Al-Khwarizmi (1831). *The algebra of Mohammed ben Musa* (F. Rosen translator and editor). London: Oriental Translation Fund.

Arcavi, A., & Bruckheimer, M. (2000). Didactical uses of primary sources from the history of mathematics. *Themes in Education, 1*, 55–74.

Arcavi, A., Bruckheimer, M., & Ben-Zvi, R. (1982). Maybe a mathematics teacher can profit from the study of the history of mathematics. *For the Learning of Mathematics, 3*(1), 30–37.

Arcavi, A., Bruckheimer, M., & Ben-Zvi, R. (1987). History of mathematics for teachers: The case of irrational numbers. *For the Learning of Mathematics, 7*(2), 18–23.

Bednarz, N., Kieran, C., & Lee, L. (Eds.) (1996). *Approaches to algebra. Perspectives for research and teaching*. Dordrecht: Kluwer.

Bidwell, J. K. (1993). Humanize your classroom with the history of mathematics. *Mathematics Teacher, 86*, 461–464.

Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily?

*Journal for Research in Mathematics Education, 23*, 194–222.

CrossRefBrown, S. I. (1996). Towards humanistic mathematics education. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), *International handbook of mathematics education*, *part 2* (pp. 1289–1321). Dordrecht: Kluwer.

Cooney, T. J. (1999). Conceptualizing teachers’ ways of knowing.

*Educational Studies in Mathematics, 38*, 163–187.

CrossRefDell’Abbaco, P. (1964). Trattato d’aritmetica, from the cod. Magliabechiano XI, 86, Biblioteca Nazionale Centrale di Firenze. G. Arrighi (Ed.) Pisa: Domus Galileiana.

Franci, R. (2005). *Giochi matematici alla corte di Carlomagno*. Pisa: ETS.

Fraser, B. J., & Koop, A. J. (1978). Teachers’ opinion about some teaching materials involving history of mathematics.

*International Journal of Mathematical Education in Science and Technology, 9*, 147–151.

CrossRefFreudenthal, H. (1981). Should a mathematics teacher know something about the history of mathematics? *For the Learning of Mathematics, 2*(1), 30–33.

Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example.

*Educational Studies in Mathematics, 39*, 111–129.

CrossRefHadley, J., & Singmaster, D. (1992). Problems to sharpen the young.

*Mathematical Gazette, 76*(475), 102–126.

CrossRefHeiede, T. (1996). History of mathematics and the teacher. In R. Calinger (Ed.), *Vita mathematica: Historical research and integration with teaching* (pp. 231–243). Washington, DC: MAA.

Hsieh, C.-J., & Hsieh, F.-J. (2000). What are teachers’ view of mathematics? – An investigation of how they evaluate formulas in mathematics. In W.-S. Horng & F.-L. Lin (Eds.), *Proceedings of HPM 2000 conference*, *vol. I*, (pp. 98–111).

Hsieh, F.-J. (2000). Teachers’ teaching beliefs and their knowledge about the history of negative numbers. In W.-S. Horng & F.-L. Lin (Eds.), *Proceedings of HPM 2000 conference*, *vol. I*, (pp. 88–97).

Jahnke, H. N. (1994). The historical dimension of mathematical understanding – Objectifying the subjective. In J. P. Ponte & J. F. Matos (Eds.), *Proceedings of PME XVIII*, *vol. I,* (pp. 139–156).

Jahnke, H. N., Arcavi, A., Barbin, E., Bekken, O., Dynnikov, C., Furinghetti, et al. (2000). The use of original sources in the mathematics classroom. In J. Fauvel & J. van Maanen (Eds.), *History in mathematics education – The ICMI Study* (pp. 291–328). Boston, MA: Kluwer.

Leder, G., Pehkonen, E., & Törner, G. (Eds.) (2002). *Beliefs: A hidden variable in mathematics education?* Dordrecht: Kluwer.

Núñez, R. E., Edwards, L. D., & Matos, J. F. (1999). Embodied cognition as grounding for situatedness and context in mathematics education.

*Educational Studies in Mathematics, 39*, 45–65.

CrossRefParshall, K. (1988). The art of algebra from Al-Khwarizmi to Viète: A study in the natural selection of ideas. *History of Science, 26*(72), 129–164.

Peano, G. (1924). *Giochi di aritmetica e problemi interessanti*. Torino: Paravia. (passage from Kennedy, H. C. (1980). *Peano, life and works of Giuseppe Peano*, p. 158. Amsterdam, The Netherlands: Reidel).

Philippou, G. N., & Christou, C. (1998a). Beliefs, teacher education and history of mathematics. In A. Olivier & K. Newstead (Eds.), *Proceedings of PME 22*, *vol. 4,* (pp. 1–9).

Philippou, G. N., & Christou, C. (1998b). The effect of a preparatory mathematics program in changing prospective teachers’ attitudes towards mathematics.

*Educational Studies in Mathematics, 35*, 189–206.

CrossRefPuig, L. (2004). History of algebraic ideas and research on education on algebra. In

*Regular lecture in ICME-10*. Retrieved from

http://www.uv.es/˜didmat/luis/.

Radford, L. (2000). Signs and meanings in students’ emergent algebraic thinking: A semiotic analysis.

*Educational Studies in Mathematics, 42*, 237–268.

CrossRefSchoenfeld, A., & Arcavi, A. (1988). On the meaning of variable. *Mathematics Teacher, 81*, 420–427.

Schubring, G., Cousquer, É., Fung, C.-I., El Idrissi, A., Gispert, H., Heiede, T., et al. (2000). History of mathematics for trainee teachers. In J. Fauvel & J. van Maanen (Eds.), *History in mathematics education – The ICMI study* (pp. 91–142). Boston, MA: Kluwer.

Simon, M. (1994). Learning mathematics and learning to teach: Learning cycles in mathematics teacher education.

*Educational Studies in Mathematics, 26*, 71–94.

CrossRefSkemp, R. (1969). *The psychology of learning mathematics*. Harmondsworth, UK: Penguin.

Skott, J. (2001). The emerging practices of a novice teacher: The role of his school mathematics images.

*Journal of Mathematics Teacher Education, 4*, 3–28.

CrossRefStander, D. (1991). The use of the history of mathematics in teaching. In P. Ernest (Ed.), *Mathematics teaching. The state of the art* (pp. 241–246). New York: Falmer.

Swetz, F. J. (1995). To know and to teach: Mathematical pedagogy from a historical point context.

*Educational Studies in Mathematics, 29*, 73–88.

CrossRefTall, D. (2003). Using technology to support an embodied approach to learning concepts in mathematics. In L. M. Carvalho & L. C. Guimarães (Eds.), *Historia e tecnologia no ensino da Matemática*, *vol. I,* (pp. 1–28).

Tang, K.-C. (2004). History of mathematics for the young educated minds: A Hong Kong reflection. In F. Furinghetti, S. Kaijser, & A. Vretblad (Eds.), *Proceedings of The HPM satellite meeting and fourth ESU* (pp. 397–406).

Thomas, R. S. D. (2002). Mathematics and narrative.

*The Mathematical Intelligencer, 24*(3), 43–46.

CrossRefThompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), *Handbook of research on mathematics learning and teaching* (pp. 127–146). New York: Macmillan.

Tymoczko, T. (1994). Humanistic and utilitarian aspects of mathematics. In D. F. Robitaille, D. H. Wheeler, & C. Kieran (Eds.), *Selected lectures from the 7th international congress on mathematical education* (pp. 327–339).

Verillon, P., & Rabardel, P. (1995). Cognition and artifacts: A contribution to the study of thought in relation to instrumented activity.

*European Journal of Psychology in Education, 9*(3), 77–101.

CrossRefWheeler, D. (1989). Contexts for research on the teaching and learning of algebra. In S. Wagner & C. Kieran (Eds.), *Research issues in the learning and teaching of algebra, NCTM/L* (pp. 278–287). Reston, VA: Erlbaum.