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Cited by

• 2018The mathematics teacher’s specialised knowledge (MTSK) model*415 cited
• 2016Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research279 cited
• 2012Assessment of teacher knowledge across countries: a review of the state of research278 cited
• 2015About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence271 cited
• 2016Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches238 cited
• 2012Exploring new dimensions of mathematics-related affect: embodied and social theories221 cited
• 2011How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video209 cited
• 2014What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined208 cited
• 2016Evidence on rationality and behavioural biases in investment decision making191 cited
• 2013Mathematics Education Research Journal191 cited
• 2013Developing mathematical competence: From the intended to the enacted curriculum174 cited
• 2015Teacher design knowledge for technology enhanced learning: an ecological framework for investigating assets and needs161 cited