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Cited by

• 2017Understanding and teaching critical thinking—A new approach187 cited
• 2016Recent research on geometry education: an ICME-13 survey team report176 cited
• 2005Beyond discourse and interaction. Variation: a critical aspect for teaching and learning mathematics152 cited
• 2012Variation Theory and the Improvement of Teaching and Learning139 cited
• 2006What is it Possible to Learn? On Variation as a Necessary Condition for Learning134 cited
• 2008The Price of Participation: Teacher control versus student participation in classroom interaction129 cited
• 2007Student conceptions of oral presentations110 cited
• 2008Dragging in a Dynamic Geometry Environment Through the Lens of Variation108 cited
• 2011Phenomenographic perspectives on the structure of conceptions: The origins, purposes, strengths, and limitations of the what/how and referential/structural frameworks101 cited
• 2017ICT integration in mathematics initial teacher training and its impact on visualization: the case of GeoGebra88 cited
• 2013Teaching science through play in kindergarten: does integrated play and science instruction build understanding?88 cited
• 2006An integrative perceptual approach for teaching Chinese characters79 cited
• 2008Learning ‘about’ and ‘from’ religion: phenomenography, the Variation Theory of Learning and religious education in Finland and the UK