Acker,j,(2003), Curriculum Design Research, an introduction to educational design research , Proceedings of the seminar conducted at the East China Normal University, Shanghai (PR China).
Alcock, L, Ansari, D, Batchelor, S, et al. (13 more authors). (2016). Challenges in Mathematical Cognition: A Collaboratively-Derived Research Agenda. Journal of Numerical Cognition. 20–41. ISSN 2363-8761.
Babakhani,N. (2011).The effect of teaching the cognitive and meta-cognitive strategies (self-instruction procedure) on verbal math problem-solving performance of primary school students with verbal problem- solving difficulties, Procedia Social and Behavioral Sciences ,15 (2011) 563–570.
Bohlmann,N.L, Weinstein,R.S. (2013). Classroom context, teacher expectations, and cognitive level: Predicting children's math ability judgments, Journal of Applied Developmental Psychology, 34 (2013) 288–298.
Brown,M. (2016).Learning mathematics: the cognitive science approach to mathematics education, by Robert B. Davis. Pp 39222-50.. ISBN 0-7099-0225-5 (Croom Helm).
Camerona, C, Kim, H, 1, Duncanc,R, Beckerd, D, McClellande, M. (2019). Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten, Journal of Applied Developmental Psychology 62 (2019) 135–144.
Corno, L. (1981). Cognitive Organizing in Classrooms , ISSN: 0362-6784 (Print) 1467-873X (Online) Journal homepage: http://www.tandfonline.com/loi/rcui20.
Dahmann,S. (2017). How does education improve cognitive skills? Instructional time versus timing of instruction, Labour Economics 47 (2017) 35–47.
English, L D. (2007), Cognitive psychology and mathematics education : reflections on the past and the future, The Montana Mathematics Enthusiast, ISSN 1551-3440, Monograph 2, pp. 119-126 2007©The Montana Council of Teachers of Mathematics.
Graham M, Nisbet,D&J. (2008). Cognitive Psychology and Curriculum Development, Studies in
Science Education, 8:1, 127-134, DOI: 10.1080/03057268108559891.
Geary,D, Berch,B, Ochsendort,RJ, Koepke,K.M. (2017).
Insights from Cognitive Science on Mathematical Learning, Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts (pp. 1–18). Elsevier Academic Press.
https://doi.org/10.1016/B978-0-12-805086-6.00001-1.
Geary,D, Berch,B, Koepke,K.M. (2019). Cognitive Foundations for Improving Mathematical Learning, Volume (5) 1st Edition.
Kaune, C. (2006). Reflection and Metacognition in Mathematics Education – Tools for the Improvement of Teaching Quality, University of Osnabrück (Germany), ZDM 2006 Vol. 38 (4).
Kiss, M, Konya, E.(2020). Is it possible to develop some elements of metacognition in a Mathematics classroom environment?, Teaching Mathematics & computer Science, DOI: 10.5485/TMCS.2020.0485
Kozulin, A. (2015). The Impact of Cognitive Education Training on Teachers’ Cognitive Performance, Journal of Cognitive Education and Psychology Volume 14, Number 2
Mussoa,M, Boekaertsc,M, Segersd,M, Cascallare,E. (2019). Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance , Learning and Individual Differences journal, 71 (2019) 58–70
Montague, M. (2006). Math problem solving for middle school students with disabilities, Research report of the Access Centre: Improving outcomes for All Students K-8. [Online] http://www.k8accesscenter.org/default.asp [2006, Oct 14].
Montague,M. (2008). Self-regulation strategies to improve mathematical problem -solving for students with learning disabilities, Journal of Learning Disability Quarterly,31(37-44).
Morosanova, F, Kovas,Y, Bogdanova,O,Fomina,T. (2016). Cognitive and regulatory characteristics and mathematical performance in high school students, Personality and Individual Differences 90 (2016) 177–186
Parkin,J, Beaujean ,A. (2012). The effects of Wechsler Intelligence Scale for Children—Fourth
Edition cognitive abilities on math achievement, Journal of School Psychology 50 (2012) 113–128
Polya, G. (1945.) How to Solve It, Princeton University Press
Raghubar,K, Barnes,M,Hecht,S.(2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches , Learning and Individual Differences, 20 (2010) 110–122, ISSN-1041-6080
Shiu Chiu,D, Whitebread,M. (2011). Taiwanese teachers’ implementation of a new ‘constructivist mathematics curriculum’: How cognitive and affective issues are addressed, International Journal of Educational Development 31 (2011) 196–206
Schoenfeld, A.H. (1992). Learning to think mathematically: problem solving, metacognition and sense making in mathematics, In D. A. Groues (Ed.), Handbook of research on mathematics teaching and learning 334-370. New York: Macmillan.
Thuneberga, H.S, Salmia, F.X, Bognerb. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module, Thinking Skills and Creativity, University of Helsinki, Department of Education, 29 (2018) 153–160
Yurievich Pigarev, A, (2022), Implementing cognitive training in the process of learning mathematics [Vnedreniye kognitivnoy trenirovki v protsess obucheniya matematike]. Scientific-pedagogicheskoye obozreniye - Pedagogical Review, 2022, vol. 1 (61), pp. 36–35. https://doi.org/10.23951/2307-6127- 2022-1-36-43