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Cited by

• 2019Implications for educational practice of the science of learning and development4,678 cited
• 1994Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition1,773 cited
• 1990When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching1,403 cited
• 1999Linking Theory and Practice: Changing the Pedagogy of Teacher Education1,340 cited
• 2001Developing conceptual understanding and procedural skill in mathematics: An iterative process.1,241 cited
• 2004The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity1,103 cited
• 2013PISA 2012 Assessment and Analytical Framework1,030 cited
• 1993Situational interest: Its multifaceted structure in the secondary school mathematics classroom.952 cited
• 2002An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor904 cited
• 1996Constructivist, emergent, and sociocultural perspectives in the context of developmental research854 cited
• 1988The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance749 cited
• 2006Domain-Generality and Domain-Specificity in Personal Epistemology Research: Philosophical and Empirical Reflections in the Development of a Theoretical Framework633 cited
• 2016