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Cited by

• 2008How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms156 cited
• 2005Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases155 cited
• 2014Developing Visions of High-Quality Mathematics Instruction153 cited
• 2005Beyond discourse and interaction. Variation: a critical aspect for teaching and learning mathematics152 cited
• 1999Equal Sharing and Shared Meaning: The Development of Fraction Concepts in a First-Grade Classroom139 cited
• 2001Information and Communications Technology, Knowledge and Pedagogy131 cited
• 1999The Evolution of Mathematical Practices: A Case Study129 cited
• 2010Selecting and Supporting the Use of Mathematics Curricula at Scale117 cited
• 2016Rigor and Responsiveness in Classroom Activity111 cited
• 2019What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined110 cited
• 2002Orchestrating the Multiple Voices and Inscriptions of a Mathematics Classroom99 cited
• 2012Teachers’ professional judgement in assessment: a cognitive act and a socially situated practice96 cited
• 2006Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics