| Year |
Citation |
Score |
| 2019 |
Gresalfi M, Hand VM. Coordinating situated identities in mathematics classrooms with sociohistorical narratives: a consideration for design Zdm. 51: 493-504. DOI: 10.1007/S11858-019-01034-Y |
0.692 |
|
| 2018 |
Gresalfi MS. Choosing And Using Games In The Classroom Teaching Children Mathematics. 24: 408-410. DOI: 10.5951/Teacchilmath.24.7.0408 |
0.39 |
|
| 2017 |
Gresalfi MS, Rittle-Johnson B, Loehr A, Nichols I. Design matters: explorations of content and design in fraction games Educational Technology Research and Development. 66: 579-596. DOI: 10.1007/S11423-017-9557-7 |
0.497 |
|
| 2017 |
Bell A, Gresalfi M. Teaching with Videogames: How Experience Impacts Classroom Integration Technology, Knowledge, and Learning. 22: 513-526. DOI: 10.1007/S10758-017-9306-3 |
0.559 |
|
| 2016 |
Gresalfi MS, Barnes J. Designing feedback in an immersive videogame: supporting student mathematical engagement Educational Technology Research and Development. 64: 65-86. DOI: 10.1007/S11423-015-9411-8 |
0.567 |
|
| 2015 |
Hand V, Gresalfi M. The Joint Accomplishment of Identity Educational Psychologist. 50: 190-203. DOI: 10.1080/00461520.2015.1075401 |
0.665 |
|
| 2015 |
Gresalfi MS. Designing to support critical engagement with statistics Zdm - Mathematics Education. 47: 933-946. DOI: 10.1007/S11858-015-0690-7 |
0.412 |
|
| 2014 |
Ma JY, Munter C, Heyd-Metzuyanim E, Greeno JG, Kelton M, Hall R, Gresalfi M. Disrupting learning: Changing local practice for good Proceedings of International Conference of the Learning Sciences, Icls. 3: 1396-1405. |
0.598 |
|
| 2012 |
Barab S, Pettyjohn P, Gresalfi M, Volk C, Solomou M. Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context Computers and Education. 58: 518-533. DOI: 10.1016/J.Compedu.2011.08.001 |
0.571 |
|
| 2012 |
Gresalfi MS, Barnes J, Cross D. When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology Educational Studies in Mathematics. 80: 249-267. DOI: 10.1007/S10649-011-9367-5 |
0.626 |
|
| 2012 |
Gresalfi MS, Barnes J. Consequential feedback as a means of supporting student engagement and understanding 10th International Conference of the Learning Sciences: the Future of Learning, Icls 2012 - Proceedings. 1: 403-410. |
0.333 |
|
| 2012 |
Robinson JM, Gresalfi M, Sievert AK, Kearns KD, Christensen TB, Zolan ME. Talking across the disciplines: Building communicative competence in a multidisciplinary graduate-student seminar on inquiry in teaching and learning The Scholarship of Teaching and Learning in and Across the Disciplines. 186-199. |
0.435 |
|
| 2012 |
Pressick-Kilborn K, Gresalfi M, Renninger KA, Bachrach JE, Shechtman N, Cheng B, Lundh P, Trinidad G, Walker R. Engaging middle school-aged students in classroom science and mathematics: Implications for design and research 10th International Conference of the Learning Sciences: the Future of Learning, Icls 2012 - Proceedings. 2: 49-56. |
0.345 |
|
| 2012 |
Gresalfi MS, Gordon L, Siyahhan S. From tacit knowing to explicit explanation: Mining student designs for evidence of systems thinking 10th International Conference of the Learning Sciences: the Future of Learning, Icls 2012 - Proceedings. 2: 545-546. |
0.331 |
|
| 2011 |
Gresalfi MS, Cobb P. Negotiating identities for mathematics teaching in the context of professional development Journal For Research in Mathematics Education. 42: 270-304. DOI: 10.5951/Jresematheduc.42.3.0270 |
0.45 |
|
| 2011 |
Barab SA, Gresalfi M, Ingram-Goble A. Transformational play: Using games to position person, content, and context Educational Researcher. 39: 525-536. DOI: 10.3102/0013189X10386593 |
0.391 |
|
| 2011 |
Gresalfi M, Barab S. Learning for a reason: Supporting forms of engagement by designing tasks and orchestrating environments Theory Into Practice. 50: 300-310. DOI: 10.1080/00405841.2011.607391 |
0.58 |
|
| 2011 |
Park Rogers MA, Cross DI, Gresalfi MS, Trauth-Nare AE, Buck GA. First year implementation of a project-based learning approach: The need for addressing teachers' orientations in the era of reform International Journal of Science and Mathematics Education. 9: 893-917. DOI: 10.1007/S10763-010-9248-X |
0.565 |
|
| 2010 |
Barab SA, Gresalfi M, Dodge T, Ingram-Goble A. Narratizing disciplines and disciplinizing narratives: Games as 21 st century curriculum International Journal of Gaming and Computer-Mediated Simulations. 2: 17-30. DOI: 10.4018/Jgcms.2010010102 |
0.544 |
|
| 2009 |
Barab S, Gresalfi M, Ingram-Noble A, Jameson E, Hickey D, Akram S, Kizer S. Transformational Play and Virtual Worlds:
Worked Examples from The Quest Atlantis
Project International Journal of Learning and Media. 1. DOI: 10.1162/Ijlm.2009.0023 |
0.471 |
|
| 2009 |
Gresalfi M, Barab S, Siyahhan S, Christensen T. Virtual worlds, conceptual understanding, and me: Designing for consequential engagement On the Horizon. 17: 21-34. DOI: 10.1108/10748120910936126 |
0.511 |
|
| 2009 |
Gresalfi MS. Taking up opportunities to learn: Constructing dispositions in mathematics classrooms Journal of the Learning Sciences. 18: 327-369. DOI: 10.1080/10508400903013470 |
0.61 |
|
| 2009 |
Gresalfi M, Martin T, Hand V, Greeno J. Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms Educational Studies in Mathematics. 70: 49-70. DOI: 10.1007/S10649-008-9141-5 |
0.642 |
|
| 2009 |
Cobb P, Gresalfi M, Hodge LL. An interpretive scheme for analyzing the identities that students develop in mathematics classrooms Journal For Research in Mathematics Education. 40: 40-68. |
0.36 |
|
| 2008 |
Greeno JG, Gresalfi MS. Opportunities to learn in practice and identity Assessment, Equity, and Opportunity to Learn. 170-199. DOI: 10.1017/CBO9780511802157.008 |
0.629 |
|
| 2006 |
Gresalfi MS, Cobb P. Cultivating Students' Discipline-Specific Dispositions as a Critical Goal for Pedagogy and Equity Pedagogies. 1: 49-57. DOI: 10.1207/S15544818Ped0101_8 |
0.536 |
|
| 2006 |
Stenning K, Gresalfi M. Heterogeneous reasoning in learning to model Journal of Experimental and Theoretical Artificial Intelligence. 18: 249-266. DOI: 10.1080/09528130600557838 |
0.476 |
|
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