Αναφορές:
Alcock, L., Simpson, A. (2009). Ideas from mathematics education: An introduction for mathematicians. MSOR Network.
Bagni, G. T. (2000). Difficulties with series in history and in the classroom. In J. Fauvel & J. van Maanen (Eds.), History in mathematics education: the ICMI study (82-86), Dordrecht: Kluwer Academic Publishers.
Bagni, G. T. (2005). Infinite series from history to mathematics education. International Journal for Mathematics Teaching and Learning
Bella, E. (2019). Introduction of infinite series in high school level calculus. John Carroll University Masters Essays. 122.
Champney, D. D. (2013). Explaining infinite series-An exploration of students’ images (Unpublished doctoral dissertation). University of California, Berkeley.
Earls, D. J. (2017). Students’ misconceptions of sequences and series in second semester calculus (Unpublished doctoral dissertation). University New Hampshire.
Elias, D. (2019). The Convergence Concept in High School Constructing Knowledge about Convergence and Limits, Thesis submitted for the MA degree of Humanities, Program in Education of Secondary School Mathematics, Tel Aviv University, The Jaime and Joan Constantiner, School of Education.
Fishbein, E., Tirosh, D., Melamed, U. (1981). Is it possible to measure the intuitive acceptance of a mathematical statement? Educational Studies in Mathematics, 12, 491-512.
Jones, K. (2011). The topic of sequences and series in the curriculum and textbooks for schools in England: A way to link number, algebra and geometry. Paper presented at the 2011 International Conference on School Mathematics Textbooks, East China Normal University, Shanghai, China.
Martin, J. (2009). Expert conceptualizations of the convergence of Taylor series: Yesterday, today, and tomorrow (Unpublished doctoral dissertation). University of Oklahoma.
Martínez-Planell, R., Gonzalez, A., DiCristina, G., Acevedo, V. (2012). Students’ conception of infinite series. Educational Studies in Mathematics, 81, 235-249.
Monaghan, J. (2001). Young people’s ideas of infinity. Educational Studies in Mathematics, 48(2 & 3), 239-257.
Morales, Z. A. (2014). Analysis of Students’ Misconceptions and Error Patterns in Mathematics: The Case of Fractions, Fraction Error Pattern.
Nardi, E., Biza, I., González-Martín, A. (2008). Introducing the concept of infinite sum: Preliminary analyses of curriculum content. In Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics, 28(3), 84-89.
Orton, A. (1983). Students’ understanding of integration. Educational Studies in Mathematics, 14(1), 1-18.
Przenioslo, M. (2005). Introducing the Concept of Convergence of a Sequence in Secondary School. Educ Stud Math 60, 71-93.
Rittle-Johnson, B. Alibali, M. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other?. Journal of Educational Psychology. 91. 175-189.
Sierpińska, A. (1987). Humanities students and epistemological obstacles related to limits. Educational Studies in Mathematics, 18(4), 371-397.
Sierpińska, A. (1990). Some remarks on understanding in mathematics, For the Learning of Mathematics 10(3), 24-36. FlM Publishing Association, Montreal, Quebec, Canada.
Steen, L. (Ed.) (1988). Calculus for a new century. Washington, DC: Mathematical Association of America.
Tall, D. (1992). Students’ Difficulties in Calculus. Plenary presentation in Working Group 3, ICME (pp. 13-28). Quebec, Canada.
Tall, D., Schwarzenberger, R. (1978). Conflicts in the learning of real numbers and limits. Mathematics Teaching, 82, 44-49.
Tall, D., Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12(2), 151-169.
White, P., Mitchelmore, M. (1996). Conceptual knowledge in introductory calculus. Journal for Research in Mathematics Education, 27(1), 79-95.