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Rational Numbers
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Rational Numbers (2012)Rational NumbersTeachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom (2014)Teachers’ professional knowle…Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics (2010)Integration of Technology, Cu…Collegiate mathematics teaching: An unexamined practice (2010)Collegiate mathematics teachi…Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction (2009)Students’ fraction comparison…Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning (2009)Scaffolding group explanation…The role of teacher instructional practices in student collaboration (2008)The role of teacher instructi…Developing pre-service teachers understanding of fractions through problem posing (2008)Developing pre-service teache…A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective (2004)A Conceptual Framework for Le…Models and Modeling Perspectives on the Development of Students and Teachers (2003)Models and Modeling Perspecti…Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse (2003)Hugh Mehan’s Learning Lessons…A new hypothesis concerning children’s fractional knowledge (2001)A new hypothesis concerning c…Equal Sharing and Shared Meaning: The Development of Fraction Concepts in a First-Grade Classroom (1999)Equal Sharing and Shared Mean…Response: On Claims That Answer the Wrong Questions (1997)Response: On Claims That Answ…Justification in the mathematics classroom: A study of prospective elementary teachers (1996)Justification in the mathemat…Percent: A Privileged Proportion (1995)Percent: A Privileged Proport…Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge (1995)Confounding Whole-Number and …The Process of Education (1960)Mind in Society: The Development of Higher Psychological Processes (1978)Voices of the Mind: A Sociocultural Approach to Mediated Action (1991)The Influence of Reasoning with Emergent Quantities on Students' Generalizations (2007)A Developing Approach to Studying Students’ Learning through Their Mathematical Activity (2009)Integrating STEM in elementary classrooms using model-eliciting activities: responsive professional development for mathematics coaches and teachers (2017)Situated Cognition and the Culture of Learning (1989)When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching (1990)Handbook of research on mathematics teaching and learning (1992)Initiating Change in Prospective Elementary School Teachers' Orientations to Mathematics Teaching by Building on Beliefs (2004)When Theories Don't Add Up: Disentangling he Manipulatives Debate (2007)An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions (2008)Situated Learning: Legitimate Peripheral Participation. 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  • 1995Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge237 cited
  • 2010Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics211 cited
  • 2004A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective201 cited
  • 2001A new hypothesis concerning children’s fractional knowledge198 cited
  • 1996Justification in the mathematics classroom: A study of prospective elementary teachers191 cited
  • 2014Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom182 cited
  • 2003Models and Modeling Perspectives on the Development of Students and Teachers174 cited
  • 1997Response: On Claims That Answer the Wrong Questions173 cited
  • 2008Developing pre-service teachers understanding of fractions through problem posing168 cited
  • 1995Percent: A Privileged Proportion156 cited
  • 2003Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse153 cited
  • 2010Collegiate mathematics teaching: An unexamined practice143 cited
  • 1999Equal Sharing and Shared Meaning: The Development of Fraction Concepts in a First-Grade Classroom139 cited

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  • 2009Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning136 cited
  • 2008The role of teacher instructional practices in student collaboration133 cited
  • 2009Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction126 cited