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Cited by

• 2007Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks135 cited
• 2006The relevance of didactic categories for analysing obstacles in conceptual change: Revisiting the case of multiplication of fractions107 cited
• 2002Shame: An emotional response to doing mathematics as an adult and a teacher103 cited
• 2004Video diary: a method for exploring learning dispositions93 cited
• 2006Perhaps the Decision of Some Students not to Engage in Learning Mathematics in School is Deliberate91 cited
• 2007Influencing Teachers’ Beliefs About Teaching Mathematics for Numeracy to Students with Mathematics Learning Difficulties81 cited
• 2009Foregrounding social justice in mathematics teacher education71 cited
• 2009Bridging the macro- and micro-divide: using an activity theory model to capture sociocultural complexity in mathematics teaching and its development70 cited
• 2007Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities70 cited
• 2003Is Mathematics for All?63 cited