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References
- Agra, G., Formiga, N. S., Oliveira, P. S. de, Costa, M. M. L., Fernandes, M. das G. M., & Nóbrega, M. M. L. da. (2019). Analysis of the concept of Meaningful Learning in light of the Ausubel’s Theory. Revista Brasileira de Enfermagem, 72, 248–255.
- Agustan, S. (2015). Analyzing student’s understanding the relationship between quadrilateral at the early formal stage. Proceeding of ICERD, 501-508.
- Ahlam, A., & Michal, T. (2015). Constructing and Consolidating Mathematical Knowledge in GeoGebra environment by a pair of students. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 2, 41–48.
- Alexander, D. C., & Koeberlein, G. M. (2020). Elementary Geometry for College Students, Seventh Edition. Cengage.
- Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70(2), 97–109. https://doi.org/10.1007/s10649-008-9163-z
- Avcu, R. (2022). Pre-service middle school mathematics teachers’ personal concept definitions of special quadrilaterals. In Mathematics Education Research Journal (Issue 0123456789). Springer Netherlands. https://doi.org/10.1007/s13394-022-00412-2
- Bikner-Ahsbahs, A. (2004). Towards the emergence of constructing mathematical meaning. Proceedings of the 28st Conference of the International Group for the Psychology of Mathematics Education, 2, 119–126.
- Bikner-Ahsbahs, A. (2019). The Research Pentagon: A Diagram with Which to Think About Research (In Compend, pp. 153–180). Springer.
- Breive, S. (2022). Abstraction and embodiment: exploring the process of grasping a general. Educational Studies in Mathematics, 110(2), 313–329. https://doi.org/10.1007/s10649-021-10137-x
- Budiarto, M. T., Rahaju, E. B., & Hartono, S. (2017). Students abstraction in re-cognizing, building with and constructing a quadrilateral. Educational Research and Reviews, 12(7), 394–402. https://doi.org/10.5897/ERR2016.2977
- Çontay, E. G., & Paksu, A. D. (2012). Preservice Mathematics Teachers’ Understandings of The Class Inclusion Between Kite and Square. Procedia - Social and Behavioral Sciences, 55, 782–788. https://doi.org/10.1016/j.sbspro.2012.09.564
- Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
- Dreyfus, T. (2007). Processes of abstraction in context the nested epistemic actions model. Journal for Research in Mathematics Education, 32(2), P195. 28p. 1. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=d1900be9d6a043ac815c81344caa8c2713dcc329
- Dreyfus, T. (2012). Constructing Abstract Mathematical Knowledge. 12 Th International Congress on Mathematical Education.
- Dreyfus, T. (2015). Constructing Abstract Mathematical Knowledge in Context. Selected Regular Lectures from the 12th International Congress on Mathematical Education, 115–133. https://doi.org/10.1007/978-3-319-17187-6
- Dreyfus, T., Hershkowitz, R., & Baruch, S. (2015). The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory. In Bikner-Ahsbahs A, Knipping C, Presmeg N (eds) Approaches to qualitative research in mathematics education: examples of methodology and methods. Advances in mathematics education series (Issue March, pp. 185–217). Springer. https://doi.org/10.1007/978-94-017-9181-6
- Dreyfus, T., Hershkowitz, R., & Schwarz, B. (2002). Abstraction in Context II: The Case of Peer Interaction. 23(March), 243–249.
- Ferrari, P. L. (2003). Abstraction in mathematics. Philosophical Transactions of the Royal Society B: Biological Sciences, 358(1435), 1225–1230. https://doi.org/10.1098/rstb.2003.1316
- Fujita, T. (2012). Learners’ level of understanding of the inclusion relations of quadrilaterals and prototype phenomenon. Journal of Mathematical Behavior, 31(1), 60–72. https://doi.org/10.1016/j.jmathb.2011.08.003
- Giest, H. (2005). Zum Verhältnis von Konstruktivismus und Tätigkeitsansatz in der Pädagogik.
- Gilboa, N., Kidron, I., & Dreyfus, T. (2018). Constructing a mathematical definition: The case of the tangent. International Journal of Mathematical Education in Science and Technology, 50(3), 421–446. https://doi.org/10.1080/0020739X.2018.1516824
- Guler, H. K., & Arslan, C. (2015). A real context problem for consolidating the similarity. Procedia - Social and Behavioral Sciences, 197(February), 398–403. https://doi.org/10.1016/j.sbspro.2015.07.155
- Güler, H. K., & Arslan, Ç. (2017). Consolidation of similarity knowledge via Pythagorean theorem: A Turkish case study. Acta Didactica Napocensia, 10(2), 67–80. https://doi.org/10.24193/adn.10.2.6
- Haj-Yahya, A. (2019). Can classification criteria constitute a correct mathematical definition? Pre-service and in-service teachers’ perspectives. International Journal of Research in Education and Science, 5(1), 88–101. https://files.eric.ed.gov/fulltext/EJ1198044.pdf
- Haj-Yahya, A. (2020). Do prototypical constructions and self-attributes of presented drawings affect the construction and validation of proofs? Mathematics Education Research Journal, 32(4), 685–718. https://doi.org/10.1007/s13394-019-00276-z
- Haj-Yahya, A. (2021). Can a number of diagrams linked to a proof task in 3D geometry improve proving ability? Mathematics Education Research Journal, 0123456789. https://doi.org/10.1007/s13394-021-00385-8
- Haj-Yahya, A., Hershkowitz, R., & Dreyfus, T. (2016). Impacts of Students’Difficulties in Constructing Geometric Concepts on Their Proof’S Understanding and Proving processes. International Group for the Psychology of Mathematics Education, 4.
- Haj-Yahya, A., Hershkowitz, R., & Dreyfus, T. (2022). Investigating students’ geometrical proofs through the lens of students’ definitions. Mathematics Education Research Journal, 1–27.
- Harel, G., Selden, A., & Selden, J. (2006). Advanced mathematical thinking: Some PME perspectives. In Handbook of research on the psychology of mathematics education (pp. 147–172). Brill.
- Hazzan, O., & Zazkis, R. (2005). Reducing Abstraction : The Case of School Mathematics. Educational Studies in Mathematics, 58(1), 101–119.
- Hershkowitz, R., Schwarz, B. B., & Dreyfus, T. (2001). Abstraction in context: Epistemic actions. Journal for Research in Mathematics Education, 32(2), 195–222. https://doi.org/10.2307/749673
- Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts in a probability classroom: a case study coordinating two methodologies. ZDM - International Journal on Mathematics Education, 46(3), 363–387. https://doi.org/10.1007/s11858-014-0576-0
- Hodiyanto, Budiarto, M. T., Ekawati, R., Lukito, A., Ismail, & Firdaus, M. (2023). Abstraction Tasks in Constructing Relationships among Quadrilaterals. The 9th South-East Asia Design Research Interantional Connference.
- Jirotková, D., & Littler, G. H. (2005). Classification leading to structure. Building Structures in Mathematical Knowledge, 5, 321–331. http://www.academia.edu/download/8539566/cerme5_group3_presentation_final.pdf
- Johnson, H. L., Blume, G. W., Shimizu, J. K., Graysay, D., & Konnova, S. (2014). A Teacher’s Conception of Definition and Use of Examples When Doing and Teaching Mathematics. Mathematical Thinking and Learning, 16(4), 285–311. https://doi.org/10.1080/10986065.2014.953018
- Kiliçoğlu, E., & Kaplan, A. (2019). An Examination of Middle School 7th Grade Students’ Mathematical Abstraction Processes. Journal of Computer and Education Research, 7(13), 233–256. https://doi.org/10.18009/jcer.547975
- Leikin, R., & Winicki-Landman, G. (2001). Defining as a vehicle for professional development of secondary school mathematics teachers. Mathematics Teacher Education and Development, 3(2001), 62–73.
- Lemos, E. dos S. (2007). A teoria de aprendizagem significativa e sua relação com o ensino e com a pesquisa sobre o ensino. Indivisa, Boletin de Estudios e Investigación, Monografía VIII, 111–118.
- Marchis, I. (2012). Preservice Primary School Teachers’ Elementary Geometry Knowledge. 5(2).
- Memnun, D. S., Aydın, B., Özbilen, Ö., & Erdoğan, G. (2017). The abstraction process of limit knowledge. Kuram ve Uygulamada Egitim Bilimleri, 17(2), 345–371. https://doi.org/10.12738/estp.2017.2.0404
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE Publications.
- Molland, A. G. (1976). Shifting the foundations: Descartes’s transformation of ancient geometry. Historia Mathematica, 3(1), 21–49. https://doi.org/10.1016/0315-0860(76)90004-5
- Oers, B. Van, & Poland, M. (2007). Schematising activities as a means for encouraging young children to think abstractly. Mathematics Education Research Journal, 19(2), 10–22. https://doi.org/10.1007/BF03217453
- Ozmantar, M. F., & Monaghan, J. (2007). A dialectical approach to the formation of mathematical abstractions. Mathematics Education Research Journal, 19(2), 89–112. https://doi.org/10.1007/BF03217457
- Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
- Pickreign, J. (2007). Rectangles and Rhombi: How Well Do Preservice Teachers Know Them? Issues in the Undergraduate Mathematics Preparation of School Teachers The Journal, 1 (Content(February 2007), 1–7. http://www.k-12prep.math.ttu.edu
- Rosch, E., & Mervis, C. B. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7(4), 573–605. https://doi.org/10.1016/0010-0285(75)90024-9
- Sanders, A. (1908). Elements of Plane and Solid Geometry. American Book Company.
- Selden, A., & Selden, J. (2017). A comparison of proof comprehension, proof construction, proof validation and proof evaluation. Proceedings of the Conference on Didactics of Mathematics in Higher Education as a Scientific Discipline, December, 339–345.
- Sinclair, N., Pimm, D., & Skelin, M. (2012). Developing essential understanding of geometry for teaching mathematics in grades 9-12. National Council of Teachers of Mathematics.
- Slaught, H. E., & Lennes, N. J. (Nels J. (1911). Planed Solid Geometry. Cornell University Library.
- Soedjadi, R. (2000). Kiat Pendidikan Matematika di Indonesia (Konstatas Keadaan Masa Kini Menuju Harapan Masa Depan). Direktorat Jenderal Pendidikan Tinggi Depdiknas.
- Sümen, Ö. Ö. (2019). Primary school students’ abstraction levels of whole-half-quarter concepts according to RBC theory. Journal on Mathematics Education, 10(2), 251–264. https://doi.org/10.22342/jme.10.2.7488.251-264
- Tabach, M., Hershkowitz, R., & Schwarz, B. (2006). Constructing and consolidating of algebraic knowledge within dyadic processes: A case study. Educational Studies in Mathematics, 63(3), 235–258. https://doi.org/10.1007/s10649-005-9012-2
- Tabach, M., Rasmussen, C., Dreyfus, T., & Hershkowitz, R. (2017). Abstraction in context and documenting collective activity. CERME 10.
- Tsamir, P., & Dreyfus, T. (2002). Comparing infinite sets - A process of abstraction. The case of Ben. Journal of Mathematical Behavior, 21(1), 1–23. https://doi.org/10.1016/S0732-3123(02)00100-1
- Turnuklu, E. (2014). Construction of inclusion relations of quadrilaterals: Analysis of pre-service elementary mathematics teachers’ lesson plans. Egitim Ve Bilim-Education and Science, 39(173), 198–208.
- Usiskin, Z. (2008). The classification of quadrilaterals: A study in definition (Issue 93). IAP.
- Yilmaz, R., & Argun, Z. (2018). Role of visualization in mathematical abstraction: The case of congruence concept. International Journal of Education in Mathematics, Science and Technology, 6(1), 41–57. https://doi.org/10.18404/ijemst.328337
- Zeybek, Z. (2018). Understanding inclusion relations between quadrilaterals. International Journal of Research in Education and Science, 4(2), 595–612. https://doi.org/10.21890/ijres.428968
- Žilková, K. (2015). Misconceptions in pre-service primary education teachers about quadrilaterals misconceptions in pre-service primary education teachers about quadrilaterals. Journal of Education, Psychology and Social Sciences, 3(1), 30–37. https://www.researchgate.net/profile/Katarina-Zilkova/publication/305692354_Misconceptions_in_Pre-service_Primary_Education_Teachers_about_Quadrilaterals/links/579a0e2f08ae024e100e36d7/Misconceptions-in-Pre-service-Primary-Education-Teachers-about-Quadril
References
Agra, G., Formiga, N. S., Oliveira, P. S. de, Costa, M. M. L., Fernandes, M. das G. M., & Nóbrega, M. M. L. da. (2019). Analysis of the concept of Meaningful Learning in light of the Ausubel’s Theory. Revista Brasileira de Enfermagem, 72, 248–255.
Agustan, S. (2015). Analyzing student’s understanding the relationship between quadrilateral at the early formal stage. Proceeding of ICERD, 501-508.
Ahlam, A., & Michal, T. (2015). Constructing and Consolidating Mathematical Knowledge in GeoGebra environment by a pair of students. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 2, 41–48.
Alexander, D. C., & Koeberlein, G. M. (2020). Elementary Geometry for College Students, Seventh Edition. Cengage.
Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70(2), 97–109. https://doi.org/10.1007/s10649-008-9163-z
Avcu, R. (2022). Pre-service middle school mathematics teachers’ personal concept definitions of special quadrilaterals. In Mathematics Education Research Journal (Issue 0123456789). Springer Netherlands. https://doi.org/10.1007/s13394-022-00412-2
Bikner-Ahsbahs, A. (2004). Towards the emergence of constructing mathematical meaning. Proceedings of the 28st Conference of the International Group for the Psychology of Mathematics Education, 2, 119–126.
Bikner-Ahsbahs, A. (2019). The Research Pentagon: A Diagram with Which to Think About Research (In Compend, pp. 153–180). Springer.
Breive, S. (2022). Abstraction and embodiment: exploring the process of grasping a general. Educational Studies in Mathematics, 110(2), 313–329. https://doi.org/10.1007/s10649-021-10137-x
Budiarto, M. T., Rahaju, E. B., & Hartono, S. (2017). Students abstraction in re-cognizing, building with and constructing a quadrilateral. Educational Research and Reviews, 12(7), 394–402. https://doi.org/10.5897/ERR2016.2977
Çontay, E. G., & Paksu, A. D. (2012). Preservice Mathematics Teachers’ Understandings of The Class Inclusion Between Kite and Square. Procedia - Social and Behavioral Sciences, 55, 782–788. https://doi.org/10.1016/j.sbspro.2012.09.564
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dreyfus, T. (2007). Processes of abstraction in context the nested epistemic actions model. Journal for Research in Mathematics Education, 32(2), P195. 28p. 1. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=d1900be9d6a043ac815c81344caa8c2713dcc329
Dreyfus, T. (2012). Constructing Abstract Mathematical Knowledge. 12 Th International Congress on Mathematical Education.
Dreyfus, T. (2015). Constructing Abstract Mathematical Knowledge in Context. Selected Regular Lectures from the 12th International Congress on Mathematical Education, 115–133. https://doi.org/10.1007/978-3-319-17187-6
Dreyfus, T., Hershkowitz, R., & Baruch, S. (2015). The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory. In Bikner-Ahsbahs A, Knipping C, Presmeg N (eds) Approaches to qualitative research in mathematics education: examples of methodology and methods. Advances in mathematics education series (Issue March, pp. 185–217). Springer. https://doi.org/10.1007/978-94-017-9181-6
Dreyfus, T., Hershkowitz, R., & Schwarz, B. (2002). Abstraction in Context II: The Case of Peer Interaction. 23(March), 243–249.
Ferrari, P. L. (2003). Abstraction in mathematics. Philosophical Transactions of the Royal Society B: Biological Sciences, 358(1435), 1225–1230. https://doi.org/10.1098/rstb.2003.1316
Fujita, T. (2012). Learners’ level of understanding of the inclusion relations of quadrilaterals and prototype phenomenon. Journal of Mathematical Behavior, 31(1), 60–72. https://doi.org/10.1016/j.jmathb.2011.08.003
Giest, H. (2005). Zum Verhältnis von Konstruktivismus und Tätigkeitsansatz in der Pädagogik.
Gilboa, N., Kidron, I., & Dreyfus, T. (2018). Constructing a mathematical definition: The case of the tangent. International Journal of Mathematical Education in Science and Technology, 50(3), 421–446. https://doi.org/10.1080/0020739X.2018.1516824
Guler, H. K., & Arslan, C. (2015). A real context problem for consolidating the similarity. Procedia - Social and Behavioral Sciences, 197(February), 398–403. https://doi.org/10.1016/j.sbspro.2015.07.155
Güler, H. K., & Arslan, Ç. (2017). Consolidation of similarity knowledge via Pythagorean theorem: A Turkish case study. Acta Didactica Napocensia, 10(2), 67–80. https://doi.org/10.24193/adn.10.2.6
Haj-Yahya, A. (2019). Can classification criteria constitute a correct mathematical definition? Pre-service and in-service teachers’ perspectives. International Journal of Research in Education and Science, 5(1), 88–101. https://files.eric.ed.gov/fulltext/EJ1198044.pdf
Haj-Yahya, A. (2020). Do prototypical constructions and self-attributes of presented drawings affect the construction and validation of proofs? Mathematics Education Research Journal, 32(4), 685–718. https://doi.org/10.1007/s13394-019-00276-z
Haj-Yahya, A. (2021). Can a number of diagrams linked to a proof task in 3D geometry improve proving ability? Mathematics Education Research Journal, 0123456789. https://doi.org/10.1007/s13394-021-00385-8
Haj-Yahya, A., Hershkowitz, R., & Dreyfus, T. (2016). Impacts of Students’Difficulties in Constructing Geometric Concepts on Their Proof’S Understanding and Proving processes. International Group for the Psychology of Mathematics Education, 4.
Haj-Yahya, A., Hershkowitz, R., & Dreyfus, T. (2022). Investigating students’ geometrical proofs through the lens of students’ definitions. Mathematics Education Research Journal, 1–27.
Harel, G., Selden, A., & Selden, J. (2006). Advanced mathematical thinking: Some PME perspectives. In Handbook of research on the psychology of mathematics education (pp. 147–172). Brill.
Hazzan, O., & Zazkis, R. (2005). Reducing Abstraction : The Case of School Mathematics. Educational Studies in Mathematics, 58(1), 101–119.
Hershkowitz, R., Schwarz, B. B., & Dreyfus, T. (2001). Abstraction in context: Epistemic actions. Journal for Research in Mathematics Education, 32(2), 195–222. https://doi.org/10.2307/749673
Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts in a probability classroom: a case study coordinating two methodologies. ZDM - International Journal on Mathematics Education, 46(3), 363–387. https://doi.org/10.1007/s11858-014-0576-0
Hodiyanto, Budiarto, M. T., Ekawati, R., Lukito, A., Ismail, & Firdaus, M. (2023). Abstraction Tasks in Constructing Relationships among Quadrilaterals. The 9th South-East Asia Design Research Interantional Connference.
Jirotková, D., & Littler, G. H. (2005). Classification leading to structure. Building Structures in Mathematical Knowledge, 5, 321–331. http://www.academia.edu/download/8539566/cerme5_group3_presentation_final.pdf
Johnson, H. L., Blume, G. W., Shimizu, J. K., Graysay, D., & Konnova, S. (2014). A Teacher’s Conception of Definition and Use of Examples When Doing and Teaching Mathematics. Mathematical Thinking and Learning, 16(4), 285–311. https://doi.org/10.1080/10986065.2014.953018
Kiliçoğlu, E., & Kaplan, A. (2019). An Examination of Middle School 7th Grade Students’ Mathematical Abstraction Processes. Journal of Computer and Education Research, 7(13), 233–256. https://doi.org/10.18009/jcer.547975
Leikin, R., & Winicki-Landman, G. (2001). Defining as a vehicle for professional development of secondary school mathematics teachers. Mathematics Teacher Education and Development, 3(2001), 62–73.
Lemos, E. dos S. (2007). A teoria de aprendizagem significativa e sua relação com o ensino e com a pesquisa sobre o ensino. Indivisa, Boletin de Estudios e Investigación, Monografía VIII, 111–118.
Marchis, I. (2012). Preservice Primary School Teachers’ Elementary Geometry Knowledge. 5(2).
Memnun, D. S., Aydın, B., Özbilen, Ö., & Erdoğan, G. (2017). The abstraction process of limit knowledge. Kuram ve Uygulamada Egitim Bilimleri, 17(2), 345–371. https://doi.org/10.12738/estp.2017.2.0404
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE Publications.
Molland, A. G. (1976). Shifting the foundations: Descartes’s transformation of ancient geometry. Historia Mathematica, 3(1), 21–49. https://doi.org/10.1016/0315-0860(76)90004-5
Oers, B. Van, & Poland, M. (2007). Schematising activities as a means for encouraging young children to think abstractly. Mathematics Education Research Journal, 19(2), 10–22. https://doi.org/10.1007/BF03217453
Ozmantar, M. F., & Monaghan, J. (2007). A dialectical approach to the formation of mathematical abstractions. Mathematics Education Research Journal, 19(2), 89–112. https://doi.org/10.1007/BF03217457
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
Pickreign, J. (2007). Rectangles and Rhombi: How Well Do Preservice Teachers Know Them? Issues in the Undergraduate Mathematics Preparation of School Teachers The Journal, 1 (Content(February 2007), 1–7. http://www.k-12prep.math.ttu.edu
Rosch, E., & Mervis, C. B. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7(4), 573–605. https://doi.org/10.1016/0010-0285(75)90024-9
Sanders, A. (1908). Elements of Plane and Solid Geometry. American Book Company.
Selden, A., & Selden, J. (2017). A comparison of proof comprehension, proof construction, proof validation and proof evaluation. Proceedings of the Conference on Didactics of Mathematics in Higher Education as a Scientific Discipline, December, 339–345.
Sinclair, N., Pimm, D., & Skelin, M. (2012). Developing essential understanding of geometry for teaching mathematics in grades 9-12. National Council of Teachers of Mathematics.
Slaught, H. E., & Lennes, N. J. (Nels J. (1911). Planed Solid Geometry. Cornell University Library.
Soedjadi, R. (2000). Kiat Pendidikan Matematika di Indonesia (Konstatas Keadaan Masa Kini Menuju Harapan Masa Depan). Direktorat Jenderal Pendidikan Tinggi Depdiknas.
Sümen, Ö. Ö. (2019). Primary school students’ abstraction levels of whole-half-quarter concepts according to RBC theory. Journal on Mathematics Education, 10(2), 251–264. https://doi.org/10.22342/jme.10.2.7488.251-264
Tabach, M., Hershkowitz, R., & Schwarz, B. (2006). Constructing and consolidating of algebraic knowledge within dyadic processes: A case study. Educational Studies in Mathematics, 63(3), 235–258. https://doi.org/10.1007/s10649-005-9012-2
Tabach, M., Rasmussen, C., Dreyfus, T., & Hershkowitz, R. (2017). Abstraction in context and documenting collective activity. CERME 10.
Tsamir, P., & Dreyfus, T. (2002). Comparing infinite sets - A process of abstraction. The case of Ben. Journal of Mathematical Behavior, 21(1), 1–23. https://doi.org/10.1016/S0732-3123(02)00100-1
Turnuklu, E. (2014). Construction of inclusion relations of quadrilaterals: Analysis of pre-service elementary mathematics teachers’ lesson plans. Egitim Ve Bilim-Education and Science, 39(173), 198–208.
Usiskin, Z. (2008). The classification of quadrilaterals: A study in definition (Issue 93). IAP.
Yilmaz, R., & Argun, Z. (2018). Role of visualization in mathematical abstraction: The case of congruence concept. International Journal of Education in Mathematics, Science and Technology, 6(1), 41–57. https://doi.org/10.18404/ijemst.328337
Zeybek, Z. (2018). Understanding inclusion relations between quadrilaterals. International Journal of Research in Education and Science, 4(2), 595–612. https://doi.org/10.21890/ijres.428968
Žilková, K. (2015). Misconceptions in pre-service primary education teachers about quadrilaterals misconceptions in pre-service primary education teachers about quadrilaterals. Journal of Education, Psychology and Social Sciences, 3(1), 30–37. https://www.researchgate.net/profile/Katarina-Zilkova/publication/305692354_Misconceptions_in_Pre-service_Primary_Education_Teachers_about_Quadrilaterals/links/579a0e2f08ae024e100e36d7/Misconceptions-in-Pre-service-Primary-Education-Teachers-about-Quadril