Barbé, Q., Bosch, M., Espinoza, L., & Gascón, J. (2005). Didactic restrictions on the teacher's practice: The case of limits of functions in Spanish highschools. Educational Studies in Mathematics, 59, 235-268. Booth, J. L., & Koedinger, K. R. (2008). Key misconceptions in algebraic problem solving. In B.C. Love, K. McRae, & V.M. Sloutsky (Eds), Proceedings of the 30th Annual Cognitive Science Society (pp. 571-576). Austin, TX: Cognitive Science Society. Booth, J. L., Barbieri, C., Eyer, F., & Paré-Blagoev, J. (2014). Persistent and pernicious errors in algebraic problem solving. Journal of Problem Solving, 7, 10-21. Bosch, M., & Gascón, J. (2014). Chapter 5: Introduction to the Anthropological Theory of the Didactic (ATD). In A. Bikner-Ahsbahs, & S. Prediger, Networking of Theories as a Research Practice in Mathematics Education, Advances in Mathematics Education (pp. 67-83). Springer Cham Heidelberg New York Dordrecht London: Springer International Publishing Switzerland. doi:10.1007/978-3-319-05389-9 Byers, V., & Erlwanger, S. (1984). Content and form in mathematics. Educational Studies in Mathematics, 15, 259-275. Carlson, M. P. (1998). A cross-sectional investigation of the development of the function concept. In J. Kaput, A. H. Schoenfeld, & E. Dubinsky, Research in Collegiate Mathematics Education (Vol. 3, pp. 114-162). Washington, DC: Mathematical Association of America. Carlson, M., Oehrtman, M., & Engelke, N. (2010). The precalculus concept assessment: A tool for assessing students' reasoning abilities and understandings. Cognition And Instruction, 28, 113-145. Chartrand, G., Polimeni, A. D., & Zhang, P. (2013). Mathematical proofs. A transition to advanced mathematics. Third edition. Boston: Pearson. Chevallard, Y. (1999). L'analyse des pratiques enseignantes en théorie anthropologique du didactique. Recherches en Didactique des Mathematiques, 19(2), 221-266. Drijvers, P. (2011). Secondary Algebra Education: Revisiting Topics and Themes and Exploring Unknown. Rotterdam/Boston/Taipei: Sense Publishers. Gleason, A., & Hughes-Hallet, D. (1998). Calculus Single Variable (2nd ed.). New York: John Wiley & Sons. Hagman, J., Johnson, E., & Fosdick, B. (2017). Factors contributing to students and instructors experiencing a lack of time in college calculus. International Journal of STEM Education, 4, 1-15. Hardy, N. (2009). Students' perceptions of institutional practices: The case of limits of functions in college level Calculus courses. Educational Studies in Mathematics, 72, 341-358. Knuth, E. J., Alibali, M. W., McNeil, N. M., Weinberg, A., & Stephens, A. C. (2005). Middle school students' understanding of core algebraic concepts: Equivalence & Variable. Zentralblatt für Didaktik der Mathematik, 37, 68-76. doi:doi:10.1007/BF02655899 Krussel, L. (1998). Teaching the language of mathematics. The Mathematics Teacher, 91, 436-441. Küchemann, D. (1981). Algebra. In K. Hart, Children's understanding of mathematics: 11-16 (pp. 102-119). London: John Murray. Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press. MacGregor, S., & Stacey, K. (1997). Students' understanding of algebraic notation: 11-15. Educational Studies in Mathematics, 33, 1-19. Marsden, J. E., & Weinstein, A. J. (1985). Calculus I. New York: Springer-Verlag. Retrieved from http://resolver.caltech.edu/CaltechBOOK:1985.001 McNeil, N., Fyfe, E., Petersen, L., Dunwiddie, A., & Brletic-Shipley, H. (2011). Benefits of practicing 4=2+2: Nontraditional problem formats facilitate children's understanding of mathematical equivalence. Child Development, 82, 1620-1633. Palmiter, J. R. (1991). Effects of computer algebra systems on concept and skill acquisition in calculus. Journal for Research in Mathematics Education, 22, 151-156. Payne, S. J., & Squibb, H. R. (1990). Algebra mal-rules and cognitive accounts of error. Cognitive Science, 14, 445-481. Peters, B. (1999). Institutional theory in political science. London, New York: Continuum. Ratti, J., & McWaters, M. (2014). Precalculus Essentials. Pearson Education. Selden, J., Mason, A., & Selden, A. (1989). Can average calculus students solve nonroutine problems? Journal of Mathematical Behavior, 8, 45-50. Sfard, A. (1987). Two conceptions of mathematical notions: Operational and structural. Proceedings of the 11th Annual Conference of the International Group for the Psychology of Mathematics Education (pp. 162-169). Montreal, Canada: Université de Montréal. Sierpinska, A. (1992). On understanding the notion of function. In E. Dubinsky, & G. Harel, The concept of function. Elements of pedagogy and epistemology. (Vol. 25, pp. 25-58). Boston: Notes and Reports Series of the Mathematical Association of America. Retrieved from https://www.researchgate.net/publication/238287243_On_understanding_the_notion_of_function Sierpinska, A., & Hardy, N. (2010). ‘Unterrichten wir noch Mathematik?’ In C. Böttinger, M. Nührenbörger, R. Schwartzkopf, E. Söbbeke & K. Bräuning (Eds.),. In Mathematik im Denken der Kinder (pp. 94-100). Seelze: Friedrich Verlag GmbH. Sierpinska, A., & Osana, H. (2012). Analysis of tasks in pre-service elementary teacher education courses. Research in Mathematics Education, 14, 109-135. Sierpinska, A., Bobos, G., & Knipping, C. (2008). Sources of students' frustration in pre-university level, prerequisite mathematics courses. Instructional Science, 36, 289-320. Sierpinska, A., Bobos, G., & Pruncut, A. (2011). Teaching absolute value inequalities to mature students. Educational Studies in Mathematics, 78, 275-305. Star, J. R. (2004, April). The development of flexible procedural knowledge in equation solving. American Educational Research Association, (pp. 1-27). San Diego. Stewart, J. (2016). Single Variable Calculus: Early Transcendentals. Math 203 and Math 205 Concordia University Department of Mathematics and Statistics. Toronto: Nelson Education. Strømholm, P. (1968). Fermat's method of maxima and minima and of tangents. Archive for History of Exact Sciences, 5(1), 47-69. Sullivan, M. (2016). College Algebra: Third Custom Edition for Concordia University. New York: Pearson Education. Tallman, M. A., Carlson, M. P., Bressoud, D. M., & Pearson, M. (2016). A characterization of Calculus I final exams in U.S. colleges and universities. International Journal of Research in Undergraduate Mathematics Education, 2, 105-133. The College Board. (n.d.). College Algebra. Retrieved from CLEP College Board: https://clep.collegeboard.org/science-and-mathematics/college-algebra Thomas, G. (2008). Thomas' Calculus. Early transcendentals. Eleventh edition. Boston: Pearson. Thompson, P., & Carlson, M. P. (2017). Variation, covariation, and functions: Foundational ways of thinking mathematically. In J. Cai, Compendium for research in mathematics education (pp. 421- 456). Reston, VA: NCTM. Thompson, P., Byerley, C., & Hatfield, N. (2013). A conceptual approach to calculus made possible by technology. Computers in the Schools, 30, 124-147. Tziritas, M. (2011). APOS theory as a framework to study the conceptual stages of Related Rates problems. Montreal: Concordia University. Retrieved from http://spectrum.library.concordia.ca/view/creators/Tziritas=3AMathew=3A=3A.html