英文部分
Ben-Zvi, D., & Garfield, J. (2005). The Challenge of Developing Statistical Literacy, Reasoning and Thinking. [electronic resource]: Dordrecht : Springer Science+Business Media, Inc., 2005.
Bills, E. (2004). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning and teaching. British Journal of Educational Psychology, 74(4), 635-636.
Burrill, G. (1997). The NCTM standards: Eight years later. School Science and Mathematics, 97(6), 335-339.
Diezmann, C. M. (2004). Assessing learning from mathematics inquiry: Challenges for students, teachers and researchers. In Mathematical Association of Victoria Conference, 4-5 December, Melbourne.
Dreyfus, T., Hershkowitz, R., & Schwarz, B. (2015). The nested epistemic actions model for abstraction in context: theory as methodological tool and methodological tool as theory. In Approaches to Qualitative Research in Mathematics Education(pp. 185-217). Springer, Dordrecht.
English, L. D., Ärlebäck, J. B., & Mousoulides, N. (2016). Reflections on progress in mathematical modelling research. In The second handbook of research on the psychology of mathematics education (pp. 383-413). SensePublishers, Rotterdam.
Fuson, K. C., Kalchman, M., & Bransford, J. D. (2005). Mathematical understanding: An introduction. How students learn: History, mathematics, and science in the classroom, 217-256.
Garfunkel, S., & Montgomery, M. (2016). Guidelines for assessment and instruction in mathematical modeling education (GAIMME). Boston/Philadelphia: Consortium for Mathematics and Its Applications (COMAP)/Society for Industrial and Applied Mathematics (SIAM).
Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. (2017). What Mathematics Education May Prepare Students for the Society of the Future?. International Journal of Science and Mathematics Education, 15(1), 105-123. doi:10.1007/s10763-017-9814-6
Harel, G., & Sowder, L. (2005). Advanced mathematical-thinking at any age: Its nature and its development. Mathematical thinking and learning, 7(1), 27-50.
Hernández, M. L., Levy, R., Felton-Koestler, M. D., & Zbiek, R. M. (2017). Mathematical modeling in the high school curriculum. Mathematics Teacher, 110(5), 336-342. doi:10.5951/mathteacher.110.5.0336
Holyoak, K. J., & Morrison, R. G., Jr. (2005). The Cambridge handbook of thinking and reasoning. [electronic resource]: Cambridge : Cambridge University Press, 2005.
Kalloo, V., Mohan, P., & Kinshuk. (2015). A Technique for Mapping Mathematics Content to Game Design. International journal of serious games, 2(4), 73-92. doi:10.17083/ijsg.v2i4.95
Keller, J. M. (2010). Motivational design for learning and performance. [electronic resource] : the ARCS model approach. Boston, MA : Springer Science+Business Media, LLC, 2010.
Kiili, K., Devlin, K., & Multisilta, J. (2015). Is game-based math learning finally coming of age?. International Journal of Serious Games, 2(4), 1-4. doi:10.17083/ijsg.v2i4.109
Lakoma, E. (1990). The Local Models in Probability Teaching. Unpublished doctoral dissertation, Warsaw University, Department of Mathematics, Informatics and Mechanics, Warsaw.
Lakoma, E. (2000). Stochastics teaching and cognitive development. History in Mathematics Education, the ICMI Study, 74-77.
Lakoma, E. (2007). Learning mathematical modelling—From the perspective of probability and statistics education. In Modelling and Applications in Mathematics Education (pp. 387-394). Springer, Boston, MA.
MacKay, R. J., & Oldford, W. (1994). Stat 231 course notes fall 1994. Waterloo: University of Waterloo.
Marzano, R. J. (1988). Dimensions of thinking: A framework for curriculum and instruction. The Association for Supervision and Curriculum Development, 125 N. West St., Alexandria, VA 22314-2798.
Mayer, B., & Harris, C. (2010). Libraries got game: Aligned learning through modern board games. American Library Association.
Niss, M. (2006). The structure of mathematics and its influence on the learning process. New mathematics education research and practice, 51-62.
Pirie, S., & Kieren, T. (1994). Growth in mathematical understanding: How can we characterise it and how can we represent it?. In Learning Mathematics (pp. 61-86). Springer, Dordrecht.
Ruthven, K., Laborde, C., Leach, J., & Tiberghien, A. (2009). Design tools in didactical research: Instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Educational researcher, 38(5), 329-342.
Shaughnessy, J. M. (1992). Research in Probability and Statistics : Reflections and Directions. Handbook on Research in Mathematics Education, 465-494.
Tall, D. (1998). Changing attitudes to university mathematics through problem solving. Educational Studies in Mathematics, 37(1), 67-82.
Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. science, 185(4157), 1124-1131.
Van den Heuvel-Panhuizen, M. (2003). The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54(1), 9-35.
Wellington, W., Faria, A. J., & Nulsen Jr, R. O. (1996). An empirical investigation into the nature of the learning process in a computer-based simulation game. Marketing Education Review, 6(3), 15-28. doi:10.1080/10528008.1996.11488555
Yang, K.-L., & Chang, M.-H. (in preparation) An Approach to Designing Mathematics-Grounding Activities: Taking Deductive Reasoning as An Example.
Zbiek, R. M., & Conner, A. (2006). Beyond Motivation: Exploring Mathematical Modeling as A Context for Deepening Students' Understandings of Curricular Mathematics. Educational Studies in Mathematics, 63(1), 89-112. doi:10.1007/s10649-005-9002-4
中文部分
沈華偉 (2002)。中學數學建模活動的設計。數學教學，第4期，4-14。
林孟慧 (2017)。自製桌上遊戲對補救教學學童學習成效之影響－以整數四則運算為例。臺北教育大學，Available from Airiti AiritiLibrary database. (2017年)
林原宏、羅友任 (2009)。國小學童機率概念測驗之編製與答題類型分析。測驗統計年刊，39。
林福來、單維彰、李源順、鄭章華（2013）。十二年國民基本教育領域綱要內容前導研究。整合型研究子計畫三：十二年國民基本教育數學領域綱要內容之前導研究。研究報告（編號：NAER-102-06-A-1-02-03-1-12）。國家教育研究院。
邱皓政 (2010)。量化硏究與統計分析: SPSS (PASW) 資料分析範例。五南圖書出版股份有限公司。
侯惠澤 (2016)。遊戲式學習：啟動自學X喜樂協作，一起玩中學！臺北市：親子天下出版。[新北市：大和圖書總經銷，2016。第一版。]
秦爾聰、劉致演、張克旭、段曉林 (2015)。數學臆測探究教學對商職學生數學學習成就與動機之影響。臺灣數學教育期刊，(2)，53。
翁穎哲、譚克平 (2008)。設計研究法簡介及其在教育研究的應用範例。科學教育月刊，(307)，15-30。
許沛婷 (2016)。國小高年級不確定概念之統計教材發展。國立臺北教育大學，Available from Airiti AiritiLibrary database. (2016年)
許瑛玿、莊福泰、林祖強. (2012). 解析設計研究法的架構與實施：以科學教育研究為例。教育科學研究期刊，(1)，1。
張名榕 (2017)。探究以ARCS動機模式為基礎之學習引導提示機制於桌上遊戲開發以國小平面圖形概念為例。臺北教育大學，Available from Airiti AiritiLibrary database. (2017年)
教育部提升國民素養專案辦公室（2013）。數學素養向度建議文。台北市。20130804 檢自http://literacytw.naer.edu.tw/data/cht/20130725/20130725ok8od1.pdf
陳介宇 (2010)。從現代桌上遊戲的特點探討其運用於兒童學習的可行性【專論】。國教新知，57 (4)，40-45。doi:10.6701/teej.201012_57(4).0005
陳文烽 (2013)。從思考風格探討-一般桌上遊戲與數位桌上遊戲的互動策略-以卡坦島為例。國立交通大學，Available from Airiti AiritiLibrary database. (2013年)
陳幸玫 (2006)。國小統計課程之內函與教學理念。科學教育月刊，2。
陳芷羚 (2001)。探討中學生機率概念與判斷偏誤關係之研究。臺灣師範大學，Available from Airiti AiritiLibrary database. (2001年)
黃國禎、付慶科 (2017)。遊戲式學習的發展與應用：近20年的文獻探討與趨勢預測。教育研究月刊，282，4-25。
楊子錕 (2010)。以數學建模教學方式進行國中三年級學生相似形概念之補救教學（未出版碩士論文）。國立彰化師範大學，彰化市。楊凱琳、林福來、蕭志如 (2012)。數學建模評量規準之研究。科學教育學刊，(4)，319。
楊凱琳、楊子錕（2007）。學生從數學建模學什麼。建中學報，13。2008 年5 月5 日，取自http://www.ck.tp.edu.tw/xoops/custom/resource/article9605_3.doc
楊凱琳等人（2018）。以設計為本的「就是要學好數學」之研究－總計畫：設計為本的就是要學好數學之研究暨子計畫一：創新的課前奠基與課中建築活動模組之發展性研究。科技部專題研究計畫成果報告（MOST 105-2511-S-003-043 -）。台北市：國立台灣師範大學數學系。
葉連祺、林淑萍 (2003)。布魯姆[B. S. Bloom]認知領域教育目標分類修訂版之探討。教育研究月刊，94。
鄭蕙如、林世華 (2004)。Bloom 認知領域教育目標分類修訂版理論與實務之探討─以九年一貫課程數學領域分段能力指標為例。NTTU Educational Research Journal，15(2)，247-274。
鐘文懋 (2011)。以PPDAC統計調查循環之概念探討國小六年級學童之資料處理表現。臺北教育大學，Available from Airiti AiritiLibrary database. (2011年)