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Schwab J.J. (1978). Science, Curriculum and Liberal Education: Selected Essay. Chicago: University of Chicago Press.
Shulman L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Eco U. (1984). Semiotica e filosofia del linguaggio. Torino: Einaudi.
Fadda E. (2013), Peirce. Roma: Carocci.
Ferrari, F. (2017). Philosophy in Schools [Review of the book: Philosophy in Schools, by F. Haynes]. Italian Journal of Sociology of Education, 9(1), 219-224.
Haynes F. (2016). Philosophy in Schools. London: Routledge.
Johnasen J.D., Larsen S.E. (2002). Signs in use. An introduction to semiotics. London: Routledge.
Kang W., Kilpatric J. (1992). Didactic Transposition in Mathematics textbooks. FLM Publishing Association, White Rock, Columbia: Canada.
Lebrun J., Lenoir Y., Laforest M. (2002). Past and Current Trends in the Analysis of Textbooks in a Quebec Context. Curriculum Inquiry. 32(1): 51-83.
Lévi-Strauss C. (1949). Les structures élémentaires de la parenté. Paris: Presses universitaires de France.
Maddalena, G. (2015). Peirce. Brescia: La Scuola.
Manetti G. (1987). Le teorie del segno nell'antichità classica. Milano: Bompiani.
Matic L., Gracin D.J. (2016). The use of the textbookas an artefact in the classroom. Journal für Mathematik - Didaktik, 37(2), 349-374.
Mikk J., (2000). Textbook: Research and Writing. Oxford: Lang.
Morgan, C., (1995), An Analysis of the Discourse of Written Reports of Investigative Work in GCSE Mathematics, Unpublished, University of London.
Morgan, D.E. and Perry, C. (1958). The teaching of philosophy in American High Schools. Proceedings and Addresses of the American Philosophical Association, 32 (1958-1959), 91-137.
Mulryan, C. (1984). Effective communication of mathematics at primary level: Focus on the textbooks. Irish Educational Studies, 4 (2).
O’Keefe L. (2013). A Framework for Textbook Analysis. International Review of Contemporary Learning Research. Vol. 1, pp. 1-13.
Ogden C., Richards I. (1966). Il significato del significato. Trad. it., Milano: Saggiatore.
Peirce C.S. (1931–58). The CollectedPapers of Charles SandersPeirce. 8 vols. Charles Hartshorne, Paul Weiss and Arthur Burks (eds). Cambridge: Harvard University Press.
Peirce C.S. (1992-98). The Essential Peirce: Selected Philosophical Writings. 2 vols. Nathan Houser, Christian Kloesel, Peirce Edition Project (eds). Bloomington: Indiana University Press.
Reale G., Antiseri D. (1997). Il pensiero occidentale dalle origini ad oggi. XVIII edizione. Brescia: La Scuola.
Rivers, J., (1990), Contextual Analysis of Problems in Algebra 1 Textbooks, University of South Carolina, Presented at the annual meeting of the American Educational Research Association, April, Boston, Massachusetts.
Robinson, J. (1981). Research in Science Education: New Questions, New Directions. National Centre of Education, Educational Resources Information Centre.
Rossi P.G., Pizzimenti L. (2012). La trasposizione didattica. In P.C. Rivoltella, P.G. Rossi (2012). L’agire didattico. Manuale per l’insegnante (pp. 167-184).
Brescia: La Schubauer-Leoni M.L. Leutenegger F. (2002), Expliquer et comprendredansuneap- procheclinique/expérimentale du didactiqueordinaire. In F. Leutenegger, M. Saada-Robert (eds.), Expliquer et comprendre en sciences de l’éducation (pp. 227-251). Bruxelles: De Boeck. Scuola.
Schwab J.J. (1978). Science, Curriculum and Liberal Education: Selected Essay. Chicago: University of Chicago Press.
Shulman L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.