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• 2001How Students Understand Physics Equations456 cited
• 2004The development of students’ understanding of the numerical value of fractions376 cited
• 1994Images of rate and operational understanding of the fundamental theorem of calculus366 cited
• 1994Growth in Mathematical Understanding: How Can We Characterise It and How Can We Represent It?254 cited
• 1995Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge237 cited
• 2010Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics211 cited
• 2014Productive struggle in middle school mathematics classrooms208 cited
• 1996Using and Applying Mathematics in Education205 cited
• 2001A new hypothesis concerning children’s fractional knowledge198 cited
• 2012The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice191 cited
• 2008An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions188 cited
• 1990Chapter 1: A Review of the Research on Student Conceptions in Mathematics, Science, and Programming172 cited
• 1996Talking about Rates Conceptually, Part II: Mathematical Knowledge for Teaching170 cited
• 2010