References
- Anderson, L. A., & Kratwohl, D. R. (eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of blooms taxonomy of educational objectives. New York, NY: Longman. 352 s. ISBN 0-321-08405-5
- Bardini, C., Radford, L., & Sabena, C. (2005). Struggling with variables, parameters, and indeterminate objects or how to go insane in mathematics. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 129–136). Melbourne: PME.
- Bednarz, N., Kieran, C., & Lee, L. (eds.). (1996). Approaches to algebra, perspectives for research and teaching. Dordrecht: Kluwer.
- Boaler, J. (2016). Mathematical mindsets. San Francisco, CA: Jossey-Bass, A Wiley Brand.
- Furinghetti, F., & Paola, D. (1994). Parameters, unknowns and variables: A little difference? In J. P. da Ponte & J. F Matos (Eds.), Proceedings of the 20th conference of International Group for the Psychology of Mathematics Education (Vol. 2, pp. 368–375). Lisbon: Departamento de Educacao, Faculdade de Ciencias da Universidade de Lisboa.
- Haack, D. (2011). Disequilibrum (I): Real learning is disruptive. A glass darkly (blog). Retrieved from http://blog4critique.blogspot/2011/01/disequilibrum-i-real-learning-is.html
- MacGregor, M., & Stacey, K. (1993). Seeing a pattern and writing a rule. In Proceedings of the 17th International conference for the Psychology of Mathematics Education (Vol. 1, pp. 181–188). Tsukuba, Japan: University of Tsukuba, PME.
- Pjaget, J. (1970). Piaget's theory. In P. H. Mussen (Ed.), Carmichael's manual of child psychology. New York: Wiley.
- Polák, J. (2016). Didaktika matematiky II. Plzeň: Fraus.
- Postelnicu, V., & Postelnicu, F. (2016). From geometric patterns to symbolic algebra is too hard for many. In 24th Annual MERGA Conference (pp. 426–433). Sydney: MERGA.
- Radford, L. (1996). The roles of Geometry and Arithmetic in the development of Elementary Algebra. In N. Bednarz, C. Kieran & L. Lee (Eds.), Approaches to Algebra: Perspectives for research and teaching (pp. 39–53). Dordrecht: Kluwer.
- Rovňanová, L. (2012). Učebné štýly žiakov – výzva pre didaktickú prácu pedagogických a odborných zamestnancov v školskom prostredí v kontexte novo vynárajúcich sa potrieb detí. Humanum Międzynarodowe Studia Społeczno-Humanistyczne, 9(2), 327–338. ISSN 1898-8431.
- Schoenfeld, A., & Arcavi, A. (1988). On the meaning of variable. Mathematics Teacher, 81(6), 420–427.
- Sierpinska, A. (1994). Understanding in mathematics. London-Bristol: The Falmer Press.
- Šedivý, J. (1976). A note on the role of parameters in mathematics teaching. Educational Studies in Mathematics, 7, 121–126. doi: 10.1007/BF00144365
- Trigueros, M., & Ursini, S. (1999). Does the understanding of variable evolve through schooling? In Proceedings of the 23rd conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 273–280). Haifa: PME.
- Turek, I. (2008). Didaktika. Bratislava: Iura Edition.
- Wolfram, C. (2010). Teaching kids real math with computers. Retrieved from http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html