一、中文部分
九章出版社編輯部(1995)。錯解辨析。台北:九章出版社。
林光賢、郭汾派、林福來(民78)。國中生文字符號概念的發展。國科會專題研究報告:NSC-77-0111-S-004-001-A。
林光賢、郭汾派、林福來(民78)。國中生文字符號概念的發展追蹤研究。國科會專題研究報告:NSC-77-0111-S-004-001-A。
林清山譯(R. E. Mayer 著)(1992)。教育心理學認知取向。台北:遠流出版社。
林清山、張景媛(1993)。國中生後設認知、動機信念與數學學習之關係暨代數應用題教學策略效果之評估。國立台灣師範大學教育心理與輔導學系教育心理學報,26期,115-137頁。林清山、張景媛(1994)。國中生代數應用題教學策略效果之評估。國立台灣師範大學教育心理與輔導學系教育心理學報,27期,35-62頁。林碧珍(1990)。從圖形表徵與符號表徵之間的轉換探討國小學生的分數概念。新竹師院學報,第4期,295-347頁。洪有情(2009)。算術與代數。「從高觀點看國小的數學與其教材知識」(一)研討會。國立屏東教育大學。屏東:P145~P157
洪有情(2002)。青少年代數運算概念的「學習與教學」研究(3/3)。國科會專題研究計畫報告:NSC 91-2522-S-003-016。
袁媛(1993)。國中一年級學生的文字符號概念與代數文字題的解題研究。國立高雄師範大學數學教育研究所碩士論文。郭汾派(1988)。國中生文字符號運算的錯誤類型。數學科教學輔導論文集。台北:國立台灣師範大學中等教育輔導委員會。
郭汾派(民78)。國中生文字符號概念的發展追蹤研究(III)。國科會專題研究報告:NSC-78-0111-S-003-005-A。
張景媛(1994)。數學文字題錯誤概念分析及學生建構數學概念的研究。國立台灣師範大學教育心理與輔導學系教育心理學報,27期,P175-P200。項武義(1995)。從算術到代數。台北:九章出版社。
謝夢珊(2000)。以不同符號表徵未知數對國二學生解方程式表現之探討。國立台北師範學院數理教育研究所碩士論文。
二、英文部分
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Behr, M.,Erlwanger, S. & Nichols, E.(1976). How Children View Equality Sentences. Tallahassaa:Florida State University.
Brown, J. S. & Burton, R. R. (1978). Diagnostic Models for Procedural Bugs in Basic Mathematical Skill. Cognitive Science, 2(2), 155-192.
Brown, J. S. & Van Lehn, K. (1980). Repair Theory: A Generative of Theory of Bugs in Procedural Skill. Cognitive Science, 4, 379-426.
Clement, J.,Lochhead, J., & Monk, G.(1981). Translation difficulties in learning mathematics.American Mathematical Monthly,88,286-290.
Collis, K. F. (1975). The Development of Formal Reasoning. Newcastle, Australia: University of Newcastle.
Cummins, D. D.(1991). Children’s interpretations of ari-thmetic word problem. Cognition and Instruction, 8, 261-289.
Davis, R. B. (1984). Learning mathematics: The Cognitive Science approach to mathematics education. Norwood, New Jersy: Ablex Publishing Corporation.
Engelhardt, J.M. ( 1982 ) .Using computational errors in diagnostic teaching. Arithmetic Teacher, 29 (8), 16-19.
Hammer, D.I.(1957). Penetrations of mathematical problem by secondary school students.(Doctoral Dissertation, The University of Columbia)
Herscovics, N., & Kieran, C.(1980). Constructing meaning for the concept of equation. Mathematics Teacher, 73(8), 572-580.
Kathleen, T. T.(1987). Error Reduction Strategies for whole number operations in grade four.(Doctoral Dissertation, University of Brigham Young,1986)
Kieran, C.(1988). Two different approaches among algebra learners. In A. F. Coxford & A. P. Shulte (Eds.), The Ideas of Algebra, K-12 (pp. 91-96). Reston, VA: NCTM.
Kieran, C.(1992). Cognitive Process Involved. In Learning School Algebra. Handbook of Research on Mathematics Teaching and Learning. A Project of the NCTM. New York:Macmillan Publishing Company. 2009, 03, 28. download from:http://dme.ufro.cl/pmat/images/Documentos/aprendizaje%20del%20algebra%20en%20el%20liceo.pdf
Küchemann, D. 1978. Children’s understanding of numerical variables. Mathematics in School 7 (4): 23-6.
Küchemann, D. E.(1981). Algebra. In The CSMS Mathematics Team(Eds.), Children’s Understanding of Mathematics: 11-16. (pp.102-119). London: John Murray.
Lewis, A.B. & Mayer, R.E. ( 1987 ) .Students’ miscomprehension of relational statements in arithmetic word problems. Journal of Educational Psychology, 79, 361-371.
Mayer R.E.(1985).Implication of Cognitive Phychology for Instruction in Mathematical problem solving. In E.A.Sliver (Ed), Teaching and Learning Mathematical Problem Solving. Hillsdale, NJ:Lawrence Erlbaum Associates.Newell, A.,& Simon, H. A.(1972). Human Problem Solving. Englewood Cliff,NJ:Prentice-Hall.
Maurer, S. B.(1987). New Knowledge about Errors and New Biews about Learners:What They Mean to Educators and More Educators Would Like to Know.
Muth, K. D. (1991). Effects of cuing on middle-school students performance on arithmetic word problem containing extraneous information. Journal of education psychology, 83(1), 173-174.
Polya.(1945). How to solve it? Princeton:Princeton University Press.
Sanford, V. (1927). The history and singificance of centain standard problem in algebra. New York: Bureau lf Publication, Teachers College, Columbia University.
Sfard, A.(1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics 22(1), 1-36.
Sfard, A.(1995). The development of algebra: Confronting historical and psychological perspectives. Journal of Mathematics Behavior, 14, 15-39
Simon, H.A.(1980).Problem solving and education.In Tuma,D .T .&Reif, F.(Eds.),Problem solving and education:Issues in teaching and research. Hillsdale,NJ:Erlbaum.
Usiskin, Z.(1988). Conception of school Algebra and Uses of Variables. In A. F. Coxford & A. P. Shulte (Eds.), The Ideas of Algebra, K-12 (pp.8-19). Reston , VA: NCTM.
Vergnaud, G.(1984).Understanding mathematics at secondary school level. In A. Bell,B.Low,& J. Kilpatrick(Eds.) Theory, research&practice in mathematical education,27-35. UK:Shell Center for Mathematical Education.
Wollman, W.(1983). Determining the sources of error in a translation from sentence to equation. Journal for Research in Mathematics Education, 4(3),169-181.
Yancy, A. V.(1981).Pupil generated diagrams as stratege for solving word problems for elementary mathematics(Journal Announcement:RIEJAN86),Specialist in Education Degree Thesis, University of Louusville.(ERIC Document Reproduction Service No.ED260992 SE045962).