Arcavi, A., & Isoda, M. (2007). Learning to listen: From historical sources to classroom practice.

*Educational Studies in Mathematics, 66*(2), 111–129.

CrossRefBall, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special?

*Journal of Teacher Education, 59*(5), 389–407.

CrossRefBoero, P., & Guala, E. (2008). Development of mathematical knowledge and beliefs of teachers: The role of cultural analysis of the content to be taught. In P. Sullivan and T. Wood (Eds.), *The international handbook of mathematics teacher education, Volume 1: Knowledge and beliefs in mathematics teaching and teaching development* (pp. 223–244). Rotterdam, the Netherlands: Sense.

Charalambous, C. Y., Panaoura, A., & Phillippou, G. (2009). Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: Insights from evaluating a teacher education program.

*Educational Studies in Mathematics, 71*(2), 161–180.

CrossRefClark, K. M. (2008a). Heeding the call: History of mathematics and the preparation of secondary mathematics teachers. In F. Arbaugh & P. M. Taylor (Eds.), *Inquiry into mathematics teacher education: Association of mathematics teacher educators (AMTE) monograph series, Volume 5* (pp. 85–95). San Diego: AMTE.

Clark, K. (2008b). Reflection and revision: First experiences with a “using history” course. In E. Barbin, N. Stehlikova, & C. Tzanakis (Eds.), *History and epistemology in mathematics education: Proceedings of the fifth European summer university* (pp. 343–351). Prague: Vydavatelsky Press.

Conference Board for the Mathematical Sciences. (2001). *The mathematical education of teachers: Vol. 11. Issues in mathematics education*. Providence, RI: American Mathematical Society.

Fauvel, J. (1991). Using history in mathematics education. *For the Learning of Mathematics, 11*(2), 3–6.

Fauvel, J., & Gray, J. (1987). *The history of mathematics: A reader*. Basingstoke: Macmillan Education.

Fauvel, J., & van Maanen, J. (Eds.). (2000). *History in mathematics education—The ICMI study*. Dordrecht: Kluwer Academic.

Fried, M. N. (2001). Can mathematics education and history of mathematics coexist?

*Science Education, 10*(4), 391–408.

CrossRefFuringhetti, F. (1997). History of mathematics, mathematics education, school practice: Case studies linking different domains. *For the Learning of Mathematics, 17*(1), 55–61.

Furinghetti, F. (2000). The history of mathematics as a coupling link between secondary and university teaching.

*International Journal of Mathematical Education in Science and Technology, 31*(1), 43–51.

CrossRefFuringhetti, F. (2007). Teacher education through the history of mathematics.

*Educational Studies in Mathematics, 66*(2), 131–143.

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: Mathematical Association of America.

Hoepfl, M. C. (1997). Choosing qualitative research: A primer of technology education researchers.

*Journal of Technology Education, 9*(1). Retrieved January 6, 2010 from

http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html.

Jankvist, U. T. (2009). A categorization of the “whys” and “hows” of using history in teaching mathematics education.

*Educational Studies in Mathematics, 71*(3), 235–261.

CrossRefKatz, V. J. (1997). Some ideas on the use of history in the teaching of mathematics. *For the Learning of Mathematics, 17*(1), 62–63.

Katz, V. J., & Michalowicz, K. D. (Eds.). (2005). *Historical modules for the teaching and learning mathematics*. Washington, DC: Mathematical Association of America.

Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). *Adding it up: Helping children learn mathematics*. Washington, DC: National Academy Press.

Kjeldsen, T. H. (2001). *Uses of history in mathematics education: Development of learning strategies and historical awareness. Paper presented at Working Group 12: History in Mathematics Education, CERME-7*. Poland: Rzeszów.

Liu, P.-H. (2003). Do teachers need to incorporate the history of mathematics in their teaching? *Mathematics Teacher, 96*(6), 416–421.

Moritz, R. E. (1914). *Memorabilia mathematica; or, the philomath’s quotation-book*. New York: The Macmillan Company.

National Council for the Accreditation of Teacher Education. (2003). *NCATE/NCTM Program standards: Programs for initial preparation of mathematics teachers*. Washington, DC: Author.

O’Connor, J., & Robertson, E. F. (1999). Al-Khwarizmi biography. Retrieved on February 1, 2011 from

http://www-history.mcs.st-and.ac.uk/Biographies/Al-Khwarizmi.html.

Pimm, D. (1983). Why the history and philosophy of mathematics should not be rated x. *For the Learning of Mathematics, 3*(1), 12–15.

Siu, M.-K. (2000). The ABCD of using history of mathematics in the (undergraduate) classroom. In V. Katz (Ed.), *Using history to teach mathematics: An international perspective* (pp. 3–9). Washington, DC: Mathematical Association of America.

Strauss, A., & Corbin, J. (1998). *Basics of qualitative research: Techniques and procedures for developing grounded theory*. Thousand Oaks: Sage Publications.