# | Title | Journal | Year | Citations |
---|
1 | Concept image and concept definition in mathematics with particular reference to limits and continuity | Educational Studies in Mathematics | 1981 | 1,119 |
2 | On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin | Educational Studies in Mathematics | 1991 | 1,112 |
3 | A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics | Educational Studies in Mathematics | 2006 | 742 |
4 | The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice | Educational Studies in Mathematics | 1984 | 482 |
5 | The role of visual representations in the learning of mathematics | Educational Studies in Mathematics | 2003 | 470 |
6 | Applied mathematical problem solving, modelling, applications, and links to other subjects ? State, trends and issues in mathematics instruction | Educational Studies in Mathematics | 1991 | 421 |
7 | Concepts associated with the equality symbol | Educational Studies in Mathematics | 1981 | 323 |
8 | Making the transition to formal proof | Educational Studies in Mathematics | 1994 | 290 |
9 | The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage | Educational Studies in Mathematics | 2003 | 278 |
10 | A research framework for creative and imitative reasoning | Educational Studies in Mathematics | 2008 | 275 |
11 | In Search of an East Asian Identity in Mathematics Education | Educational Studies in Mathematics | 2001 | 274 |
12 | The theory of figural concepts | Educational Studies in Mathematics | 1993 | 273 |
13 | Student difficulty in constructing proofs: The need for strategic knowledge | Educational Studies in Mathematics | 2001 | 272 |
14 | Growth in mathematical understanding: How can we characterise it and how can we represent it? | Educational Studies in Mathematics | 1994 | 263 |
15 | Development of the process conception of function | Educational Studies in Mathematics | 1992 | 262 |
16 | Context Problems in Realistic Mathematics Education: A Calculus Course as an Example | Educational Studies in Mathematics | 1999 | 260 |
17 | The gains and the pitfalls of reification — The case of algebra | Educational Studies in Mathematics | 1994 | 255 |
18 | Teachers' attributions and beliefs about girls, boys, and mathematics | Educational Studies in Mathematics | 1990 | 253 |
19 | Proof, Explanation and Exploration: An Overview | Educational Studies in Mathematics | 2000 | 246 |
20 | The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom | Educational Studies in Mathematics | 2010 | 246 |
21 | Affect and Meta-Affect in Mathematical Problem Solving: a Representational Perspective | Educational Studies in Mathematics | 2006 | 240 |
22 | Images of rate and operational understanding of the fundamental theorem of calculus | Educational Studies in Mathematics | 1994 | 237 |
23 | Towards new documentation systems for mathematics teachers? | Educational Studies in Mathematics | 2009 | 231 |
24 | High school geometry students' justification for their views of empirical evidence and mathematical proof | Educational Studies in Mathematics | 1993 | 228 |
25 | (null) | Educational Studies in Mathematics | 2002 | 223 |
26 | Constructing competence: an analysis of student participation in the activity systems of mathematics classrooms | Educational Studies in Mathematics | 2009 | 219 |
27 | Are We Having Fun Yet? How Teachers Use Manipulatives to Teach Mathematics | Educational Studies in Mathematics | 2001 | 211 |
28 | A cognitive gap between arithmetic and algebra | Educational Studies in Mathematics | 1994 | 209 |
29 | Attitude towards mathematics: emotions, expectations and values | Educational Studies in Mathematics | 2002 | 209 |
30 | Affect in Mathematics Education: An Introduction | Educational Studies in Mathematics | 2006 | 203 |
31 | The development of proportional reasoning and the ratio concept Part I ? Differentiation of stages | Educational Studies in Mathematics | 1980 | 199 |
32 | Gestures as semiotic resources in the mathematics classroom | Educational Studies in Mathematics | 2009 | 198 |
33 | Generic examples: Seeing the general in the particular | Educational Studies in Mathematics | 1984 | 197 |
34 | Why to teach mathematics so as to be useful | Educational Studies in Mathematics | 1968 | 193 |
35 | Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings | Educational Studies in Mathematics | 2009 | 193 |
36 | The Cyclic Nature of Problem Solving: An Emergent Multidimensional Problem-Solving Framework | Educational Studies in Mathematics | 2005 | 191 |
37 | Embodied cognition as grounding for situatedness and context in mathematics education | Educational Studies in Mathematics | 1999 | 190 |
38 | Semantic and Syntactic Proof Productions | Educational Studies in Mathematics | 2004 | 184 |
39 | Mathematics-for-Teaching: an Ongoing Investigation of the Mathematics that Teachers (Need to) Know | Educational Studies in Mathematics | 2006 | 180 |
40 | Investigating the secondary–tertiary transition | Educational Studies in Mathematics | 2008 | 177 |
41 | Modelling mathematical argumentation: the importance of qualification | Educational Studies in Mathematics | 2007 | 176 |
42 | Drawing on a Theoretical Model to Study Students’ Understandings of Fractions | Educational Studies in Mathematics | 2007 | 173 |
43 | A study of pupils' proof-explanations in mathematical situations | Educational Studies in Mathematics | 1976 | 172 |
44 | (null) | Educational Studies in Mathematics | 2001 | 172 |
45 | Proportional reasoning: A review of the literature | Educational Studies in Mathematics | 1985 | 170 |
46 | Processus de preuve et situations de validation | Educational Studies in Mathematics | 1987 | 170 |
47 | The Development of Fifth-Grade Children's Problem-Posing Abilities | Educational Studies in Mathematics | 1997 | 168 |
48 | How can the relationship between argumentation and proof be analysed? | Educational Studies in Mathematics | 2007 | 168 |
49 | Students' understanding of differentiation | Educational Studies in Mathematics | 1983 | 167 |
50 | Mathematics education in its cultural context | Educational Studies in Mathematics | 1988 | 166 |