一、中文部分
汪榮才 (1990)：國小六年級資優生與普通生在數學解題中之後設認知行為。初等教育學報(台南師範)，3期，199-243
林清山、張景媛(1993)：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期，53-74。林清山、張景媛(1994)：國中生代數應用題教學策略效果之評估。教育心理學報，27期，35-62。邱上真 (1989)：後設認知研究在輕度障礙者教學上的應用。特殊教育季刊，第30期，12-16頁。邱上真 (1991)：學習策略教學的理論與實際。特殊教育復健學報，1期，1-49。
姚如芬 (1998)：從教學研究實作中學習教學－以數學科職前教師為例。國立彰化師範大學科學教育研究博士論文。涂金堂 (1995)：國小學生後設認知、數學焦慮與數學解題表現之相關研究。國立高雄師範大學教育研究所碩士論文。張春興 (1989)：張氏心理學辭典。台北市：東華書局。
張淑娟 (1997)：高一學生後設認知能力與數學解題能力關係之研究。國立高雄師範大學數學教育研究所碩士論文。張景媛 (1994)：國中生數學學習歷程統整模式之研究。教育心理學報，27期，141-174。教育部 (2000)：國民中小學九年一貫課程暫行綱要。台北市。
郭生玉 (1990)：心理與教育測驗。中和市：精華書局。
陳正賢 (1990)：職前教師數學解題情意因素之研究。國立彰化師範大學科學教育研究所碩士論文。陳李綢 (1991)：思考模式、學術經驗與認知策略訓練對大學生後設認知與智力的影響。教育心理學報，24期，67-90頁。陳密桃 (1990)：後設認知的評估方法。教育文粹，20期，196-209。黃光國 (1978)：社會及行為科學研究法(上冊)：事後回溯研究。台北市：東華書局。
黃敏晃 (1990)：幼兒數學概念的學習。信誼基金出版社。
黃敏晃 (1991)：淺談數學解題。教與學，23期，2-15。楊瑞智 (1994)：國小五、六年級不同能力學童數學解題的思考過程。國立台灣師範大學科學教育研究所博士論文。葉明達 (1998)：高一學生數學合作解題與後設認知行為之個案研究。國立高雄師範大學數學教育研究所碩士論文。劉國芬 (1997)：高雄地區高一學生高低數學成就之解題後設認知行為分析研究。國立高雄師範大學數學教育研究所碩士論文。劉錫麒 (1989)：國小高年級學生數學解題歷程及其相關因素的研究。花蓮師院學報，3期，21-90。劉錫麒 (1991)：數學解題教學的新趨勢。國教園地，35-36期，45-46頁。
潘宏明 (1995)：花蓮縣原住民國小學童數學解題後設認知行為及各原住民固有文化所具有的幾何概念之調查研究。行政院國家科學委員會專題研究計劃，NSC-84-2511-S-026-006。
蔡金法 (2001)：常規數學問題解決能力等於非常規數學問題解決能力嗎？。香港中文大學教育學院課程與教學學系及香港數學教育學會，評核與數學教育－「數學課程全面檢討：之後又如何？」研討會跟進論文集。
鄭毓信 (1998)：數學教育哲學。台北市：九章出版社。
鄭麗玉 (1994)：認知心理學。台北市：五南書局。
魏麗敏 (1995)：後設認知學習理論與策略。學生輔導通訊，38期，66-75。二、英文部分
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