Opechowski, W., & Dreyfus, T. (1971). Classification of magnetic structures. Acta Crystallographica A27, 470-484.
Dreyfus, T. (1978). The determinant of the scattering matrix and its relation to the number of eigenvalues. Journal of Mathematical Analysis and Applications, 64, 114-134.
Dreyfus, T., & Dym, H. (1978). Product formulas for the eigenvalues of a class of boundary value problems. Duke Mathematical Journal, 45 (1), 15-37.
Dreyfus, T., & Eisenberg, T. (1986). On the aesthetics of mathematical thought. For the Learning of Mathematics, 6, 2-10.
Thompson, P. W., & Dreyfus, T. (1988). Integers as transformations. Journal for Research in Mathematics Education, 19, 115-133.
Vinner, S., & Dreyfus, T. (1989). Images and definitions for the notion of function. Journal for Research in Mathematics Education, 20, 356-366.
Dreyfus, T. (1991). Advanced mathematical thinking processes. In D. Tall (Ed.), Advanced Mathematical Thinking (pp. 25-41). Dordrecht, Holland: Kluwer, Mathematics Education Library.
Eisenberg, T., & Dreyfus, T. (1991). On the reluctance to visualize in mathematics. In W. Zimmermann and S. Cunningham (Eds.), Visualization in Teaching and Learning Mathematics (pp. 25-37). Notes Series, Vol. 19. Washington, DC: Mathematical Association of America.
Dreyfus, T. (1993). Didactic design of computerized learning environments. In C. Keitel & K. Ruthven (Eds.), Learning from computers: mathematics education and technology (pp. 101-130). Berlin, Germany: Springer, NATO ASI Series F: Computer and System Sciences, Vol. 121.
Shama, G., & Dreyfus, T. (1994). Visual, algebraic and mixed strategies in visually presented linear programming problems. Educational Studies in Mathematics, 26, 45-70.
Dreyfus, T. (1994). Imagery and reasoning in mathematics and mathematics education. In D. Robitaille, D. Wheeler & C. Kieran (Eds.), Selected Lectures from the 7th International Congress on Mathematical Education (pp. 107-122). Sainte-Foy, Québec, Canada: Les presses de l'université Laval.
Dreyfus, T., & Hadas, N. (1996). Proof as answer to the question why. Zentralblatt für Didaktik der Mathematik, 28 (1), 1-5.
Dreyfus, T. (1999). Why Johnny can’t prove. Educational Studies in Mathematics, 38 (1), 85-109.
Hershkowitz, R., Schwarz, B., & Dreyfus T. (2001). Abstraction in context: epistemic actions. Journal for Research in Mathematics Education, 32, 195-222.
Dreyfus, T. & Tsamir, P. (2004). Ben's consolidation of knowledge structures about infinite sets. Journal of Mathematical Behavior, 23, 271-300.
Dreyfus, T. & Kidron, I. (2006). Interacting parallel constructions. A solitary learner and the bifurcation diagram. Recherches en didactique des mathématiques 26, 295-336.
Dreyfus, T., & Monaghan, J. (2009). Abstraction beyond a delicate shift of attention. In S. Lerman and B. Davis (Eds.), Mathematical action and structures of noticing: Studies on John Mason’s contribution to mathematics education (pp. 101-110). Rotterdam, The Netherlands: Sense Publishers.
Kidron, I., & Dreyfus, T. (2010). Justification enlightenment and combining constructions of knowledge. Educational Studies in Mathematics, 74, 75-93.
Ron, G., Dreyfus, T., & Hershkowitz, R. (2010). Partially correct constructs illuminate students’ inconsistent answers. Educational Studies in Mathematics, 75, 65-87.
Yoon, C., Thomas, M. O. J., & Dreyfus, T. (2011). Grounded blends and mathematical gesture spaces: Developing mathematical understandings via gestures. Educational Studies in Mathematics, 78, 371-393.
Dreyfus, T., Nardi, E., & Leikin, R. (2012). Forms of proof and proving in the classroom. In G. Hanna & M. de Villiers (Eds.), Proof and proving in mathematics education – the 19th ICMI study (pp. 191-213). Dordrecht: Springer, New ICMI Study series, Vol. 15.
Dreyfus, T. (2014). Mutual expectations between mathematicians and mathematics educators (with contributions by U. Onn, I. Mamona-Downs & S. Lerman). In M. Fried & T. Dreyfus (Eds.), Mathematics and mathematics education: searching for common ground (pp. 57 -71). Springer: Advances in Mathematics Education series.
Kouropatov, A., & Dreyfus, T. (2014). Learning the integral concept by constructing knowledge about accumulation. ZDM - The International Journal on Mathematics Education, 46, 533-548.
Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts in a probability classroom – a case Study coordinating two methodologies. ZDM - The International Journal on Mathematics Education, 46, 363-387.
Dreyfus, T., Sabena, C., Kidron, I., & Arzarello, F. (2014). The epistemic role of gestures. In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of theories as a research practice (pp. 127-151). Switzerland: Springer, Advances in Mathematics Education series.
Dreyfus, T., Hershkowitz, R., & Schwarz, B. (2015). The nested epistemic actions model for abstraction in context - theory as methodological tool and methodological tool as theory. In A. Bikner-Ahsbahs, C. Knipping & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (pp. 185-217). Dordrecht: Springer, Advances in Mathematics Education series.
Ron, G., Dreyfus, T., & Hershkowitz R. (2017). Partially correct constructs for the area-square model in probability. Journal of Mathematical Behavior, 45, 15-34.
Gabel, M., & Dreyfus, T. (2017). Affecting the flow of a proof by creating presence - a case study in Number Theory. Educational Studies in Mathematics 96, 187-205.