and concept definition in mathematics with particular reference to limits and continuity. Educa- tional Studies in Mathematics, 12, 151–169.
The language of functions and graphs (1985). Manchester: University of Nottingham, Shell Centre for Mathematical Education.
Vinner, S. (1983) Concept definition, concept image and the notion of function. International Journal of Mathematical Education in Science and Technology, 14, 293–305.
Vinner, S. & Dreyfus, T. (1989) Images and definitions for the concept of function. Journal for Research in Mathematics Education, 20 (4), 356– 366.
Wagner, S. (1981) Conservation of equation and function under transfor- mations of variable. Journal for Research in Mathematics Education, 12, 107–118.
White, P. (1990) Is calculus in trouble? Australian Senior Mathematics Journal, 4, 105–110.
White, P. & Mitchelman, M.C. (1993) Aiming for variable understanding. Australian Mathematics Teacher, 49 (4), 31–33.
White, P. & Mitchelman, M.C. (1996) Conceptual understanding in intro- ductory calculus. Journal for Research in Mathematics Education, 27 (1), 79–95.
Williams, S.R. (1991) Models of limit held by college students. Journal for Research in Mathematics Education, 22 (3), 219–236.
Youschkevitch, A. (1976) The concept of function up to the middle of 19th century. Archive for History of Exact Sciences, 16, 36–85.