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Discourse and Learning in the Classroom: A Sociocultural Approach
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(1968)National Council of Teachers of Mathematics (1979)Handbook of research on mathematics teaching and learning (1992)A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom (2002)Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases (2005)The Tailored Practice of Hobbies and Its Implication for the Design of Interest-Driven Learning Environments (2012)The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. 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  • 1999Transcending Cultural Borders: implications for science teaching258 cited
  • 2001An Analysis of Development of Sociomathematical Norms in One First-Grade Classroom209 cited
  • 2017The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories190 cited
  • 1994Calculational and conceptual orientations in teaching mathematics181 cited
  • 2008Storification in History education: A mobile game in and about medieval Amsterdam170 cited
  • 1999Toward a dialogic theory of learning142 cited
  • 1999Equal Sharing and Shared Meaning: The Development of Fraction Concepts in a First-Grade Classroom139 cited
  • 1995Toward a Working Model of Constructivist Teaching: A Reaction to Simon127 cited
  • 2018Teacher moves for supporting student reasoning118 cited
  • 2010Selecting and Supporting the Use of Mathematics Curricula at Scale117 cited
  • 2013Extending Sociocultural Theory to Adult Learning101 cited
  • 2016Bridging the traditional-progressive education rift through entrepreneurship96 cited
  • 2004Vygotsky's Developmental and Educational Psychology84 cited
  • 2003Fractional commensurate, composition, and adding schemes82 cited

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  • 2021Can teachers implement a student-centered dialogical argumentation method across the curriculum?81 cited
  • 2007Cognitive Demands and Second-Language Learners: A Framework for Analyzing Mathematics Instructional Contexts80 cited