[1] Battista, M. T., Clements, D. H., & Wheatley, G. H. (1991). Using spatial imagery in geometric reasoning. Arithmetic Teacher, 39, 18-21.
[2] Ben-Chaim, D., Lappan, G., & Houang, R. T. (1988). The effect of instruction on spatial visualization skills of middle school boys and girls. American Educational Research Journal, 25, 51-71.
[3] Brieske, T. (1984). Visual thinking about rotations and reflections. The College Mathematics Journal, 15, 406-410. doi:10.2307/2686551
[4] Callahan, P. (1999). Visualization workouts from “Geometry & visualization: A Course for high school teachers”. unpublished notes.
[5] Casey, M., Winner, E., Brabeck, M., & Sullivan, K. (1990). Visual-spatial abilities in art, math, and science majors: Effects of sex, handedness, and spatial experience. In K. Gilhooly, M. Keane, R. Logie, & G. Erdos. (Eds.), Lines of thinking: Reflections on the psychology of thought. New York: Wiley.
[6] Clements, D. H., Battista, M. T., Sarama, J., & Swamina than, S. (1997). Development of students’ spatial thinking. The Elementary School Journal, 98, 171-186. doi:10.1086/461890
[7] Cohen, D. J., & Bennett, S. (1997). Why can’t most people draw what they see? Journal of Experimental Psychology: Human Perception and Performance, 23, 609-621. doi:10.1037/0096-1523.23.3.609
[8] Cunningham, S. (2005). Visualization in science education. In Invention and impact: Building excellence in undergraduate science, technology, engineering, and mathematics (STEM) education (pp. 127-128). Washington, DC: AAAS Press.
[9] Gardner, H. (2007). Five Minds for the Future. Cambridge, MA: Harvard Business School Press.
[10] Getzels, J. W., & Csikszentmihalyi, M. (1975). From problem-solving to problem finding, In I. A. Taylor and J. W. Getzels (Eds.), Perspectives in Creativity (pp. 90-116). Chicago: Aldine.
[11] Goldbenberg, E. P. (1996). “Habits of mind” as an organizer for the curriculum. Journal of Education. 178, 13-34.
[12] Hadamard, J. (1945). The psychology of invention in the mathematical field. NY: Dover. Hermelin, B., & O'Connor, N. (1986). Spatial representations in mathematically and in artistically gifted children. British Journal of Educational Psychology, 56, 150-157.
[13] Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York: Teachers College. Hogan, J. (1993). The death of proof. Scientific American, 92-103.
[14] Kozbelt, A. (1991). Artists as experts in visual cognition. Visual Cognition, 8, 705-723. Kozbelt, A., & Seeley, W. P. (2007). Integrating art historical, psychological, & neuroscientific explanations of artists’ advantages in drawing. PACA, 1, 80-90.
[15] Lappan, G. (1999). Geometry: The forgotten strand. NCTM News Bulletin, 36, 3.
[16] Mitchell, P., Ropar, D., Ackroyd, K., & Rajendran, G. (2005). How perception impacts on drawings. Journal of Experimental Psychology: Human Perception and Per formance, 31, 996-1003. doi:10.1037/0096-1523.31.5.996
[17] National Council of Teachers of Mathematics. (2000). Prin ciples and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
[18] Perkins, D. (1983). The mind’s best work. Cambridge: Harvard University Press.
[19] Rosenblatt, E., & Winner, E. (1988). The art of children's drawings. Journal of Aesthetic Education, 22, 1, 3-15.
[20] Salomon, G. & Perkins, D. N. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24, 113-142. doi:10.1207/s15326985ep2402_1
[21] Seago, N., Driscoll, M., & Jacobs J. Transforming middle school geometry: designing professional development materials that support the teaching and learning of similarity. Middle Grades Research Journal, in press.
[22] Solso, R. L. (2001). Brain activities in an expert versus a novice artist: An fMRI study. Leonardo, 34, 31-34. doi:10.1162/002409401300052479
[23] Sutherland, R., & Mason, J., (1993). Exploiting mental imagery with computers in mathematics education. New York: Springer-Verlag.
[24] Tufte, E. R. (2001). The visual display of quantitative in formation (2nd ed.) CT: Graphic Press.
[25] Watson, J. (1968). The double helix. New York: New American Library.
[26] Winner, E., & Casey, M. (1993). Cognitive profiles of artists. In G. Cupchik & J. Laszlo (Eds.), Emerging visions: Contemporary approaches to the aesthetic process.
[27] Whiteley, W. (2004). Visualization in mathematics: Claims and questions towards a research program. Paper presented at the 10 International Congress on Mathematics Education, Copenhagen, Denmark, Cambridge, England: Cambridge University Press.