پروژه 2061. (1997). ماهیت ریاضی. ترجمه زهرا گویا و نرگس مرتاضی مهربانی.مجله رشد آموزش ریاضی. شماره76. صص. 4 تا 11. دفتر انتشارات کمک آموزشی. سازمان پژوهش و برنامهریزی آموزشی. وزارت آموزش و پرورش.
چایچی، پریچهر؛ گویا، زهرا؛ مرتاضی مهربانی، نرگس؛ ساکی، رضا. (1385). ارزیابی میزان تحقق اهداف برنامه معلم پژوهنده. فصل نامه تعلیم و تربیت. شماره 85. صص. 107 تا 134. پژوهشکده تعلیم و تربیت. وزارت آموزش و پرورش.
گویا، زهرا. (1380). توسعه حرفهای معلمان ریاضی: یک ضرورت. مجله رشد آموزش ریاضی. شماره64. صص. 4 تا 9. دفتر انتشارات کمک آموزشی. سازمان پژوهش و برنامهریزی آموزشی. وزارت آموزش و پرورش.
گویا، زهرا. (1384). دانش مورد نیاز، برای تدریس در دورههای ابتدایی. مجله رشد آموزش ریاضی. شماره80. صص. 23 تا 30. دفتر انتشارات کمک آموزشی. سازمان پژوهش و برنامهریزی آموزشی. وزارت آموزش و پرورش.
گویا، زهرا، مرتاضی مهربانی، نرگس. (1393). گزارش نهایی طرح بررسی دانش مورد نیاز آموزگاران برای تدریس ریاضی دوره ابتدایی. پژوهشکده برنامهریزی درسی و نوآوریهای آموزشی. وزارت آموزش و پرورش.
Bass, H. (2004). Mathematics, Mathematicians, and Mathematics Education. Proceedings of the 10th International Congress on Mathematical Education, 4-11 July, 2004 (Pp. 42-55). Denmark.
Carlsen, W. (1999). Domains of Teacher Knowledge. In Gess-Newsome and N.G Lederman (Eds.), PCK and Science Education. PP. 133-144. Kluwer Academic Publishers.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, pp. 947–967.
Clements, M.A. (2008). Australasian mathematics education research 2004-2007: An overview. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, W.T. Seah, P. Sullivan, & S.Willis (Eds.), Research in Mathematics education in Australasia 2004-2007 (pp. 337-356). The Netherlands: Sense Publishers.
Even, R. (2008). Facing the challenge of educators to work eith practicing mathematics teachers. In T, Wood, B. Jaworsky, K. Krainer, D. Tirosh, P. Sullivan (Eds.), The International Handbook of Mathematics Teacher Education. Vol.4. Pp. 57-74.
Goodchild, S. (2008). A Quest for 'Good' Research. In T. Wood, B. Jaworski (Eds.), The Mathematics Teacher Educator as a Developing Professional, pp. 201- 220.
Goos, M. (2009). Investigating the professional Learning and Development of Mathematics Teacher Educators: A theorethical Discussion and Research Agenda. In R. Hunter, B.Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia (Vol. 1). Palmerston North, NZ: MERGA.
Hennink, M. (2007). International Focus Group Research. A Handbook for the Health and Social Sciences. Cambridge University Press.
Hill, H.; Ball, D. & Shilling, S. (2008). Unpacking Pedagogical Content Knowledge: Conceptualizing and measuring Teachers' Topic-Specific Knowledge of Students. Research in Mathematics Education. Vol.39. PP.372-400.
Jaworski, B. (2003). Research practice into/influencing mathematics teaching and learning development: towards a theoretical framework based on co-learning partnerships. Educational Studies in Mathematics.249-282.
Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, (Vol. 4, pp. 335-361). The Netherlands: Sense Publishers.
Jaworski, B. (2008). Development of Mathematics Teacher Educator and its relation to teaching development. In T. Wood, B., Jaworski, K., Krainer, D., Tirosh, P., Sullivan (Eds.), The International Handbook of Mathematics Teacher Education (Vol. 1, pp.17-36). Bergen, Norway: International group for the Psychology of Mathematics.
Llinares, S., & Krainer, K (2006). Professional aspects of teaching mathematics. In A. Gutiérrez & P. Boero (Eds.), Handbook of Research on the Psychology of Mathematics Education. Past, present and future,(pp. 429–459). Rotterdam: Sense Publishers.
National council of Teachers of Mathematics. (2010). Professional Development Research Brief: Mathematics Professional Development. The Author.
Shulman, L.S. (1987). Knowledge and Teaching: Foundations of the new reform. Harvard Educational Review, (57). Pp.1-23.
Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
Schoenfeld, A. H. (2010). How We Think: A Theory of Goal-Oriented Decision Making and its Educational Applications (Studies in Mathematical Thinking and Learning Series). Taylor and Francis Press.
Timperley, H. (2011). Realized the Power of Professional Learning. Open University Press.
Ponte, J.P. (2001). Investigating in Mathematics and in Learning to teach Mathematics. In T.J.Cooney & F.L.Lin (Eds.), Macking Sense of Mathematics Teachers Education. Dordrecht, the Netherland: Kluwer.
White, A.; Jaworski, B.; Agudelo- Valderrama, C.; & Gooya, Z. (2013). Teachers learning from teachers. In M. A. (Ken) Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.). Third International Handbook of Mathematics Education. Springer.
Zehetmeier, S, Krainer, k. (2011). Ways of promoting the sustainability of mathematics teachers’professional development. ZDM Mathematics Education. Pp. 875-887.
)
