[1]    M. Asiala, J. Cottrill, E. Dubinsky and K. Schwingendorf, The development of student’s graphical understanding of the derivative, J. Math. Behavior 16(4) (1997), 399-431.

[2]    S. I. Brown, Thinking like a mathematician: a problematic perspective, For the Learning of Mathematics 17(2) (1997), 36-38.

[3]    M. A. Clements, A. J. Bishop, C. Keitel, J. Kilpatrick and F. K. S. Leung, eds., Third International Handbook of Mathematics Education, Springer, 2013.

[4]    P. Ernest, Towards a semiotics of mathematical text (Part 1), For the Learning of Mathematics 28(1) (2008), 2-8.

[5]    P. Ernest, Towards a semiotics of mathematical text (Part 2), For the Learning of Mathematics 28(2) (2008), 39-47.

[6]    P. Ernest, Towards a semiotics of mathematical text (Part 3), For the Learning of Mathematics 28(3) (2008), 42-51.

[7]    M. Halmetoja, P. Haukkanen, T. Laurinolli, J. K. Merikoski, T. Tossavainen and A. Virtanen, On direct and inverse proportionality, Amer. Math. Monthly 114 (2007), 871-881.

[8]    M. Hannula, Motivation in mathematics: goals reflected in emotions, Educational Studies in Mathematics 63 (2006), 165-178.

[9]    P. Haukkanen, J. K. Merikoski and T. Tossavainen, Axiomatizing perpedicularity and parallelism, J. Geometry and Graphics 15(2) (2011), 129-139.

[10]    D. Klein, A brief history of American K-12 mathematics education in the 20th century, J. Royer, ed., Mathematical Cognition: A Volume in Current Perspectives on Cognition, Learning, and Instruction, Information Age Publishing, Greenwich, 2003, pp. 175-225. Preprint available at:
http://www.csun.edu/~vcmth00m/AHistory.html.

[11]    M. Kline, Why the Professor can’t Teach Mathematics and the Dilemma of University Education, St. Martin’s Press, New York, 1977.

[12]    A. F. Monna, The Way of Mathematics and Mathematicians: From Reality towards Fiction, CWI, Amsterdam, 1992.

[13]    I. V. S. Mullis, M. O. Martin, D. F. Robitaille and P. Foy, TIMSS Advanced 2008 International Report: Findings from IEA’s Study of Achievement in Advanced Mathematics and Physics in the Final Year of Secondary School, TIMSS & PIRLS International Study Center, Boston College, Chestnut Hill, MA, 2009.

[14]    R. Mura, Images of mathematics held by university teachers of mathematical sciences, Educational Studies in Mathematics 25(4) (1993), 375-385.

[15]    J. Oikkonen, Ideas and results in teaching beginning maths students, Inter. J. Mathematical Education in Science and Technology 40(1) (2009), 127-138.

[16]    B. Peirce, Linear associate algebra, Amer. J. Math. 4(1) (1881), 97-229.
Available at: http://www.jstor.org./stable/2369153.

[17]    D. Pimm, Speaking Mathematically–Communication in Mathematics Classrooms, Routledge and Kegan, London, 1987.

[18]    A. Ralston, Research mathematicians and mathematics education: a critique, Notices of AMS 51(4) (2004), 403-411.

[19]    A. Schoenfeld, The math wars, Educational Policy 18(1) (2004), 253-286.

[20]    O. Spengler, Der Untergang des Abendlandes, Umrisse einer Morphologie der Weltgesichte, C. H. Beck, München, 1923.

[21]    H. Steinbring, A. Sierpinska and M. G. Bartolini-Bussi, eds., Language and Communication in the Mathematics Classroom, NCTM, Reston, VA, 1998.

[22]    J. Sweller, P. Ayres and S. Kalyuga, Cognitive Load Theory, Springer, Berlin, 2011.

[23]    D. Tall and S. Vinner, Concept image and concept definition with particular reference to limits and continuity, Educational Studies in Mathematics 12 (1981), 151-169.

[24]    T. Tossavainen and T. Sorvali, Matematiikka, koulumatematiikka ja didaktinen matematiikka [Mathematics, school mathematics and didactical mathematics], Tieteessä tapahtuu 21(8) (2003), 30-35.

[25]    T. Tossavainen, I. Attorps and P. Väisänen, On mathematics students’ understanding of the equation concept, Far East J. Math. Education 6(2) (2011), 127-147.

[26]    E. Yackel and P. Cobb, Sociomathematical norms, argumentation, and autonomy in mathematics, J. Research in Mathematics Education 27(3) (1996), 458-477.