| Learning from and adapting the theory of realistic mathematics education P Cobb, Q Zhao, J Visnovska Éducation et didactique, 105-124, 2008 | 118 | 2008 |
| Understanding the role of the institutional context in the relationship between teachers and text K McClain, Q Zhao, J Visnovska Mathematics teachers at work, 76-89, 2011 | 70 | 2011 |
| Research on mathematics textbooks and teachers’ resources: Advances and issues L Fan, L Trouche, C Qi, S Rezat, J Visnovska Springer, 2018 | 56 | 2018 |
| Unit fractions in the context of proportionality: supporting students' reasoning about the inverse order relationship JL Cortina, J Visnovska, C Zuniga Mathematics Education Research Journal 26, 79-99, 2014 | 54 | 2014 |
| La equipartición como obstáculo didáctico en la enseñanza de las fracciones JL Cortina, C Zúñiga, J Visnovska Educ. mat, 7-29, 2013 | 40 | 2013 |
| Classroom video in teacher professional development program: community documentational genesis perspective J Visnovska, P Cobb ZDM, 1-13, 2013 | 37 | 2013 |
| Mathematics teachers as instructional designers: What does it take? J Visnovska, P Cobb, C Dean From Text to 'Lived' Resources, 323-341, 2012 | 34 | 2012 |
| What does it mean for an instructional task to be effective LL Hodge, J Visnovska, Q Zhao, P Cobb Proceedings of the 30th annual meeting of the Mathematics Education Research …, 2007 | 33 | 2007 |
| Learning about whole-class scaffolding from a teacher professional development study J Visnovska, P Cobb Zdm 47, 1133-1145, 2015 | 29 | 2015 |
| Equipartition as a didactical obstacle in fraction instruction JL Cortina, J Višňovská, C Zúñiga Acta Didactica Universitatis Comenianae Mathematics 14 (1), 1-18, 2014 | 24 | 2014 |
| Present research on mathematics textbooks and teachers’ resources in ICME-13: Conclusion and perspectives S Rezat, J Visnovska, L Trouche, C Qi, L Fan Research on mathematics textbooks and teachers’ resources: advances and …, 2018 | 21 | 2018 |
| An Alternative Starting Point for Fraction Instruction. JL Cortina, C Zúñiga, J Višňovská International Journal for Mathematics Teaching & Learning, 2015 | 19 | 2015 |
| Supporting mathematics teachers' learning: Building on current instructional practices to achieve a professional development agenda J Visnovska Vanderbilt University, 2009 | 16 | 2009 |
| Instructional design in pursuing equity: The case of the ‘fraction as measure’sequence JL Cortina, J Visnovska, M Graven, P Vale SAARMSTE, 2019 | 11 | 2019 |
| Introduction: Research in mathematics education in Australasia 2012–2015 K Makar, S Dole, J Visnovska, M Goos, A Bennison, K Fry Research in Mathematics Education in Australasia 2012-2015, 1-12, 2016 | 11 | 2016 |
| Supporting shifts in teachers’ views of a classroom statistical activity: problem context in teaching statistics J Visnovska, P Cobb Mathematical thinking and learning 21 (4), 285-305, 2019 | 10 | 2019 |
| Supporting the mathematics learning of a professional teaching community: Focusing on teachers’ instructional reality Q Zhao, J Visnovska, P Cobb, K McClain Annual meeting of the American Educational Research Association Conference, 2006 | 10 | 2006 |
| Resourcing teachers in transition to plan for interactions with students’ ideas J Visnovska, JL Cortina Research on mathematics textbooks and teachers’ resources: Advances and …, 2018 | 9 | 2018 |
| Learning to support all students’ fraction understanding J Višňovská, JL Cortina Equity and diversity in elementary mathematics education, Proceedings of the …, 2017 | 9 | 2017 |
| Learning about building mathematics instruction from students’ reasoning: a professional development study J Visnovska, P Cobb Proceedings of the 32nd annual meeting of the Mathematics Education Research …, 2009 | 9 | 2009 |
Jose Luis CortinaProfesor TitularVerified email at upn.mx
