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Cited by

• 2010Generating Conjectures in Dynamic Geometry: The Maintaining Dragging Model159 cited
• 2003Research Practice into/influencing Mathematics Teaching and Learning Development: Towards a Theoretical framework based on co-learning partnerships159 cited
• 2012From the didactical triangle to the socio-didactical tetrahedron: artifacts as fundamental constituents of the didactical situation130 cited
• 2018Teacher moves for supporting student reasoning118 cited
• 2008A method for revealing structures of argumentations in classroom proving processes112 cited
• 2006A Semiotic Perspective of Mathematical Activity: The Case of Number111 cited
• 2005Meaning in Mathematics Education111 cited
• 2006Embracing History through Transforming It99 cited
• 2004Enhancing students’ mathematical beliefs: an intervention study92 cited
• 2011Equity in Discourse for Mathematics Education78 cited
• 2004Are different students expected to learn norms differently in the mathematics classroom?71 cited
• 2003Role of internship in higher education in environmental sciences71 cited
• 2009Bridging the macro- and micro-divide: using an activity theory model to capture sociocultural complexity in mathematics teaching and its development70 cited
• 2001