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Cited by

• 2007Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in different contexts215 cited
• 2002Pedagogic discourse and equity in mathematics: When teachers’ talk matters182 cited
• 2007Approaching functions: Cabri tools as instruments of semiotic mediation175 cited
• 2007Generalising the pattern rule for visual growth patterns: Actions that support 8 year olds’ thinking159 cited
• 2008Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers145 cited
• 2008Introduction: beyond words125 cited
• 2008Teacher Questioning and Interaction Patterns in Classrooms Facilitated with Differing Levels of Constructivist Teaching Practices120 cited
• 2000Steering (Dis)Course Between Metaphors and Rigor: Using Focal Analysis to Investigate an Emergence of Mathematical Objects120 cited
• 2018Teacher moves for supporting student reasoning118 cited
• 2003Using Novel Tasks in Teaching Mathematics: Three Tensions Affecting the Work of the Teacher97 cited
• 2012“Noticing” as an Alternative Transfer of Learning Process95 cited
• 2013The fractional knowledge and algebraic reasoning of students with the first multiplicative concept91 cited
• 2009Artifacts and signs after a Vygotskian perspective: the role of the teacher