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Effects of Reform-Based Mathematics Instruction on Low Achievers in Five Third-Grade Classrooms
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References

  • 1968The Discovery of Grounded Theory: Strategies for Qualitative Research.46,361 cited
  • 2008Qualitative Data Analysis17,372 cited
  • 1986Qualitative Data Analysis: A Sourcebook of New Methods10,315 cited
  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1978Theoretical Sensitivity: Advances in the Methodology of Grounded Theory6,075 cited
  • 1991Cognitive Load Theory and the Format of Instruction2,894 cited
  • 1994Why Some Material Is Difficult to Learn1,453 cited
  • 1996Getting to Scale with Good Educational Practice1,066 cited
  • 1996Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis1,020 cited
  • 1993With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics1,008 cited
  • 1992Characteristics of Classroom Mathematics Traditions: An Interactional Analysis361 cited
  • 1993Discourse, Mathematical Thinking, and Classroom Practice338 cited
  • 1990Are Regular Education Classes Equipped to Accommodate Students with Learning Disabilities?284 cited
  • 1993Using Children's Mathematical Knowledge in Instruction247 cited
  • 1999Advancing Children's Mathematical Thinking in Everyday Mathematics Classrooms

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210 cited
  • 2013School and Classroom Organization193 cited
  • Cited by

    • 2013English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities149 cited
    • 2002Meeting the Challenge of Mathematics Reform for Students with LD131 cited
    • 2020Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence122 cited
    • 2004Mathematics Education in the United States118 cited
    • 2005Writing in Mathematics: An Alternative Form of Communication for Academically Low–Achieving Students117 cited
    • 2003Low-Performing Students and Teaching Fractions for Understanding: An Interactional Analysis98 cited
    • 2004Are language‐based activities in science effective for all students, including low achievers?93 cited
    • 2013The fractional knowledge and algebraic reasoning of students with the first multiplicative concept91 cited
    • 2009Using In-Service and Coaching to Increase Kindergarten Teachers’ Accurate Delivery of Group Instructional Units78 cited
    • 2007A Comparative Analysis of Number Sense Instruction in Reform-Based and Traditional Mathematics Textbooks76 cited
    • 2006Meeting the Curricular Needs of Academically Low-Achieving Students in Middle Grade Mathematics69 cited
    • 2004Comments on the Use of Learning Trajectories in Curriculum Development and Research67 cited
    • 2019Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students63 cited
    • 2011Forging Mathematical Relationships in Inquiry-Based Classrooms With Pasifika Students58 cited
    • 2006Comparing and Contrasting the National Research Council Report On Evaluating Curricular Effectiveness With the What Works Clearinghouse Approach42 cited