جایگاه شهود در آموزش ریاضیات

[1] ژ. آمادار، روان‌شناسی ابداع در ریاضیات، ترجمه عباس مخبر، تهران، انتشارات دانا، 1367.

[2] L. Burton, Why is Intuition so Important to Mathematicians but Missing from Mathematics Education?, For the Learning of Math., 19 no. 3 (1999) 27–32.

[3] E. Fischbein, Intuition in Science and Mathematics: an Educational Approach, Mathematics Education Library, D. Reidel Publishing Co., Dordrecht, 1987.

[4] H. Hahn, The Crisis in Intuition, The World of Mathematics, 3 (1956) 1956–1976.

[5] R. Hersh, What is Mathematics, Really?, Oxford University Press, New York, 1998.

[6] V. John-Steiner, Notebooks of the Mind, Oxford University Press, Oxford, 1997.

[7] I. Lakatos, Proofs and Refutations: The Logic of Mathematical Discovery, Cambridge Philosophy Classics. Cambridge Uni-versity Press, Cambridge, 1976.

[8] J. Mackeman, What’s the point of proof?, Mathematics Teaching, 155 (1996) 14–20.

[9] G. Polya, Patterns of Plausible Inferno, 2, Princeton University Press, New Jersey, 1998.

[10] J. P. Smith and K. Hungwe, Conjecture and verification in research and teaching: conversations with young mathematicians, For the Learning of Math., 18 no. 3 (1998) 40–46.

[11] I. Stewart, Nature’s Numbers, The Unreal Reality Of Mathematics, Basic Books, New York, 1997.

[12] D. J. Struik, A Source Book in Mathematics (1200-1800), Harvard University Press, New York, Cambridge, Mass, 1969.

[13] R. L. Wilder, The role of intuition, in Campbell, D. M and Higgins J. C (eds), Mathematics: People, Problems, Results, 2, Belmont, CA, Wadsworth International, 1984.