[1] Bjarnadóttir, K., History of teaching arithmetic, in Handbook on the History of Mathematics Education, A. Karp, G. Schubring, eds., Springer, New York, NY, 2014, 431-457.
[2] CMLW, Commissie modernisering leerplan wiskunde, Euclides, 37 (5) (1961), 144-151.
[3] De Moor, E., Zonder verleden geen toekomst, in Leren van Evalueren, De Lerende in Beeld bij Reken-wiskundeonderwijs, M. van Zanten, ed., Utrecht University, Utrecht, 2009.
[4] Freudenthal, H., Didactical Phenomenology of Mathematical Structures, D. Reidel Publishing Company, Dordrecht, 1983.
[5] Freudenthal, H., Theorievorming bij het wiskundeonderwijs, Geraamte en gereedschap, Tijdschrift voor Nascholing en Onderzoek van het Reken-wiskundeonderwijs, 5 (3) (1987), 4-15.
[6] Freudenthal, H., Janssen, G. M., Sweers, W., Five years IOWO, Educational Studies in Mathematics, 7 (3) (1976), 185-367.
[7] Kilpatrick, J., The New Math as an international phenomenon, ZDM Mathematics Education, 44 (4) (2012), 563-571.
[8] KNAW-Commissie Rekenonderwijs Basisschool, Rekenonderwijs op de Basisschool, KNAW, Amsterdam, 2009.
[9] Kolovou, A., Van den Heuvel-Panhuizen, M., Bakker, A., Non-routine problem solving tasks in primary school mathematics textbooks-a needle in a haystack, Mediterranean Journal for Research in Mathematics Education, 8 (2) (2009), 31-68.
[10] Ministry of Education, Kerndoelen Basisonderwijs, OCW, Den Haag, 1993.
[11] Mullis, I. V. S., Martin, M. O., Foy, P., TIMSS 2007 International Mathematics Report, TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, Chestnut Hill, MA, 2008.
[12] NVORWO, Visie op Reken-wiskundeonderwijs met Aanbevelingen voor een Toekomstige Curriculum, NVORWO, The Netherlands, 2017.
[13] OEEC, New Thinking in School Mathematics, Organisation for European Economic Co-operation, Paris, 1961.
[14] Robitaille, D., Travers, K., International connections in mathematics education, in A History of School Mathematics, G. Stanic J. Kilpatrick, eds., NCTM, Reston, VA, 2003, 1491-1508.
[15] Treffers, A., Three Dimensions, A Model of Goal and Theory Description in Mathematics Instruction-The Wiskobas Project, D. Reidel Publishing Company, Dordrecht, 1987.
[16] Treffers, A., De Moor, E., De stille revolutie in het reken-wiskundeonderwijs, Jeugd in School en Wereld, 79 (3) (1994), 4-10.
[17] Treffers, A., De Moor, E., Feijs, E., Proeve van een Nationaal Programma voor het Reken-wiskundeonderwijs op de Basisschool 1, Overzicht Einddoelen, Zwijsen, Tilburg, 1989.
[18] Van den Heuvel-Panhuizen, M., ed., Children Learn Mathematics, A Learning-teaching Trajectory with Intermediate Attainment Targets for Calculation with Whole Numbers in Primary School, Freudenthal Institute, Utrecht University/SLO, Utrecht, 2001.
[19] Van den Heuvel-Panhuizen, M., Reform under attack- Forty years of working on better mathematics education thrown on the scrapheap? No way! , in Shaping the Future of Mathematics Education: Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia, L. Sparrow, B. Kissane, C. Hurst, eds., MERGA, Fremantle, 2010, 1-25.
[20] Van den Heuvel-Panhuizen, M., ed., International Reflections on the Netherlands Didactics of Mathematics- Visions on and Experiences with Realistic Mathematics Education, Springer Nature, Cham, 2020.
[21] Van den Heuvel-Panhuizen, M., Bodin, C., All or nothing: Problem solving by high achievers in mathematics, Journal of the Korea Society of Mathematical Education, 8 (3) (2004), 115–121.
[22] Van Zanten, M., Van den Heuvel-Panhuizen, M., Opportunity to learn problem solving in Dutch primary school mathematics textbooks, ZDM Mathematics Education, 50 (5) (2018), 827–838.
[23] Van Zanten, M., Van den Heuvel-Panhuizen, M., Mathematics curriculum reform and its implementation in textbooks: Early addition and subtraction in Realistic Mathematics Education (submitted).
[24] Wiskobas team, Rapportboekje 3: Overzicht Rekenmetoden Anno 1980, IOWO, Utrecht, 1980.