Bikner-Ahsbahs, A., & Prediger, S. (2006). Diversity of theories in mathematics education-how can we deal with it? ZDM, 38(1), 52-57.
Carlson, M., & Bloom, I. (2005). The cyclic nature of problem solving: An emergent multidimensional problem-solving framework. Educational Studies in Mathematics, 58(1), 45-75.
Crespo, S., & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education, 11(5), 395-415.
English, L. D. (1998). Children's problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83-106.
Goldin, G. A. (2002) Affect, meta-affect, and mathematical belief structures. In G. C. Leder, E. Penkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 59-72). Dordrecht, The Netherlands: Kluwer.
Hershkowitz, R., Schwarz, B., & Dreyfus, T. (2001). Abstraction in context: Epistemic actions. Journal for Research in Mathematics Education, 32(2), 195-222.
Kidron, I., Bikner-Ahsbahs, A., & Dreyfus, T. (2011). How a general epistemic need leads to a need for a new construct: A case of networking two theoretical approaches. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the 7th Conference of the European Society for Research in Mathematics Education (pp. 2451-2461). Rzeszów, Poland: University of Rzeszów.
Koichu, B. (2010). On the relationships between (relatively) advanced mathematical knowledge and (relatively) advanced problem solving behaviours. International Journal of Mathematical Education in Science and Technology, 41(2), 257-275.
Koichu, B., Berman, A., & Moore, M. (2007). Heuristic literacy development and its relation to mathematical achievements of middle school students. Instructional Science, 35(2), 99-139.
Koichu, B., & Kontorovich, I. (2012). Dissecting success stories on mathematical problem posing: A case of the billiard task. Educational Studies in Mathematics, 83(1), 71-86.
Koichu, B., & Leron, U. (submitted). Proving as problem solving: The role of cognitive decoupling.
Kontorovich, I., & Koichu, B. (2009). Towards a comprehensive framework of mathematical problem posing. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 401-408). Thessaloniki, Greece: PME.
Kontorovich, I., Koichu, B., Leikin, R., & Berman, A. (2012). A framework for handling the complexity of students' mathematical problem posing in small groups. Journal of Mathematical Behavior, 31(1), 149-161.
Kuhn, T. (1962/2012). The structure of scientific revolutions. 50th anniversary (4th ed.). Chicago, IL: University of Chicago Press.
Ovadia, T. (2014). Learning mathematical problem solving strategies and their implication in solving similar problems: the case of “weak” high school female students. Unpublished PhD Thesis. Technion-Israel Institute of Technology, Haifa, Israel.
Pólya, G. (1945/1973). How to solve it. Princeton, NJ: Princeton University Press.
Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches: First steps towards a conceptual framework. ZDM, 40(2), 165-178.
Schoenfeld, A. H. (1985). Mathematical problem solving. Clinton, NY: Academic Press.
Simon, M., Saldanha, L., McClintock, E., Akar, G. K., Watanabe, T., & Zembat, I. O. (2010). A developing approach to studying students' learning through their mathematical activity. Cognition and Instruction, 28(1), 70-112.
Steffe, L. P. (2003). Fractional commensurate, composition, and adding schemes: Learning trajectories of Jason and Laura: Grade 5. Journal of Mathematical Behavior, 22(3), 237-295.
Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students' problem posing in school mathematics. In P. Clarkson (Ed.), Technology in mathematics education (pp. 518-525). Melbourne, Australia: Mathematics Education Research Group of Australasia.
Thompson, P. W. (1994). The development of the concept of speed and its relationship to concepts of rate. In G. Harel & J. Confrey (Eds.), The development of multiplicative reasoning in the learning of mathematics (pp. 179-234). Albany, NY: SUNY Press.