احمدی، غلامعلی، ریحانی، ابراهیم، و توحیدی نژاد، اعظم (1396). تأثیر آموزش مبتنی بر گفتمان ریاضی بر توانایی عملکرد ریاضی دانشآموزان پایة چهارم ابتدایی. خانواده و پژوهش، 15(1)، 118-101.
احمدی، غلامعلی، ریحانی، ابراهیم، و نخستین روحی، ندا (1394). تأثیر آموزش مبتنی بر گفتمان ریاضی بر توانایی استدلال ریاضی دانشآموزان دورة متوسطه. روان شناسی مدرسه، 4(1)، 37-22.
سراجی، فرهاد، و سیفی، آتنا (1394). بررسی نقش مهارت‌های یادگیری الکترونیکی بر رضایت و موفقیت تحصیلی دانشجویان مجازی. فناوری آموزش و یادگیری، 1(2)، 57-21.
سیف، علی‌اکبر (1393)، سنجش فرایند و فراوردههای یادگیری. تهران: نشر دوران.
علی‌زاده، صدیقه، و تنهایی، علیرضا (1395). بررسی تأثیر روش تدریس مبتنی بر حل مسئله بر پیشرفت تحصیلی دانشآموزان پایة هفتم شهرستان بیرجند در درس ریاضی، کنفرانسهای آموزش ریاضی ایران، 6 (1395)،.
قربانی سی‌سخت، زینب (1388). بررسی اثر آموزش مبتنی بر بازنمایی‌های چندگانه روی درک دانشآموزان پایة چهارم ابتدایی از کسرها. پایان‌نامة کارشناسی ارشد، دانشگاه تربیت دبیر شهید رجایی.
ناهیدی، عصمت (۱۳۸۹). تأثیر آموزش مبتنی بر گفتمان ریاضی بر حل مسائل کلامی. پایان‌نامة کارشناسی ارشد آموزش ریاضی، دانشگاه شهید چمران اهواز.
Aiken, L. R. (2000). Psychological testing and assessment. 10th ed., Boston: Allyn and Bacon.
Aiken, L. R. Jr., & Dreger, R. M. (1961). The effect of attitudes on performance in mathematics. Educational Psychology, 52(1), 19-24.
Balentyne, P. (2017). Attitudes and achievement in a self-paced blended Mathematics Course. Online Learning Research, 3(1), 55-72.
Berger, N., Mackenzie, E., & Holmes, K. (2020). Positive attitudes towards mathematics and science are mutually beneficial for student achievement: a latent profile analysis of TIMSS 2015. The Australian Educational Researcher, 1-36.
Boesen, J., Lithner, J., & Palm, T. (2010). The relation between types of assessment tasks and the mathematical reasoning students use. Educational Studies in Mathematics, 75, 89–105.
Curtis, K. M. (2006). Improving student attitudes: A study of a mathematics curriculum innovation, Doctoral Dissertation, Kansas State University
Dingman, S. W., Kent, L. B., McComas, K. K., & Orona, C. C. (2019). The language of mathematics education: An expanded glossary of key terms and concepts in mathematics teaching and learning. BRILL.
Fennema, E. (2005). The study of affect and mathematics: A proposed generic model forresearch. In D.B. McLeod & V.M. Adams (Eds.), Affect and mathematical problem solving: A new perspective (pp. 205-219). New York: Springer-Verlag.
Gagne, R. M., & Briggs, L. J. (1974). Principles of instructional design. Holt, Rinehart & Winston.
Gay, S., Bruening, A., & Bruce, C. (2000). Research-based support for mathematics teachers. Kansas State Department of Education.
Hu, Y. H., Xing, J., & Tu, L. P. (2018). The Effect of a Problem-oriented Teaching Method on University Mathematics Learning. Eurasia Journal of Mathematics, Science and Technology Education, 14(5), 1695-1703.
Johnson, R. T., & Johnson, D. W. (1988). Cooperative learning: Two heads learn better than one. Transforming education, 18(4), 34-36.
Joseph, G. (2013). A Study on School Factors Influencing Students’ Attitude Towards Learning Mathematics in the Community Secondary Schools in Tanzania: The case of Bukoba Municipal Council in Kagera Region. Master Thesis. Retrieved from http://repository.out.ac.tz/919/.
Karjanto, N. (2017). Attitude toward mathematics among the students at Nazarbayev University Foundation Year Programme. Mathematical Education in Science and Technology, 48(6), 849-863.
Marton, F., & Tsui, A. B. M. (2004). Classroom discourse and the space of learning. Mahwah, NJ: Lawrence Erlbaum.
National Council of Teachers of Mathematics (2014). Principles to Actions: Executive Summary. Downloaded June 02, 2019. http://www.nctm.org/uploadedFiles/Standards_and_Focal_Points/Principles_to_Action/PtAExecutiveSummary.pdf.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics: E-standards version 1.0. NCTM.
National Council of Teachers of Mathematics. Commission on Teaching Standards for School Mathematics. (1991). Professional standards for teaching mathematics.
Pitsia, V., Biggart, A., & Karakolidis, A. (2017). The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Learning and Individual Differences, 55, 163-173.
Singer, J. (2015). The effects of iPad devices on elementary school students' Mathematics achievement and attitudes. Doctoral Dissertation, Education in the field of Education, Northeastern University, Boston, Massachusetts.
Yeh, C. Y., Cheng, H. N., Chen, Z. H., Liao, C. C., & Chan, T. W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14(1), 5.
York, T.T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research and Evaluation, 20(5), 1–20.
Zech, L. K. (1989).
The effect of instructional materials implementing NCTM's standards on the mathematical achievement of high school consumer mathematics students.
ETD collection for University of Nebraska - Lincoln.
https://digitalcommons.unl.edu/dissertations/AAI8925264.
)