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Cited by

• 2004Exploring visuospatial thinking in chemistry learning637 cited
• 2001Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom614 cited
• 2002Mentored Learning to Teach According to Standards-Based Reform: A Critical Review588 cited
• 1996Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project555 cited
• 2004Metarepresentation: Native Competence and Targets for Instruction543 cited
• 2003Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization444 cited
• 2006Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching406 cited
• 1992Development of the process conception of function400 cited
• 1996Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment?395 cited
• 2000Enhancing Prospective Teachers' Knowledge of Children's Conceptions: The Case of Division of Fractions391 cited
• 1999Socio-Cultural Aspects of Assessment368 cited
• 2001The Role of Representation(s) in Developing Mathematical Understanding318 cited
• 1998A comprehensive theory of representation for mathematics education