___

• Aytaçlı, B. (2012). A detailed overview of the case study, Journal of Educational Sciences, 3(1), 1-9.
• Baş, S., Erbaş, A. K., Çetinkaya, B. (2011). Teachers' knowledge about algebraic thinking structures of ninth grade students, Education and Science, 36(159), 41-55.
• Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C.& Loef, M. (1989).Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499-531.
• Cobb, P., Wood, T., Yackel, E. (1990). Classrooms as learning environments for teachers and researchers. In R.B. Davis, C.A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (Monograph 4, pp. 125-146). Reston, VA: National Council of Teacher of Mathematics.
• Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B. & Perlwitz, M. (1991). Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22(1), 3-29.
• Cooper, S. (2009). Preservice teachers’ analysis of children’s work to make instructional decisions. School Science and Mathematics, 109(6), 355-362.
• Crespo, S. (2000). Seeing more than right and wrong answers: Prospective teachers interpretations of students’ mathematical work. Journal of Mathematics Teacher Education, 3(1), 155-181.
• Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 52(3), 243-270.Even, R. & Tirosh, D. (2008). Handbook of teacher knowledge and understanding of students’ mathematical learning and thinking international research in mathematics education (2nd Edition, 202-222).,New York: Routledge.
• Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. & Empson, S. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403-434.
• Fravillig, J. L., Murphy, L. A. & Fuson, K. C.(1999). Advancing children’s mathematical thin- king in everyday mathematics classrooms, Journal for Research in Mathematics Education,30(2), 148-170.
• Franke, M. L. & Kazemi, E. (2001). Learning to teach mathematics: Focus on student thinking. Theory into Practice, 40(2), 102-109.
• Franke, M. L., Carpenter, T. P., Levi, L. & Fennema, E. (2001). Capturing teachers' generative change: a follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653-689.
• Council of Higher Education. (2018). New teacher training lisance programmes. Retrieved from: http://www.yok.gov.tr/web/guest/icerik/-/journal_content/56_INSTANCE_rEHF8BIsfYRx/10279/41807946.
• Isoda, M. & Katagiri, S. (2018). Mathematical thinking: How to develop it in the classroom, Retrieved from: http://dx.doi.org/10.1142/8163.
• Liu, P. H. & Niess, M. L. (2006). An exploratory study of college students' views of mathematical thinking in a historical approach calculus course. Mathematical Thinking and Learning, 8(4), 373-406.
• McLeman, L. K. & Cavell, H. A. (2009). Teaching fractions. Teaching Children Mathematics, 15(8), 494-501.
• Moss, E. R. (2009). Preservice teachers’ identity development and participation in a video club focused on mathematical thinking. Doctor of Philosophy Dissertation, Purdue University, West Lafayette, Indiana.
• Moyer, P. S. & Milewicz, E. (2002). Learning to question: categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5(1), 293-315.
• Olkun, S. & Toluk, Z. (2004).Activity based mathematics teaching in primary education (3. edition), Ankara: Anı Publishing.
• R.A. Philipp. (2008). Motivating prospective elementary school teachers to learn mathematics by focusing upon children’s mathematical thinking. Issues in Teacher Education, 17(2), 7-26.
• Shifter, D. (1998). Learning mathematics for teaching: From a teachers’ seminar to the classroom. Journal of Mathematics Teacher Education, 1(1), 55-87.
• Steinberg, R. M., Empson, S. B. & Carpenter, T. P. (2004). Inquiry into childrens’ mathematical thinking as a means to teacher change. Journal of Mathematics Teacher Education, 7(1), 237-267.
• Subaşı, M. & Okumuş, K. (2017). Case study as a research method. Atatürk University Journal of the Institute of Social Sciences, 21(2), 419-426.
• Suzuki, K. (1998). Measuring “To think mathematically”: Cognitive characterization of achievement levels in performance-based assessment. University of Illinois at Urbana-Chanpaign The Graduate College. Doctor of Philosophy.
• Tall, D. (195). Cognitive growth in elementary and advanced mathematical thinking, Proceedings of the Nineteenth International Conference for the Psychology of Mathematics Education, 61-75.
• Wallach, T. & Even, R. (2005). Hearing students: The complexity of understanding what they are saying, showing, and doing. Journal of Mathematics Teacher Education, 8(1), 393-417.
• Yin, R. K. (2003). Case study research: Design and methods (3rd ed.), Thousand Oaks, CA: Sage.