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11. H. F. Freudenthal 1984 Rekenen. Balans van standpunten in theorievorming en empirisch onderzoek [Arithmetic. Balance of viewpoints in generating theory and empirical research] Freudenthal, H. F. (1984b). Onderzoek van onderwijs: Voorbeelden en voorwaarden [Research of education: Examples and conditions]. In P. G. Vos, K. Koster, & J. Kingma (Eds.),Rekenen. Balans van standpunten in theorievorming en empirisch onderzoek [Arithmetic. Balance of viewpoints in generating theory and empirical research]. Lisse, The Netherlands: Swets & Zeitlinger. 

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13. B. J. Fraser 527 1998 10.1007/978-94-011-4940-2_31 International handbook of science education - Part one Fraser, B. J. (1998). Science learning environments: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.),International handbook of science education - Part one (pp. 527-564). London: Kluwer. 

    

14. Evaluation and Program Planning W. J. Hagborg 17 3 257 1994 10.1016/0149-7189(94)90003-5 Hagborg, W. J. (1994). Student and teacher perceptions of classroom instructional methods and evaluation procedures.Evaluation and Program Planning, 17(3), 257-260. 

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15. English Language Teaching Journal B. Kumaravadivelu 45 2 98 1991 10.1093/elt/45.2.98 Kumaravadivelu, B. (1991). Language-learning tasks: Teacher intention and learner interpretation.English Language Teaching Journal, 45(2), 98-107. 

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16. Keitel, C. (2003).Values in mathematics classroom practice: The students’ perspective. Paper presented at the Conference of the Learner’s Perspective Study, International Research Team, University of Melbourne, December 1-3, 2003. 

17. J-M. Kraemer 2005 Balans (31) van het reken-wiskundeonderwijs halverwege de basisschool 4 Kraemer, J-M., Janssen, J., van der Schoot, F., & Hemker, B. (2005).Balans (31) van het reken-wiskundeonderwijs halverwege de basisschool 4 [Account (31) of mathematics education halfway primary school]. Arnhem, The Netherlands: Cito. 

18. S. Bastide-Van Gemert La 2006 Elke positieve actie begint met critiek”. Hans Freudenthal en de didactiek van de wiskunde La Bastide-Van Gemert, S. (2006). “Elke positieve actie begint met critiek”. Hans Freudenthal en de didactiek van de wiskunde [“Criticism is the start of all positive action”. Hans Freudenthal and the didactics of mathematics]. Hilversum, The Netherlands: Uitgeverij Verloren. 

19. B. V. Malmberg 2000 Pluspunt Malmberg B. V. (2000-2003).Pluspunt [Plus point]. Hertogenbosch, The Netherlands: Malmberg B.V. 

20. C. J. McRobbie 581 1998 International handbook of science education - Part one McRobbie, C. J., Fisher, D. L., & Wong, A. F. L. (1998). Personal and class forms of classroom environment instruments. In B. J. Fraser & K. G. Tobin (Eds.),International handbook of science education - Part one (pp. 581-594). London: Kluwer. 

21. J. J. M. Menne 2001 Met sprongen vooruit. Een productief oefenprogramma voor zwakke rekenaars in het getallengebied tot 100 - een onderwijsexperiment [Jumping ahead. A productive training program for low achievers in mathematics in the domain of numbers up to 100] Menne, J. J. M. (2001).Met sprongen vooruit. Een productief oefenprogramma voor zwakke rekenaars in het getallengebied tot 100 - een onderwijsexperiment [Jumping ahead. A productive training program for low achievers in mathematics in the domain of numbers up to 100]. Utrecht, The Netherlands: Freudenthal Institute. 

22. Ministry of Education 2005 Book 1: The number framework. Numeracy professional development projects Ministry of Education (2005).Book 1: The number framework. Numeracy professional development projects. Wellington: Ministry of Education. 

23. Owens, K., & Perry, B. (2001).Mathematics K-10 Literature Review for NSW Board of Studies. http://www.boardofstudies.nsw.edu.au/manuals/pdf_doc/maths_k10_lit_review.pdf, accessed march 1, 2008. 

24. Shimizu, Y. (April, 2002).Discrepancies in perceptions of lesson structure between the teacher and the students in the mathematics classroom. Paper presented at the symposiumInternational Perspectives on Mathematics Classrooms, at the Annual Meeting of the American Educational Research Association, New Orleans, April 1-5, 2002. 

25. System M. Spratt 27 141 1999 10.1016/S0346-251X(99)00013-5 Spratt, M. (1999). How good are we at knowing what learners like?System, 27, 141-155. 

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26. K. Stacey 217 2001 Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education Stacey, K., Helme, S., & Steinle, V. (2001). Confusions between decimals, fraction and negative numbers: A consequence of the mirror as a conceptual metaphor in three different ways. In M. van den Heuvel-Panhuizen (Ed.),Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (Volume 4, pp. 217-224). Utrecht, The Netherlands: Freudenthal Institute, Utrecht University. 

27. A. Treffers 21 1991 Realistic Mathematics Education in Primary School Treffers, A. (1991a). Didactical background of a mathematics program for primary education. In L. Streefland (Ed.),Realistic Mathematics Education in Primary School (pp. 21-56). Utrecht, The Netherlands: CD-β Press / Freudenthal Institute, Utrecht University. 

28. Educational Studies in Mathematics A. Treffers 22 333 1991 10.1007/BF00369294 Treffers, A. (1991b). Meeting innumeracy at primary school.Educational Studies in Mathematics, 22, 333-352. 

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29. A. Treffers 1990 Proeve van een nationaal programma voor het reken-wiskundeonderwijs op de basisschool. Deel 2 Basisvaardigheden en cijferen Treffers, A., & De Moor, E. (1990).Proeve van een nationaal programma voor het reken-wiskundeonderwijs op de basisschool. Deel 2 Basisvaardigheden en cijferen [Design of a National Curriculum for mathematics education in primary school. Part 2. Basic skills and algorithms]. Tilburg, The Netherlands: Zwijsen. 

30. Educational Studies in Mathematics J. Brink Van den 10 403 1979 10.1007/BF00417087 Van den Brink, J., & Streefland, L. (1979). Young children (6-8): Ratio and proportion.Educational Studies in Mathematics, 10, 403-420. 

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31. J. Brink Van den 6 1980 IOWO, Kijk op Hans [View on Hans] Van den Brink, J. (1980). Onderwijzende kinderen [Children who teach]. InIOWO, Kijk op Hans [View on Hans] (pp. 6-8). Utrecht, the Netherlands: IOWO. 

32. Tijdschrift voor orthopedagogiek [Journal for Special Education] M. Heuvel-Panhuizen Van den 25 3 137 1986 Van den Heuvel-Panhuizen, M. (1986). Het rekenonderwijs op de lom-school opnieuw ter discussie [Mathematics education in special education again under discussion].Tijdschrift voor orthopedagogiek [Journal for Special Education], 25(3), 137-145. 

33. M. Heuvel-Panhuizen Van den 49 2001 Principles and practices in arithmetic teaching: Innovative approaches for the primary classroom Van den Heuvel-Panhuizen, M. (2001a). Realistic Mathematics Education in the Netherlands. In J. Anghileri (Ed),Principles and practices in arithmetic teaching: Innovative approaches for the primary classroom (pp. 49-63). Buckingham/Philadelphia: Open University Press. 

34. 2001 Children learn mathematics. A learning-teaching trajectory with intermediate attainment targets for calculation with whole numbers in primary school Van den Heuvel-Panhuizen, M. (Ed). (2001b).Children learn mathematics. A learning-teaching trajectory with intermediate attainment targets for calculation with whole numbers in primary school. Utrecht, The Netherlands: Freudenthal Institute, Utrecht University / SLO. 

35. M. Heuvel-Panhuizen Van den 1 2002 Common sense in mathematics education. Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education, Taipei, Taiwan Van den Heuvel-Panhuizen, M. (2002). Realistic Mathematics Education as work in progress. In F-L. Lin (Ed.),Common sense in mathematics education. Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education, Taipei, Taiwan (pp. 1-42). Taipei, Taiwan: National Taiwan Normal University. 

36. Journal of the Korea Society of Mathematical Education M. Heuvel-Panhuizen Van den 8 3 115 2004 Van den Heuvel-Panhuizen, M., & Bodin-Baarends, C. (2004). All or nothing: Problem solving by high achievers in mathematics.Journal of the Korea Society of Mathematical Education, 8(3), 115-121. 

37. Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk [Mathematics education: research, development, practice], 24(3) / Nieuwe Wiskrant [New Journal for Mathematics] M. Heuvel-Panhuizen Van den 25 1 82 2005 Van den Heuvel-Panhuizen, M. (2005). Twee didactikids over de lege getallenlijn - Freudenthals observaties als inspiratiebron [Two didactikids about the empty number line - Freudenthal’s observations as a source of inspiration].Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk [Mathematics education: research, development, practice], 24(3) / Nieuwe Wiskrant [New Journal for Mathematics], 25(1), 82-89; Freudenthal 100 - Speciale editie ter gelegenheid van de honderdste geboortedag van Professor Hans Freudenthal; edited by H. ter Heege, T. Goris, R. Keijzer, & L. Wesker. 

38. Zentralblatt für Didaktik der Mathematik [ZDM] B. Velden Van der 6 201 2000 10.1007/BF02655663 Van der Velden, B. (2000). Between “Bastiaan ou de l’éducation” and “Bastiaan und die Detektive”.Zentralblatt für Didaktik der Mathematik [ZDM], 6, 201-202. 

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40. H. Whitney 123 1985 Proceedings of the Ninth International Conference for the Psychology of Mathematics Education Whitney, H. (1985). Taking responsibility in school mathematics education. In L. Streefland (Ed.),Proceedings of the Ninth International Conference for the Psychology of Mathematics Education (Vol. II, pp. 123-141). Utrecht, the Netherlands: OW&OC, Utrecht University. 

41. Early Childhood Research Quarterly N. W. Wiltz 16 209 2001 10.1016/S0885-2006(01)00099-0 Wiltz, N. W., & Klein, E. L. (2001). “What do you do in child care?” Children’s perceptions of high and low quality classrooms.Early Childhood Research Quarterly, 16, 209-236 

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