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• 1994Chapter 1: The Knower and the Known: The Nature of Knowledge in Research on Teaching442 cited
• 2001Enhancing the quality of argument in school science315 cited
• 2003U.S and Chinese cultural beliefs about learning.309 cited
• 1999Common misconceptions of critical thinking238 cited
• 2002Framing Students’ Mathematics-Related Beliefs219 cited
• 2010Examining variations among researchers’ and teachers’ conceptualizations of creativity: A review and synthesis of contemporary research195 cited
• 2005Conocimiento y enseñanza: fundamentos de la nueva reforma180 cited
• 1985Discourse in the Production of Classroom Knowledge: Reading Lessons174 cited
• 2007Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks135 cited
• 2004Learning as a Task or a Virtue: U.S. and Chinese Preschoolers Explain Learning.114 cited
• 2012Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks92 cited
• 1991Improving the quality of science classroom discourse on controversial issues92 cited
• 1997What Do Students Know? Facing Challenges of Distance, Context, and Desire in Trying to Hear Children91 cited