[1] F. Almendra-Arao and D. Sotres-Ramos, Some activities for teaching the type I error concept in a constructivist environment using simulation, Far East J. Math. Edu. 5(1) (2010), 1-15.

[2] M. Asiala, A. Brown, D. De Vries, E. Dubinsky, D. Mathews and K. Thomas, A framework for research and curriculum development in undergraduate mathematics education, Research in Collegiate Mathematics Education II, Issues in Mathematics Education (CBMS), American Mathematical Society, 1996.

[3] C. Batanero, Controversies around significance tests, Mathematical Thinking and Learning 2(1-2) (2000), 75-98.

[4] C. Batanero and C. D�az, Methodological and Didactical Controversies around Statistical Inference, Actes du 36i�mes Journ�es de la Societ� Fran�aise de Statistique, CD ROM, Societ� Fran�aise de Statistique, Paris, 2006.

[5] C. Batanero, Emerging research in statistics education, International Electronic J. Mathematics Education 2(3) (2007), 107-109.

[6] G. Cumming, J. Williams and F. Fidler, Replication, and researchers� understanding of confidence intervals and standard error bars, Understanding Statistics 3 (2004), 299-311.

[7] C. D�az and C. Batanero, �C�mo puede el m�todo bayesiano contribuir a la investigaci�n en psicolog�a y educaci�n?, Paradigma 27(2) (2006), 35-54.

[8] C. D�az and I. de la Fuente, Controversias en el uso de la inferencia en la investigaci�n experimental, Metodolog�a de las Ciencias del Comportamiento, Volumen especial 2004, 161-167.

[9] E. Dubinsky and M. McDonald, APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research, The Teaching and Learning of Mathematics at University Level: An ICMI Study, D. Holton et al., eds., Kluwer Academic Publishers, 2001, pp. 273-280.

[10] R. Falk, Misconceptions of statistical significance, J. Structural Learning 9 (1986), 83-96.

[11] W. Hager, About some misconceptions and the discontent with statistical tests in psychology, Methods on Psychological Research 5(1) (2000), 1-31. Online: http://www.dgps.de/fachgruppen/methoden/mpr-online/issue9/art1/hager.pdf.

[12] H. Haller and S. Krauss, Misinterpretations of significance: A problem students share with their teachers?, Methods of Psychological Research 7(1) (2002), 1-20. Online: http://www.mpronline.de/issue16/art1/haller.pdf.

[13] R. Menon, Statistical significance testing should be discontinued in mathematics education research, Mathematics Education Research J. 5(1) (1993), 4-18.

[14] D. S. Moore, New pedagogy and new content: The case of statistics, International Statistical Review 65(2) (1997), 123-155.

[15] J. Pascual, J. F. Garc�a and M. D. Fr�as, Significaci�n estad�stica, importancia del efecto y replicabilidad de los datos, Psicothema 12(2) (2000), 408-412.

[16] A. J. Rossman, Workshop Statistics: Discovery with Data, Springer, New York, 1996.

[17] R. Royal, Statistical Evidence. A Likelihood Paradigm, Chapman and Hall, London, 1997.

[18] A. Rubin, B. Bruce and Y. Tenney, Learning about sampling: Trouble at the core of statistics, D. Vere-Jones, ed., Proceedings of the Third International Conference on Teaching Statistics, pp. 314-319, Voorburg, International Statistical Institute, The Netherlands, 1991.