ایزدی، مهدی و ریحانی، ابراهیم (1398). بررسی درک دانش‌آموزان دوره ابتدایی شهر تهران از زیر ساختار جزء به‌کل مفهوم کسر بر اساس نظریه APOS و SOLO، با استفاده از یک تکلیف غیرمعمول، فصلنامه پژوهش در برنامه‌ریزی درسی، در دست داوری.
دوستی، ملیحه (1392). بررسی درک و فهم دانش‌آموزان پایه ششم ابتدایی از کسرها. پایان‌نامۀ کارشناسی ارشد، دانشگاه تربیت دبیر شهید رجایی تهران.
ریحانی، ابراهیم، بخشعلی‌زاده، شهرناز و دوستی، ملیحه (1393). درک مفهوم کسر توسط دانش‌آموزان پایه ششم دوره ابتدایی. فصلنامه مطالعات برنامه درسی ایران، 9 (34)، 164-133.
سرمد، زهره، بازرگان، عباس و حجازی، الهه (1390). روش‌های تحقیق در علوم رفتاری، چاپ بیست و دوم، تهران: آگاه.
علیجان نوده‌پشنگی، مجید، بهرنگی، محمدرضا، عبداللهی، بیژن و زین‌آبادی، حسن (1397). مؤلفه‌های اثربخشی رهبری آموزش و یادگیری کلاس درس در مدارس متوسطه. فصلنامه علمی-پژوهشی، پژوهش در یادگیری آموزشگاهی و مجازی، 6 (2)، 80-65.
کاظمی، فرهاد، رفیع‌پور، ابوالفضل و فدایی، محمدرضا (1398). بررسی دانش محتوا و دانش پداگوژی محتوای معلمان ابتدایی و ارتباط آن با توانایی حل مسائل کسرهای ریاضی دانش‌آموزان، فصلنامه پژوهش در برنامه‌ریزی درسی، 2 (33)، 120-104.
Behr, M. J., Lesh, R., Post, T., & Silver, E. A. (1983). Rational number concepts. Acquisition of mathematics concepts and processes, 91-126.
Čadež, T. H., & Kolar, V. M. (2018). How fifth-grade pupils reason about fractions: a reliance on part-whole subconstructs. Educational Studies in Mathematics, 99(3), 335-357.
Chapman, O. (2013). Mathematical-task knowledge for teaching. Journal of Mathematics Teacher Education, 16(1), 1-6.
Charalambous, C. Y., & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Educational studies in mathematics, 64(3), 293.
Depaepe, F., Torbeyns, J., Vermeersch, N., Janssens, D., Janssen, R., et al. (2015). Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers. Teaching and Teacher Education, 47, 82-92.
Empson, S. B., Levi, L., & Carpenter, T. P. (2011). The algebraic nature of fractions: Developing relational thinking in elementary school. In Early algebraization (pp. 409-428). Springer, Berlin, Heidelberg.
Erlwanger, S. H. (1973). Benny's conception of rules and answers in IPI mathematics. Journal of Children's Mathematical Behavior, 1(2), 7-26.
Hackenberg, A. J., & Lee, M. Y. (2016). Students’ distributive reasoning with fractions and unknowns. Educational Studies in Mathematics, 93(2), 245–263.
Hart, K. M. (1987). Practical work and formalisation, too great a gap. In Proceedings of the eleventh international conference Psychology of Mathematics Education (PME-XI) (Vol. 2, pp. 408-415).
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for research in mathematics education, 372-400.
Hurrell, D. P. (2013). What Teachers Need to Know to Teach Mathematics: An Argument for a Reconceptualised Model. Australian Journal of Teacher Education, 38(11), n11.
Isiksal, M., & Cakiroglu, E. (2011). The nature of prospective mathematics teachers’ pedagogical content knowledge: The case of multiplication of fractions. Journal of Mathematics Teacher Education, 14(3), 213-230.
Izsák, A., Jacobson, E., De Araujo, Z., & Orrill, C. H. (2012). Measuring mathematical knowledge for teaching fractions with drawn quantities. Journal for Research in Mathematics Education, 43(4), 391-427.
Jones, K., & Pepin, B. (2016). Research on mathematics teachers as partners in task design. Journal of Mathematics Teacher Education, 19(2-3), 105-121.
Kazemi, F., & Rafiepour, A. (2018). Developing a Scale to Measure Content Knowledge and Pedagogy Content Knowledge of In-Service Elementary Teachers on Fractions. International Journal of Science and Mathematics Education, 16(4), 737-757.
Kieran, C., Doorman, M., & Ohtani, M. (2015). Frameworks and principles for task design. In Task design in mathematics education (pp. 19-81). Springer, Cham.
Kieren, T. E. (1976, April). On the mathematical, cognitive and instructional. In Number and measurement. Papers from a research workshop (Vol. 7418491, p. 101).
Lamon, S. J. (2001). Enculturation in mathematical modelling. In Modelling and Mathematics Education (pp. 335-341). Woodhead Publishing.
Lamon, S. J. (2005). More: In-depth discussion of the reasoning activities in Teaching fractions and ratios for understanding. Routledge.
Lee, H. S., Coomes, J., & Yim, J. (2019). Teachers’ conceptions of prior knowledge and the potential of a task in teaching practice. Journal of Mathematics Teacher Education, 22(2), 129-151.
Mack, N. K. (1990). Learning fractions with understanding: Building on informal knowledge. Journal for research in mathematics education, 16-32.
Maniraho, J. F. (2017). The pedagogical content knowledge (PCK) of Rwandan grade six mathematics teachers and its relationship to student learning (Doctoral dissertation).
Maniraho, J. F., & Christiansen, I. M. (2015). Rwandan grade 6 mathematics teachers’ knowledge. Rwandan Journal of Education, 3(1), 66-76.
National Council of Teachers of Mathematics. Commission on Teaching Standards for School Mathematics. (1991). Professional standards for teaching mathematics. Natl Council of Teachers of.
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: US Department of Education.
Obersteiner, A., Dresler, T., Bieck, S. M., & Moeller, K. (2019). Understanding fractions: integrating results from mathematics education, cognitive psychology, and neuroscience. In Constructing Number (pp. 135-162). Springer, Cham.
Pantziara, M., & Philippou, G. (2012). Levels of students’“conception” of fractions. Educational Studies in mathematics, 79(1), 61-83.
Park, J., Güçler, B., & McCrory, R. (2013). Teaching prospective teachers about fractions: historical and pedagogical perspectives. Educational Studies in Mathematics, 82(3), 455-479.
Post, T. R., Cramer, K. A., Behr, M., Lesh, R., & Harel, G. (1993). Curriculum indications from research on the learning, teaching and assessing of rational number concepts: Multiple research perspective. Learning, teaching and assessing rational number concepts: Multiple research perspective. Madison: University of Wisconson.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
Siegler, R., Duncan, G., Davis-Kean, P., Duckworth, K., Claessens, A., Engel, M., et al. (2012). Early predictors of high school mathematics achievement.
Psychological Science, 23, 691-697.
https://-doi.org/10. 1177/0956797612440101
Son, J.-W., & Senk, S. L. (2010). How reform curricula in the USA and Korea present multiplication and division of fractions. Educational Studies in Mathematics, 74(2), 117–142. https://doi. org/10.1007/-s10649-010-9229-6.
Stafylidou, S., & Vosniadou, S. (2004). The development of students’ understanding of the numerical value of fractions. Learning and instruction, 14(5), 503-518.
Stein, M. K. (Ed.). (2000). Implementing standards-based mathematics instruction: A casebook for professional development. Teachers College Press.
Sullivan, P. (2008). Knowledge for teaching mathematics. In P. Sullivan & T. Wood (Eds.), Knowledge and beliefs in mathematics teaching and teaching development (Vol. 1, pp. 1–9). Dordrecht: Sense Publishers.
Sullivan, P., Clarke, D., & Clarke, B. (2013). Teaching with tasks for effective mathematics learning (Vol. 9). Springer Science & Business Media.
Tzur, R. (2019). Developing Fractions as Multiplicative Relations: A Model of Cognitive Reorganization. In Constructing Number (pp. 163-191). Springer, Cham.
Üzel, D. (2018). Investigation of Misconceptions and Errors about Division Operation in Fractions. Universal Journal of Educational Research, 6(11), 2656-2662.
Watson, A., & Mason, J. (2007). Taken-as-shared: A review of common assumptions about mathematical tasks in teacher education. Journal of Mathematics Teacher Education, 10(4-6), 205-215.
)