Adhami, M., Shayer, M.& Twiss, S. (2005). Let’s Think through Maths! 6-9. London: nferNelson.
Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003). Assessment for Learning: Putting it into practice. Maidenhead:Open University Press.
Brown, M. (Project director) (1992). Graded Assessment in Mathematics: Teacher’s Guide; Activities volumes 1-4, Topic criteria; Topic Tasks; Student Activities; Cross referencing guide and record sheets. Thomas Nelson and Sons Ltd.
Feuerstein, R., Rand, Y., Hoffman, M., & Miller, M. (1980). Instrumental Enrichment: An intervention programme for cognitive modifiability. Baltimore: University Park Press.
Hart, K. (General editor) (1981). Children’s Understanding of Mathematics: 11-16. London: John Murray.
Johnson, D.0 et al. (2002). Primary CAME Thinking Maths Teachers’ Guide. BEAM Education. ISBN 1 903 142 296.
Shayer, M. (1999). Cognitive acceleration through science education II: its effects and scope. International Journal of Science Education, 21, (8): 883-902.
Shayer, M. (2003). Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget. Learning and Instruction, 13: 465-485.
Shayer, M. & Adey, P. S. (1981). Towards a Science of Science Teaching. London: Heinemann Educational Books.
Shayer, M. & Adhami, M. (2006). Fostering Cognitive Development through the context of Mathematics: Results of the CAME Project. Accepted for publication by Educational Studies in Mathematics.
Shayer, M. & Gamble, R. (2001). Bridging from CASE to Core Science. Hatfield: Association for Science Education. ISBN 0 86357 3320 The Association for Science Education College Lane, Hatfield, Herts, AD 0 9AA, Tel: 01707 283000, Fax: 01707 266532 Book sales: [email protected]
Shayer, M., Ginsburg, D. & Coe, R. (2006). 30 Years on – an anti-‘Flynn effect’? The Piagetian test Volume & Heaviness norms 1975-2003. Accepted for publication in British Journal for Educational Psychology.
Shayer, M., Michemann, D. E. & Wylam, H. (1976).The distribution of Piagetian stages of thinking in British middle and secondary school children. British Journal of Educational Psychology, 46: 164-173.