一、中文部分
王甦、汪安聖(2004)。認知心理學。台北:五南。
王允華、林潔如、陳振興、李孟聰(2009)。國民小學數學備課用書六下(第十二冊)。台南:南一書局。
中國視聽教育學會(1998)。系統化教學設計。台北:師大書苑。
朱湘吉(2003)。教學科技的發展-理論與方法。台北:五南。
李明芬(1999)。系統思考的再思與教學系統設計的轉化。教學科技與媒體，48，40-50。李光烈、劉嘉茹、江新合(2005)。模式基礎教學對學童行星心智模式的影響。花蓮教育大學學報，21，27-58。
沈中偉(2005)。科技與學習-理論與實務。台北: 心理出版社。
何書瑩(2001)。CAI之理論探討。育達學報，15，85-93。
林碧珍(1989)。國小學生數學解題的表現極其相關因素之研究。(碩士論文，國立臺灣師範大學，1989)。全國博碩士論文資訊網，077NTNU2479004。林麗娟(2000)。電腦視覺設計:動態性因素與學生特質探討。輔仁大學出版社。
林佳蓉、涂金堂(2000)。如何協助學生解決數學應用問題。高雄復文圖書出版社。
林佳蓉(2008)。ISD系統化教學設計與數位教材實務工作坊。台北:心理出版社。
林佳蓉(2005)。Computer animation in e-learning。（電腦動畫在數位學習角色的探討）. Paper was presented at “Taipei. Wireless. Learning 2005 International Conference on ICT in Education”。 Taipei: Zhong-Lung senior high school.
林寶貴、謝豐瑞、韓福榮(2002)。國小數學學習困難兒童多媒體電腦輔助教材之設計第三年研究報告。國科會專題研究計畫成果報告NSC90 -2614 -S- 003-003。
孟瑛如、周育廉、袁媛、吳東光(2001)。數學學習障礙學生多媒體學習系統的開發與建構：一步驟乘除法文字題。國小特殊教育，32，81-102 。柯秀琴、蘇惠萍、陳振興、李孟聰(2009)。國民小學數學教師手冊第十二冊(六下)。
台南:南一書局。
吳德邦、馬秀蘭(1998)。幫助國小學生加強數學解題能力的多媒體電腦輔助教學
之開發研究。教育學術研討會論文集:數理教育組，87，1465-1500。
波利亞(2006)。怎樣解題。天下遠見出版股份有限公司。
計惠卿(1996)。CAI 課程軟體編製技術參考手冊--漫談多媒體與超媒體CAI
教育部電子計算機中心簡訊，8508，19-28。
洪榮昭(1992)。電腦輔助教學之設計原理與應用。台北:師大書苑。
侯鳳秋、陳龍川(1999)。適性CAI中個人化文意範例對國小四年級學生解數學文字題成就之影響。科學教育學刊，7(3)，233-254。馬秀蘭(1998)。多媒體電腦輔助教學對國小六年級學生數學解題行為之研究。國科會專題研究計畫成果報告NSC87-2511-S-275-001。
徐照麗(2000)。教學媒體—系統化的設計、製作與運用。台北:五南。
教育部(2003)。國民中小學九年一貫課程綱要 : 數學學習領域。台北:教育部。
曹宗萍(1988)。高屏地區國小兒童四則問題的解題過程表現及其相關因
素之研究。屏東師院學報，1，53-90。
許楨哲(2003)。實際建置線上網路競賽系統:以數學競賽網站為例。視聽教育雙月刊，4(4)，42-45。
張世慧(1992)。創造性問題解決─心象訓練之應用。台北：台北市立師範學院特殊教育中心。
張明麗(1996)。電腦輔助教學的探討。花蓮師院國際人文教育年刊，6，295-308。
張春興(2004)。教育心理學-三化取向的理論與實踐。台北:東華。
張春興(2005)。現代心理學。台北:東華。
張盈盈(2002)。多媒體在國小數學教學上之應用。國教天地，150，47-50。張祖忻、朱純、胡頌華(2004)。教學設計基本原理與方法。台北:五南。
楊淑芬(2001)。國小資源班學生使用圖示策略解決比較類加減應用題之成效研究。國立台北師院特殊教育研究所碩士論文。黎瓊麗（2004）。國小學童英語學習動機、學習策略與學習成就之相關性研究：
以屏東地區國小為例。國立屏東師範學院教育行政研究所碩士論文。
鄭人豪（2004）。電腦化圖示策略對國小輕度智能障礙學生比較類加減法應用問題學習成效之研究。國立新竹教育大學特殊教育學系碩士論文。鄭照順(2004)。心智地圖與教學。師友月刊，12，49-52。鄭昭明(2006)。認知心理學:理論與實踐。桂冠圖書股份有限公司。
錢正之(2005)。心象模型在資訊融入教學的應用。國民教育，45(6)，34-40。李文瑞和林思伶(節譯)(1993)整理之講稿。Reiser(1992). Teaching Future Teachers to Use the System Approach.教學科技與媒體, 3, 3-8.
岳修平(譯) (1998)。Gagn’e, E. D.,Yekovich, C. W., & Yekovich, F. R. 著。教學心理學-學習的認知基礎。台北:遠流出版社。
張明傑(譯)(2008)。Linda, L. L. 著。視覺圖像與教學設計。台北:心理出版社。
魏立欣(譯)(2004)。Roblyer, M. D. 著。教育科技融入教學。高等教育文化事業有限公司。
二、英文部分
Agodi, M. A. (1994). NumberLand: A CAI lesson in math word problems. Unpublished doctoral dissertation, California State University, Dominguez Hills, California.
Alessi, S., & Trollip, S. (2001). Multimedia for learning: Methods and development. Needham Heights, MA: Allyn and Bacon.
Atkinson, J. W., & Birch, D. (1970). The dynamics of action. New York: Wiley.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed
system and its control processes. In K. W Spence & J. T. Spence (Eds.), The psychology of learning and motivation (pp. 89-195). San Diego, CA: Academic Press.
Ausubel, D. P. (1968). Educational Psychology: A cognitive view. New York:
Holt, Rinehart & Winston.
Baddeldy, A. (1992). Working memory. Science, 255(5044), 556-559.
Badian, N. A. (1983). Dyscalculia and nonverbal disorders of learning. In H. R. Myklebust (Ed.), Progress in learning disabilities (Vol. 5, pp. 235- 264). New York: Grune & Stratton.
Bandura, A. (1982). Memory: A user’s guide. New York: Macmillan.
Begle, E. G. (1973). Mathematics reading ability. SMESG working paper NO.
1. CA: Stanford University Mathematics Educational Study Group. (ERIC
Document Reproduction Service NO. ED 142 415)
Black, R. S., & Schell, J. W. (1995). Learning within a situated cognition on framework: Implications for adult learning. (ERIC Document Reproduction Service No. ED389939)
Black, D., & Soloman, J. (1987). Can pupils use taught analogies for electric current? School Science Review, 69(247).
Bloom, B. S. (Ed.)(1956). Taxonomy of education objectives: The classification of educational goods, Handbook I: Congnitive domain, New York, NY: Longman, Green.
Braden, R. A. (1996). Visual literacy. In D. H. Jonassen(Eds.), Handbook of research for educational communications and technology(pp.491-520). New York:Simon & Schuster.
Bruner, J. S. (1977). The process of education.Harvard University Press.
Buckley, B. C., & Boulter, C. J. (2000). Investigating the role of representations and expressed models in building mentals. In J. K. Gilbert & C.J.Boulter(Eds.), Developing models in science education (pp.119-135). Netherlands: Kluwer.
Craik, K. (1943). The nature of explanation. Cambridge, England:Cambridge University Press.
Cardelle-Elawar, M. (1992). Effects of teaching metacognitive skills to students with low mathematics ability. Teaching & Teacher Education, 8, 107-121.
Dembo, M.H. (1991). Applying educational psychology in the classroom (4 th.). New York: Longman.
Dewey, J. (1933). How we think. Chicago: Henry Regnery.
Dick, W., & Carey, L. (2001). The Systematic design of instruction.New York: Harper Collins College Publishers.
English, L. D. (1998). Children’s reasoning in solving relational problems of deduction, Thinking and Reasoning,4(3), 249-281.
Fiebach, C. J., & Friederici, A. D. (2003). Processing concrete words: fMRI evidence
against a specific right-hemisphere involvement.Neuropsychologia, 42, 62-70.
Freedman, K., & Relan, A. (1992). Computer graphics, artistic production, and socialprocesses. Art education, 33(2), 98-109.
Gilbert, J. (1993). The role of models and modeling in science education. Presented at the 1993 Annual Conference of the National Association for Research in Science Teaching, Atlanta, GA, USA.
Gubbi, E. D. (1985). Using computer-assisted instruction to personalize arithmetic materials for elementary school children (context effects, learning attitude, achievement, word problems). Unpublished doctoral dissertation, Memphis State University, Tennessee.
Halford, G. S. (1993). Childred’s understanding: The development of mental model. Hillsdale, NJ: Erlbaum.
Justi, R., & Gillbert, J. K. (2002). Teacher’s views on the nature of models. International Journal of Science Education, 24(4), 369-387.
Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge, MA: Harvard Uni.Press.
Johnson-Laird, P .N. & Byrne, R. M. (1991). Deduction. Hillsdale, NJ: Erlbaum.
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational
Technology: Research & Development, 48 (4), 63-85.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice. 41(4), 212-219.
Keller, J. M. (1999). Motivation by design. Unpublished manuscript, Florida State University.
Klapper, P. (1934). The teaching of arithmetic, by Paul Klapper. New York, London, D. Appleton-Century company, incorporated.
Krutetskii, V. A. (1976). The psychology of mathematical abilities in schoolchildren. The University of Chicago Press.
Levin, J. R. (1981). On the functions of pictures in prose. In F. J. Pirozzol & M. C. Wittrock(Eds.), Neuropsychological and cognitive processes in reading(pp.203-228). San Diego: Academic Press.
Marsolek, C. J. (1999). Dissociable neural subsystems underlie abstract and specific object regcognition. Psychological Science, 10,111-118.
Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84, 405-412.
McGloughlin, S. (2001). Multimedia: concept and practice. New Jersey: Prentice-Hall.
Marshall, S. P., Pribe, C. A., & Smith, J. D. (1987). Schema knowledge structure for representing and understanding arithemetic story problems. Tech. Rep. Contract No. N00014-85-K-0661.
Nagy, W. & Anderson, R. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304-330.
Nersessian , N. (1995). Should physicists preach what they practice? Science and Education , 4, 203-226.
Paivio, A. (1971). Imagery and verbal processes. New York: Holt,Rinehart & Winston.
Paivio, A. (1986). Mental representation: A dual coding approach.New York: Oxford University Press.
Piaget, J. (1964). Cognitive development in children: Piaget—development and
learning. Journal of Research in Science Teaching, 2, 176-186.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning
components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Polya, G. (1945). How to Slove It. Princeton, NJ: Princeton University Press.
Pokay, P., & Blumenfled, P. C. (1990). Predicting achievement early and late in the
semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 41-50.
Rayner, K., & Alexander, P. (1989). The psychology of reading. New York: Prentice-Hall.
Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology, Research and Development, 44, 43-58
Sartorius, U. (1998). Digital imaging and the cognitive revolution: A media challenge. P aper presented at the Annual Convention of the Broadcast Education.( ERIC Document Reproduction Service No. ED419524)
Schachter, S., & Singer, J. (1962). Cognitive, Social, and Physiological
Determinants of Emotional State, Psychological Review, 69/5, pp. 379-399.
Schoenfeld, A. H. (1985). Mathematical problem solving. Academic Press, INC.
Scott, M. A. (2001). Wells' word problems. Unpublished doctoral dissertation, California State University, Dominguez Hills, California.
Seo, P. D. (2008). Effects of multimedia software on word problem-solving performance for students with mathematics difficulties. Unpublished doctoral dissertation, The University of Texas at Austin, Texas.
Singh, K., Granville, M., & Dika, S. (2002). Mathematics and Science Achievement：Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95, 323-350.
Taylor, I., Barker, M., & Jones, A. (2003). Promoting mental model building in astronomy education. International Journal of Science Education,25(10), 1205-1225.
Thomas, C. P. (1980). The effect of instruction on first-grade children’s initial solution processes for basic addition and subtraction problem. A paper presented at the 1980Annual Meeting of the American Educational Research Association.
Thomas, N. J. T. (2003). Mental imagery, philosophical issues about. In L. Nadel (Ed), Encyclopedia of Cognitive Science(Vo1.2)(pp.1147-1153). London: Macmillan.
Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies,57, 247-262.