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Symbolizing, Modeling and Tool Use in Mathematics Education
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  • 2003What can digital technologies take from and bring to research in mathematics education?188 cited
  • 2014Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom182 cited
  • 2005The Evolution of Design Studies as Methodology181 cited
  • 2012Representation use and strategy choice in physics problem solving170 cited
  • 2005Student representational competence and self-assessment when solving physics problems150 cited
  • 2015Design research with a focus on learning processes: an overview on achievements and challenges149 cited
  • 2013In the Absence of Meaning…147 cited
  • 2004Making sense of the minus sign or becoming flexible in ‘negativity’143 cited
  • 2020Constructivism in Mathematics Education137 cited
  • 2012“Concreteness fading” promotes transfer of mathematical knowledge136 cited
  • 2006Effects of representation on students solving physics problems: A fine-grained characterization123 cited
  • 2012TOOL USE AND THE DEVELOPMENT OF THE FUNCTION CONCEPT: FROM REPEATED CALCULATIONS TO FUNCTIONAL THINKING116 cited
  • 2015The Development of Scientific Thinking114 cited
  • 2011Generalizing-Promoting Actions: How Classroom Collaborations Can Support Students' Mathematical Generalizations

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111 cited
  • 2007The design of tasks in support of teachers’ development of coherent mathematical meanings100 cited
  • 2010Teachers’ conceptions of representation in middle school mathematics94 cited