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Cited by

• 1999Explicating the Teacher's Perspective from the Researchers' Perspectives: Generating Accounts of Mathematics Teachers' Practice142 cited
• 2009Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction126 cited
• 2009The Challenge of Formative Assessment in Mathematics Education: Children’s Minds, Teachers’ Minds123 cited
• 2013The Embeddedness of Teachers’ Social Networks123 cited
• 1998Educating Teachers to Teach Multiplicative Structures in the Middle Grades122 cited
• 1991Subject Knowledge and its Application: problems and possibilities for teacher educators115 cited
• 2011The Mathematics Education of Future Primary and Secondary Teachers: Methods and Findings from the Teacher Education and Development Study in Mathematics100 cited
• 2001Science and Mathematics Efficacy Beliefs Held By Practicing and Prospective Teachers: A 5-Year Perspective90 cited
• 2009Developing Prospective Elementary Teachers' Flexibility in the Domain of Proportional Reasoning80 cited
• 2010The nature of prospective mathematics teachers’ pedagogical content knowledge: the case of multiplication of fractions69 cited
• 2009Prospective teachers’ reasoning and response to a student’s non-traditional strategy when dividing fractions68 cited
• 1999Opportunities to Learn Fractions in Elementary Mathematics Classrooms58 cited