Balacheff, N. (1988). Aspects of proof in pupils’ practice of school mathematics (translated by Pimm D.). In D. Pimm (Ed.), Mathematics, teachers and children (pp. 216–235). London: Hodder and Stoughton.
Burton, L. (2004). Mathematicians as enquirers: Learning about learning mathematics. Dordrecht: Kluwer.
Châtelet, G. (1993). Les enjeux du mobile. Paris: Seuil [English translation by R. Shore & M. Zagha: Figuring space: Philosophy, mathematics and physics, Dordrecht: Kluwer, 2000].
Courant, R., & Robbins, H. (1978). What is mathematics? New York: Oxford University Press.
Goldin-Meadow, S. (2003). Gesture: How our hands help us think. Cambridge: Harvard University Press.
Harris, M. (2008). Why mathematics? You might ask. In T. Gowers, J. Barrow-Green, & I. Leader (Eds.), The Princeton companion to mathematics. Princeton: Princeton University Press.
Hawkins, T. (1975). Cauchy and the spectral theory of matrices. Historia Mathematica, 2, 1–29.
Healy, L. (2009). Relationships between sensory activity, cultural artefacts and mathematical cognition. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Thessaloniki: PME.
Keller, H. (1969). The story of my life. New York: Collier-Macmillan.
Lakoff, G., & Núñez, R. (2000). Where mathematics come from: How the embodied mind brings mathematics into being. New York: Basic Books.
Lay, D. C. (2006). Linear algebra and its application. USA: Pearson Addison Wesley.
Mancosu, P. (1996). Philosophy of mathematics and mathematical practice in the seventeenth century. NewYork: Oxford University Press.
Nemirovsky, R., & Borba, M. (2003). Perceptuo-motor activity and imagination in mathematics learning. In N. Pateman, B. Dougherty, & J. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, 1 (pp. 103–135). Manoa: University of Hawaii.
Netz, R. (2009). Ludic mathematics: Greek mathematics and the Alexandrian aesthetic. Cambridge: Cambridge University Press.
Núñez, R. (2006). Do real numbers really move? Language, thought, and gesture: The embodied cognitive foundations of mathematics. In R. Hersh (Ed.), 18 Unconventional essays on the nature of mathematics (pp. 160–181). New York: Springer.
Ochs, E., Gonzales, P., & Jacobyet, S. (1996). “When I come down I’m in the domain state”: Grammar and graphic representation in the interpretive activity of physicists. In E. Ochs, E. A. Schegloff, & S. A. Thompson (Eds.), Interaction and grammar (pp. 328–369). Cambridge: Cambridge University Press.
Palmieri, P. (2009). Superposition: On Cavalieri’s practice of mathematics. Archive for History of Exact Sciences, 63, 471–495.
Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. New York: Basic Books.
Pimm, D. (2006). Drawing on the image in mathematics and art. In N. Sinclair, D. Pimm, & W. Higginson (Eds.), Mathematics and the aesthetic: New approaches to an ancient affinity (pp. 160–189). New York: Springer.
Presmeg, N. C. (1986). Visualization in high school mathematics. For the Learning of Mathematics, 6(3), 42–46.
Radford, L. (2009). No! He starts walking backward!: Interpreting motion graphs and the question of space, place and distance. ZDM the International Journal on Mathematics Education, 41, 467–480.
Robutti, O. (2006). Motion, technology, gesture in interpreting graphs. The International Journal for Technology in Mathematics Education, 13(30), 117–126.
Rotman, B. (2008). Becoming beside ourselves: The alphabet, ghosts, and distributed human beings. Durham: Duke University Press.
Russell, B. (1903). The principles of mathematics. Cambridge: Cambridge University Press.
Schiralli, M., & Sinclair, N. (2003). A constructive response to where mathematics comes from. Educational Studies in Mathematics, 52(1), 79–91.
Seitz, J. A. (2000). The bodily basis of thought. New Ideas in Psychology, 18, 23–40.
Seitz, J. A. (2005). The neural, evolutionary, developmental, and bodily basis of metaphor. New Ideas in Psychology, 23, 74–95.
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge: Cambridge University Press.
Sfard, A. (2009). What’s all the fuss about gestures? A commentary. Educational Studies in Mathematics, 70(2), 191–200.
Sinclair, N. (2010). Knowing more than we can tell. In B. Sriraman & L. English (Eds.), Theories of mathematics education: Seeking new frontiers, advances in mathematics education (pp. 591–608). New York: Springer.
Sinclair, N., Healy, L., & Sales, C. O. R. (2009). Time for telling stories: Narrative thinking with dynamic geometry. ZDM, 41, 441–452.
Solomon, Y., & O’Neill, J. (1998). Mathematics and narrative. Language and Education, 12(3), 210–221.
Tall, D. O., & Vinner, S. (1981). Concept image and concept definition in mathematics, with special reference to limits and continuity. Educational Studies in Mathematics, 12, 151–169.
Talmy, L. (1996). Fictive motion in language and “caption”. In P. Bloom, M. Peterson, L. Nadel, & M. Garrett (Eds.), Language and space (pp. 212–273). Cambridge: MIT Press.
Thurston, W. P. (1994). On proof and progress in mathematics. The American Mathematical Society, 30(2), 161–177.
Wright, T. (2001). Karen in motion: The role of physical enactment in developing an understanding of distance, time, and speed. Journal of Mathematical Behavior, 20, 145–162.