一、中文部分
林怡均（2005）。高中生「相關」迷思概念診斷工具之發展歷程研究（博士論文）。取自http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=9212700792127007
江美菊（2012）。相關係數面面觀. 政治大學應用數學系數學教學碩士在職專班學位論文, 1-30.
楊凱琳（2015）。提升臺灣K-12學生數學素養之研究－子計畫六：整合閱讀與建模的高中學生統計素養培育活動探討。科技部專題研究期中報告（編號：MOST 104-2511-S-003-006-MY3），未出版。
藍郅堯（2017）。探討不同年級學生對列聯表資料推理兩變項關係的表現（碩士論文）。（尚未公開）
劉子鍵、林怡均（2011）。發展二階段診斷工具探討學生之統計迷思概念: 以 [相關] 為例。教育心理學報, 42(3), 379-399.
莫爾、諾茨 （2012）。統計學的世界（第二版）（鄭惟厚譯）。臺北市﹕天下遠見出版股份有限公司。（原著出版年﹕1997年）

二、英文部分
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Batanero, C., Cañadas, G. R., Arteaga, P., & Gea, M. M. (2013). Psychology students’ strategies and semiotic conflicts when assessing independence. In Proceedings of the eighth congress of the european society for research in mathematics education(pp. 756-765).
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Estepa, A., & Batanero, C. (1996). Judgments of correlation in scatterplots: Students’ intuitive strategies and preconceptions. Hiroshima Journal of Mathematics Education, 4(25).
Garfield, J., & Chance, B. (2000). Assessment in statistics education: Issues and challenges. Mathematical Thinking and Learning, 2(1-2), 99-125.
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Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics, 65-97.
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Lee Rodgers, J., & Nicewander, W. A. (1988). Thirteen ways to look at the correlation coefficient. The American Statistician, 42(1), 59-66.
Lovett, M. C., & Greenhouse, J. B. (2000). Applying cognitive theory to statistics instruction. The American Statistician, 54(3), 196-206.
Michener, E. R. (1978). Understanding understanding mathematics. Cognitive science, 2(4), 361-383.
No, A. R., Han, S. Y., & Yoo, Y. J. (2016). Korean High School Students’ Understanding of the Concept of Correlation. In The Teaching and Learning of Statistics (pp. 71-81). Springer, Cham.
Obersteiner, A., Bernhard, M., & Reiss, K. (2015). Primary school children’s strategies in solving contingency table problems: The role of intuition and inhibition. ZDM Mathematics Education, 47, 825–836.
Pérez Echeverría, M. P.(1990). Psicología del razonamiento probabilístico, Madrid: Ediciones de la Universidad Autónoma de Madrid.
Piaget, J., & Inhelder, B. (1975). The origin of the idea of chance in children.
Pirie, S., & Kieren, T. (1994). Growth in mathematical understanding: How can we characterise it and how can we represent it?. In Learning Mathematics (pp. 61-86). Springer, Dordrecht.
Phillips, D. H., Hewer, A., Martin, C. N., Garner, R. C., & King, M. M. (1988). Correlation of DNA adduct levels in human lung with cigarette smoking. Nature, 336(6201), 790.
Shaklee, H., & Mims, M. (1982). Sources of error in judging event covariations: Effects of memory demands. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8(3), 208.
Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics teaching, 77(1), 20-26.
Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational studies in mathematics, 12(2), 151-169.
Wang, F.-J., & Yang, K.-L. (2017). Exploratory study on the misconceptions of the Pearson correlation in relation to its formula. In Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Eds.). Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 284. Singapore: PME.
Wang, F. J., Yang, K. L., & Liu, X. Y. (2018). Exploratory study on the relation between the understanding of correlation and association. Proceedings of the 42st Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, pp. 187. Umea, Sweden: PME.
Zieffler, A. S. (2006). A longitudinal investigation of the development of college students' reasoning about bivariate data during an introductory statistics course (Doctoral dissertation, University of Minnesota).