| Situating teachers’ instructional practices in the institutional setting of the school and district P Cobb, K McClain, T de Silva Lamberg, C Dean Educational Researcher 32 (6), 13-24, 2003 | 646 | 2003 |
| Design research perspectives on transitioning from individual microgenetic interviews to a whole-class teaching experiment TD Lamberg, JA Middleton Educational Researcher 38 (4), 233-245, 2009 | 76 | 2009 |
| How STEM academy teachers conceptualize and implement STEM education T Lamberg, N Trzynadlowski Journal of Research in STEM Education 1 (1), 45-58, 2015 | 61 | 2015 |
| Learning trajectories, lesson planning, affordances, and constraints in the design and enactment of mathematics teaching J Amador, T Lamberg Mathematical thinking and learning 15 (2), 146-170, 2013 | 59 | 2013 |
| Whole class mathematics discussions: Improving in-depth mathematical thinking and learning TD Lamberg (No Title), 2013 | 35 | 2013 |
| Teacher perceptions of division by zero RJ Quinn, TD Lamberg, JR Perrin The Clearing House: A Journal of Educational Strategies, Issues and Ideas 81 …, 2008 | 33 | 2008 |
| Dividing Fractions Using an Area Model: A Look at In-Service Teachers' Understanding. T Lamberg, LR Wiest Mathematics Teacher Education and Development 17 (1), 30-43, 2015 | 14 | 2015 |
| Supporting teachers to use formative assessment for adaptive decision making T Lamberg, L Gillette-Koyen, D Moss Mathematics Teacher Educator 8 (2), 37-58, 2020 | 13 | 2020 |
| Conceptions of expressions and equations in early algebra: A learning trajectory DL Moss, T Lamberg International Journal for Mathematics Teaching and Learning 20 (2), 170-192, 2019 | 10 | 2019 |
| Conceptualizing division with remainders T Lamberg, LR Wiest teaching children mathematics 18 (7), 426-433, 2012 | 9 | 2012 |
| Integrating literature and math T Lamberg, C Andrews Teaching children mathematics 17 (6), 372-376, 2011 | 6 | 2011 |
| University of Nevada LR Wiest, T Lamberg Reno: Reno, NV, USA, 913-920, 2011 | 6 | 2011 |
| Representations and conceptions of variables in students’ early understandings of functions DL Moss, S Boyce, T Lamberg International Electronic Journal of Mathematics Education 15 (2), em0564, 2019 | 5 | 2019 |
| The role of inscriptional practices in the development of mathematical ideas in a fifth grade classroom T Lamberg, J Middleton PME CONFERENCE 3, 3-265, 2002 | 4 | 2002 |
| Work Smarter, Not Harder: A Framework for math teaching and Learning. T Lamberg | 3 | 2019 |
| Frustration with understanding variables is natural DL Moss, JA Czocher, T Lamberg Mathematics Teaching in the Middle School 24 (1), 10-17, 2018 | 3 | 2018 |
| Using a framework for three levels of sense making in a mathematics classroom DL Moss, T Lamberg Australian Mathematics Teacher, The 72 (2), 25-31, 2016 | 3 | 2016 |
| take time for action: Student Approaches to Unitizing in Fair-Share Problems T de Silva Lamberg Mathematics Teaching in the Middle School 13 (2), 114-116, 2007 | 3 | 2007 |
| Psychology of Mathematics Education S Alatorre, JL Cortina, M Sáiz, A Méndez Mérida, Yucatán, México, 12, 2006 | 3 | 2006 |
| Leaders who Lead Successfully: Guidelines for Organizing to Achieve Innovation T Lamberg Rowman & Littlefield, 2018 | 2 | 2018 |
