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· Boaler, J. (1997). Experiencing school mathematics. Open University Press.

· Dweck, C. (1999) Self-theories - their role in motivation, personality, and development. Psychology Press.

· Joyce, B., Calhoun, E. and Hopkins, D. (2002). Models of learning: tools for teaching. Open University Press.

· Lucas, B., Greany, T., Rodd, J. and Wicks, R. (2002). Teaching pupils how to learn. Network Educational Press.

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· Rodd, J. (2002). Learning to learn in schools. Southgate.

· Schoenfield, A. H. (1987). 'What's all the fuss about metacognition?' In A. H. Schoenfield (ed.), Cognitive science and mathematics education. Lawrence Erlbaum Associates.

· Schoenfield, A. H. (1992). 'Learning to think mathematically: problem solving, metacognit ion and sense making in mathematics'. In D. A. Groves (ed.), Handbook of research on mathematics teaching and learning. Macmillan.

· Wang, M. C., Haertel, G. D. and Walberg, H.J. (1993). 'Towards knowledge base for school learning'. Review of Educational Research 63, 249- 294.

· Fisher, R. (1998). Teaching thinking. Cassell.

· Hughes, M. (1999). Closing the learning gap. Network Educational Press.

· Lucas, B., Greany, T., Rodd, J. and Wicks, R. (2002). Teaching pupils how to learn. Network Educational Press.

· Muijs, D. and Reynolds, D. (2001). Effective teaching: evidence and practice. Sage (Paul Chapman).

Slovenian references

· Ažman, T. (2008). Učenje učenja – Kako učiti in se naučiti spretnosti vseživljenjskega učenja. Ljubljana: Zavod RS za šolstvo.

· Novak, L. (ed.) (2018). Formativno spremljanje na razredni stopnji: priročnik za učitelje. Ljubljana: Zavod RS za šolstvo.