參考文獻
一、中文部分：
王文科（民80）：教育研究法。台北市：五南。
朱湘吉（民81）：新觀念、新挑戰--建構主義的教學系統。教學科技與媒體，2，15-20。朱則剛（民83）：建構主義知識論與情境認知的迷思-兼論其對認知心理學的意義。教學科技與媒體，2，3-14。邱上貞（民78）：初探解題歷程的理論教學。特殊教育季刊，31，1-4。邱上貞、王惠川、朱婉豔、沈明錦（民81）：國小中年級數學科解題
歷程導向之評量。特殊教育與復健學報，2，235-271。
李茂興（譯）（民87）：教學心理學。台北市：弘智。
李慕華（譯）（民89）：反思教學--成為一位探究的教學者。台北市：
心理出版社。
林玉體（民80）：西洋教育史。台北市：文景。
林清山、張景媛(民82)：國中生後設認知、動機信念與數學解題策略之關係研究。教育心理學報，26，53-74。吳幸宜（譯）（民83）：學習理論與教學應用。台北市：心理出版社。
吳碧純、詹志禹（民81）：從杭士基與皮亞傑的辯論談認知心理學的走向。教育研究雙月刊，26，50-64。
徐文鈺（民85）：不同擬題教學策略對兒童分數概念、解題能力與擬題能力之影響。國立台灣師範大學教育心理與輔導研究所博士論文。涂金堂（民88）：國小數學解題歷程之分析研究。初等教育學刊，7，295-332。
教育部（民82）: 國民小學課程標準。台北市：教育部。
教育部（民87）：國民教育階段九年一貫課程綱要。台北市：教育部。
教育部（民89）：國民中小學九年一貫課程暫行綱要（第一階段）。台北市：教育部。
郭生玉（民85）：心理與教育測驗。台北縣：精華。
陳淑敏（民83）：Vygotsky的心理理論發展和教育。屏東師院學報，7，121-141。陳瓊森（譯）（民86）：開啟多元智能新世紀。台北市：信誼。
張新仁（民78）：學習策略訓練之初探。教育文粹，18，86-94。張英傑（民89）：重構教師的課程設計能力：九年一貫數學領域課程發展之省思。北區九年一貫課程試辦學校工作坊研習手冊。台北縣：大觀國小。
張春興（民84）：教育心理學。台北市：東華書局。
國立編譯館（民86）：國民小學數學科教學指引第五冊至第十二冊。台北市：台灣書店。
康軒（民88）：國民小數學教學指引第六至第九冊。台北縣：康軒文教。
黃敏晃（譯）（民74）：數學解題。國教月刊，32(7.8)，39-52。
黃敏晃（民80）：淺談數學解題。教與學，23，2-15。黃敏晃（民89）：規律的尋求。台北市：心理出版社。
鄒慧英（民89）：專題學習的概念介紹與評量設計示例。新世紀優質學習教育研討會手冊。台北市：教育部。
蔡崇建（民80）：智力的評量與分析。台北市：心理出版社。
鄭昭明（民86）：認知心理學--理論與實踐。台北市：桂冠。
鄭麗玉（民82）：認知心理學--理論與實踐。台北市：五南。
鄭晉昌（民82）：從「情境學習」的認知觀點探討電腦輔助教學中教材內容的設計-由幾個學科教學系統談起。教學科技與媒體，12，3-14。劉秋木（民85）：國小數學科教學研究。台北市：五南。
劉祥通、鄔瑞香、黃瓊儀（民89）：從學生「數與量」部分的數學寫作分析一位國小老師的數學佈題。教育研究資訊，8(4)，141-166。劉錫麒（民80）：合作反省思考的數學解題教學模式及其實證研究。國立台灣師範大學教育研究所博士論文。譚寧君（民81）：兒童數學態度與解題能力之分析探討。台北師院學報，5，619-688。
二、英文部分：
Althoen, S. C., Brown J. L., & Bumcrot R. J. (1991). Graph chasing across the curriculum: Paths, circuits and applications. In M. J. Kenney & C. R. Hirsch (Eds.), Discrete mathematics across the curriculum, K-12: 1991 yearbook. Reston, VA: National Council of Teachers of Mathematics.
Anderson, J. R. (1990). Cognitive psychology and its implications. New York: W. H. Freeman.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Baron, R. W., Johnson, C. J., & Acor, S. (1998). Portfolio assessments: Involving students in their journey to success. Schools in the Middle, 7(3), 32-43.
Baroody, A. J., & Standifer, D. J. (1993). Addition and subtraction in the primary grades. In R. J. Jensen (Ed.), Research ideas for the classroom: Early childhood mathematics (pp. 72-102). New York: Macmillan.
Bernstein, M., Conway, B. E., Ketron, J. L., & Sternberg, R. J. (1981). People’s conceptions of intelligence. Journal of Personality and Social Psychology, 41, 37-55.
Biehler, R. F., & Snowman, J. (1990). Psychology applied to teaching (6th ed.). Boston: Houghton Mifflin.
Borkowski, J. G., & Kurtz, B. E. (1984). Children’s metacognition: Exploring relations among knowledge, process, and motivational variables. Journal of Experimental Child Psychology, 37(2), 335-354.
Borkowski, J. G., & Kurtz, B. E. (1985). Metacognition and the development of strategic skills in impulsive and reflective children. Portions of this paper were presented at the Biennial Meeting of the Society for Research in Child Development, West Germany. (ERIC Document Reproduction Service No. ED 257 572)
Broekman, H. (2000). Problem solving and problem posing are an important part of mathematics education, but how do we give our children a chance to learn these skills. Mathematics in School, 29(5), 14-16.
Bruner, J. S., Olver, R. R., & Greenfield, P. M. (1966). Studies in cognitive growth. New York: Wiley.
Cesare, C., & Daniela, L. (1997). Mathematics and metacognition: What is the nature of the relationship? Mathematical Cognition, 3(2), 121-139.
Charles, R. I., & Lester, F. K. (1984). An evaluation of a process-oriented instructional program in mathematical problem solving in grades 5 and 7. Journal for Research in Mathematics Education, 15(1), 15-34.
Charles, R., Lester, F. K., & O’Daffer, P. G. (1987). How to evaluate progress in problem solving. Reston, VA: National Council of Teachers of Mathematics.
Clemson, D., & Clemson, W. (1994). Mathematics in the early years. New York: Routledge.
Covington, M. V. (1989). The motive for self-worth. In R. E. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 106-107). Orlando, FL: Academic Press.
Denvir, B. (1988). What are we assessing in mathematics and what are we assessing for? In D. Pimm (Ed.), Mathematics, teachers and children (pp. 129-140). London: The Open University.
Dienes, Z. P. (1969). An elementary mathematics program. (ERIC Document Reproduction Service No. ED 031 397)
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Boston: Allyn & Bacon.
Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24(1), 1-24.
Fennema, E., & Franke, M. L. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). New York: Macmillan.
Flavell, J. H. (1985). The nature and development of metacognition. In J. H. Flavell (Ed.), Cognitive development (2nd ed., pp. 28-44). Hillsdale, NJ: Prentice-Hall.
Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New York: Holt, Rinehart and Winston.
Geary, D. C. (1994). Children’s mathematical development: Research and practical applications. Washington, DC: American Psychological Association.
Glaser, R. (1984). Education and thinking: The role of knowledge. American Psychologist, 39(2), 93-104.
Glenda, A.(1996). Active learning in a constructivist framework. Educational Studies in Mathematics, 31(4), 349-369.
Gredler, M. E. (1997). Learning and instruction (3rd ed.). Upper Saddle River, NJ: Merrill.
Greeno, J. G. (1968). Thinking, problem solving, and understanding. In J. G. Greeno (Ed.), Elementary theoretical psychology (pp. 196-227). Reading, MA: Addison-Wesley.
Harrison, A. W., Rainer, R. K., Hochwarter, W. A., & Thompson, K. R. (1997). Testing the self-efficacy-performance linkage of social-cognitive theory. Journal of Social Psychology, 137(1), 79-87.
Hembree, R., & Marsh, H. (1993). Problem solving in early childhood: Building foundations. In Jensen R. J. (Ed.), Research ideas for the classroom: Early childhood mathematics (pp. 151-170). New York: Macmillan.
Hollands, R. D. (1972). Educational technology: Aims and objectives in teaching mathematics. Mathematics in School, 1(2).
Holmes, E. E. (1995). New directions in elementary school mathematics. Englewood Cliffs, NJ: Prentics-Hall.
Iowa State Dept. of Edu. (1989). A guide to developing higher order thinking across the curriculum. (ERIC Document Reproduction Service No. ED 306 550)
Jerry, E. F. (1999). Kids teaching kids: An ethnographic study of children’s strategies for presenting in a 5th grade science class. Occasional paper No. 1. (ERIC Document Reproduction Service No. ED 432 475)
Kahney, H. (1993). Problem solving: Current issues (2nd ed.). Philadelphia: Open University Press.
Kaplan, R. G., Yamamato T., & Ginsburg, H. P. (1989). Teaching mathematics concepts. In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 59-82). 1989 yearbook of the Association for Supervision and Curriculum Development. Alexandria, VA: ASCD.
Katherine, S. C., & Judith, A. K. (1991). Cooperative learning instruction: Effects of wanting or not wanting to participate on mathematics achievement. (ERIC Document Reproduction Service No. ED 353 236)
Kayo, M. (1994). Acquiring mathematical knowledge through semantic and pragmatic problem solving. Human Development, 37(4), 220-232.
Klauer, K, J. (1996). Teaching inductive reasoning: Some theory and three experimental studies. Learning and Instruction, 6(1), 37-57.
Kozulin, A. (1994). The cognitive revolution in learning Piaget and Vygotsky. In C. C. Block & J. N. Mangieri (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 269-287) Orlando, FL: Harcourt Brace.
Krumholtz, N. (1989). Modelling and metaphors: Power and risks. In W. Blum, J. S. Berry, R. Biehler, I. D. Huntley, G. Kaiser-Messmer, & L. Profke (Eds.), Applications and modeling in learning and teaching mathematics (pp. 81-87). Chichester, England: Ellis Horwood.
Krutetskii, V. A. (1976). The psychology of mathematical abilities in schoolchildren. Chicago: University of Chicago.
Lubart, T. I. (1994). Creativity. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 290-332). San Diego, CA: Academic Press.
Lumsden, L. S. (1995). To learn or not to learn: Understanding student motivation. OSSC Report, 35(2), 1-11.
Margaret, I. F. (1988). Fifth grade teachers and their students: An analysis of beliefs about mathematical problem solving. (ERIC Document Reproduction Service No. ED 310 912)
Mayer, R. E. (1987). Educational psychology: A cognitive approach. Boston: Brown.
McCown, R., Driscoll, M., & Roop, P. G. (1996). Educational psychology: A learning—centered approach to classroom practice (2nd ed.). Boston: Allyn & Bacon.
Meichenbaum, D., Burland, S., Gruson, L., & Cameron, R. (1985). Metacognitive assessment. In S. R. Yussen (Ed.), The growth of reflection in children (pp. 1-30). New York: Academic Press.
Miller, P. H. (1993). Theories of developmental psychology (3rd ed.). New York: W. H. Freeman.
Moore, J. L., & Rocklin, T. R. (1998). The distribution of distributed cognition: Multiple interpretations and uses. Educational Psychology Review, 10, 97-113.
Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 409-460). San Diego, CA: Academic Press.
Orton, A. (1992). Learning mathematics: Issues, theory and classroom practice (2nd ed.). New York: A. Orton.
Orton, A., & Frobisher, L. (1996). Assessing mathematical attainment. In J. Solity (Ed.), Insights into teaching mathematics (pp. 167-179). London: Cassell.
Owen, E., & Sweller, J. (1989). Should problem solving be used as a learning device in mathematics? Journal for Research in Mathematics and Education, 20(3), 321-328.
Palincsar, A. S., Ransom, K., & Derber, S. (1988/89). Collaborative research and development of reciprocal teaching. Educational Leadership, 46(4), 37-40.
Paris, S. G., & Byrnes, J. P. (1989). The constructivist approach to self-regulation and learning in the classroom. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 183-186). New York: Spring-Verlag.
Perkins, D. N. (1991). Technology meets constructivism: Do they make a marriage? Educational Technology, 31(5), 18-23.
Petit, M., & Zawoiewski, J. S. (1997). Teachers and students learning together about assessing problem solving. Mathematics Teacher, 90(6), 472-477.
Polya, G. (1971). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton, NJ: Princeton University Press.
Pressley, M., & McCormick, C. B. (1995). Cognition, teaching and assessment. New York: Harper Collins College.
Rey, R. E., Suydam, M. N., & Lindquist, M. M. (1998). Helping children learn mathematics (5th ed.). Boston: Allyn and Bacon.
Rowan, T. E., & Morrow, L. J. (1993). Patterns, relations, functions, and algebra. In T. E. Rowan & L. J. Morrow (Eds.), Implementing the K-8 curriculum and evaluation standards: Readings from the arithmetic teacher (pp. 84-90). Reston, VA: National Council of Teachers of Mathematics.
Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: Macmillan.
Schoenfeld, A. H. (1994). Reflections on doing and teaching mathematics. In A. H. Schoenfeld (Ed.), Mathematical thinking and problem solving (pp. 53-71). Hillsdale, NJ: Lawrence Erlbaum.
Schunk, D. H. (1987). Peer models and children’s behavioral change. Review of Educational Research, 57, 149-174.
Schunk, D. H. (1998). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33(2), 359-382.
Schunk, D. H. (1999). Social-self interaction and achievement behavior. Educational Psychologist, 34(4), 219-227.
Schunk, D. H., & Zimmerman B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195-208.
Shimizu, Y., & Lambdin, D. V. (1997). Assessing students’ performance on an extended problem-solving task: A story from a Japanese classroom. The Mathematics Teacher, 90(8), 658-664.
Shin, M. (1998). Promoting students’ self-regulation ability: Guidelines for instructional design. Educational Technology, Jan./Feb., 38-44.
Slavin, R. E. (1997). Educational psychology: Theory into practice (5th ed.). Needham Heights, MA: Allyn & Bacon.
Sovik, N., Frostrad P., & Heggberget, M. (1999). The relation between reading comprehension and task-specific strategies used in arithmetical word problems. Scandinavian Journal of Educational Research, 43(4), 371-399.
Steele, D. F., & Arth, A. A. (1998). Math instruction and assessment: Preventing anxiety, promoting confidence. Schools in the Middle, 7(3), 44-48.
Sternberg, R. J. (Ed.). (1994). Thinking and problem solving. San Diego, CA: Academic Press.
Sternberg, R. J. (1996). Cognitive psychology. Fort Worth, TX: Harcourt Brace.
Sternberg, R. J. (1998). Principles of teaching for successful intelligence. Educational Psychologist, 33(2/3), 65-72.
Suydam, M. N. (1982). Update on research on problem solving: Implications for classroom teaching. The Arithmatic Teacher, 29, 56-60.
Suydam, M. N., & Weaver, J. F. (1977). Research on problem-solving: Implications for elementary school classrooms. The Arithmetic Teacher, 25(2), 40-42.
Trafton, P. R. (1980). Assessing the mathematics curriculum today. In M. M. Lindquist (Ed.), Selected issues in mathematics education (pp. 9-26). Berkeley, CA: McCutchan.
Winograd, P., & Paris, S. G. (1988/89). A cognitive and motivational agenda for reading instruction. Educational Leadership, 46(4), 30-36.
Wright, J. H. (1992). Reflections on reflection. Learning and Instruction, 2(1), 59-68.