| Year |
Citation |
Score |
| 2020 |
Stephens A, Sung Y, Strachota S, Torres RV, Morton K, Gardiner AM, Blanton M, Knuth E, Stroud R. The role of balance scales in supporting productive thinking about equations among diverse learners Mathematical Thinking and Learning. 1-18. DOI: 10.1080/10986065.2020.1793055 |
0.445 |
|
| 2019 |
Blanton M, Stroud R, Stephens A, Gardiner AM, Stylianou DA, Knuth E, Isler-Baykal I, Strachota S. Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5: American Educational Research Journal. 56: 1930-1972. DOI: 10.3102/0002831219832301 |
0.693 |
|
| 2019 |
Stylianou DA, Stroud R, Cassidy M, Knuth EJ, Stephens AC, Gardiner AM, Demers L. Putting early algebra in the hands of elementary school teachers: examining fidelity of implementation and its relation to student performance / El álgebra temprana en manos del docente de primaria: un análisis de la fidelidad de ejecución y su relación con el rendimiento de los escolares Infancia Y Aprendizaje. 42: 523-569. DOI: 10.1080/02103702.2019.1604021 |
0.729 |
|
| 2019 |
Blanton M, Isler-Baykal I, Stroud R, Stephens A, Knuth E, Gardiner AM. Growth in Children's Understanding of Generalizing and Representing Mathematical Structure and Relationships. Educational Studies in Mathematics. 102: 193-219. DOI: 10.1007/S10649-019-09894-7 |
0.74 |
|
| 2018 |
Fonger NL, Stephens A, Blanton M, Isler I, Knuth E, Gardiner AM. Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education Cognition and Instruction. 36: 30-55. DOI: 10.1080/07370008.2017.1392965 |
0.691 |
|
| 2017 |
Stephens AC, Fonger N, Strachota S, Isler I, Blanton M, Knuth E, Gardiner AM. A Learning Progression for Elementary Students’ Functional Thinking Mathematical Thinking and Learning. 19: 143-166. DOI: 10.1080/10986065.2017.1328636 |
0.654 |
|
| 2017 |
Ellis AB, Ozgur Z, Vinsonhaler R, Dogan MF, Carolan T, Lockwood E, Lynch A, Sabouri P, Knuth E, Zaslavsky O. Student thinking with examples: The criteria-affordances-purposes-strategies framework The Journal of Mathematical Behavior. 53: 263-283. DOI: 10.1016/J.Jmathb.2017.06.003 |
0.596 |
|
| 2017 |
Knuth E, Zaslavsky O, Ellis A. The role and use of examples in learning to prove The Journal of Mathematical Behavior. 53: 256-262. DOI: 10.1016/J.Jmathb.2017.06.002 |
0.498 |
|
| 2017 |
Ozgur Z, Ellis AB, Vinsonhaler R, Dogan MF, Knuth E. From examples to proof: Purposes, strategies, and affordances of example use The Journal of Mathematical Behavior. 53: 284-303. DOI: 10.1016/J.Jmathb.2017.03.004 |
0.531 |
|
| 2017 |
Nardi E, Knuth E. Changing classroom culture, curricula, and instruction for proof and proving: how amenable to scaling up, practicable for curricular integration, and capable of producing long-lasting effects are current interventions? Educational Studies in Mathematics. 96: 267-274. DOI: 10.1007/S10649-017-9785-0 |
0.488 |
|
| 2016 |
Knuth E, Stephens A, Blanton M, Gardiner A. Build an early foundation for algebra success Phi Delta Kappan. 97: 65-68. DOI: 10.1177/0031721716636877 |
0.764 |
|
| 2015 |
Stephens AC, Blanton ML, Knuth EJ, Isler I, Gardiner AM. Just Say Yes to Early Algebra Teaching Children Mathematics. 22: 92-101. DOI: 10.5951/Teacchilmath.22.2.0092 |
0.743 |
|
| 2015 |
Isler I, Marum T, Stephens AC, Blanton ML, Knuth EJ, Gardiner AM. The String Task: Not Just for High School. Teaching Children Mathematics. 21: 282-292. DOI: 10.5951/Teacchilmath.21.5.0282 |
0.731 |
|
| 2015 |
Blanton ML, Stephens AC, Knuth EJ, Gardiner AM, Isler I, Kim J. The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade. Journal For Research in Mathematics Education. 46: 39-87. DOI: 10.5951/Jresematheduc.46.1.0039 |
0.62 |
|
| 2014 |
Alibali MW, Nathan MJ, Wolfgram MS, Church RB, Jacobs SA, Johnson Martinez C, Knuth EJ. How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis Cognition and Instruction. 32: 65-100. DOI: 10.1080/07370008.2013.858161 |
0.407 |
|
| 2013 |
Alibali MW, Young AG, Crooks NM, Yeo A, Wolfgram MS, Ledesma IM, Nathan MJ, Church RB, Knuth EJ. Students learn more when their teacher has learned to gesture effectively Gesture. 13: 210-233. DOI: 10.1075/Gest.13.2.05Ali |
0.543 |
|
| 2013 |
Stephens AC, Knuth EJ, Blanton ML, Isler I, Gardiner AM, Marum T. Equation structure and the meaning of the equal sign: The impact of task selection in eliciting elementary students' understandings Journal of Mathematical Behavior. 32: 173-182. DOI: 10.1016/J.Jmathb.2013.02.001 |
0.731 |
|
| 2013 |
Ko YY, Knuth EJ. Validating proofs and counterexamples across content domains: Practices of importance for mathematics majors Journal of Mathematical Behavior. 32: 20-35. DOI: 10.1016/J.Jmathb.2012.09.003 |
0.635 |
|
| 2013 |
Alibali MW, Nathan MJ, Church RB, Wolfgram MS, Kim S, Knuth EJ. Teachers' gestures and speech in mathematics lessons: Forging common ground by resolving trouble spots Zdm - International Journal On Mathematics Education. 45: 425-440. DOI: 10.1007/S11858-012-0476-0 |
0.549 |
|
| 2012 |
Hattikudur S, Prather RW, Asquith P, Alibali MW, Knuth EJ, Nathan M. Constructing Graphical Representations: Middle Schoolers' Intuitions and Developing Knowledge About Slope and Y-intercept School Science and Mathematics. 112: 230-240. DOI: 10.1111/J.1949-8594.2012.00138.X |
0.42 |
|
| 2010 |
Boerst T, Confrey J, Heck D, Knuth E, Lambdin DV, White D, Baltzley PC, Quander JR. Strengthening research by designing for coherence and connections to practice Journal For Research in Mathematics Education. 41: 216-235. DOI: 10.5951/Jresematheduc.41.3.0216 |
0.37 |
|
| 2010 |
McNeil NM, Weinberg A, Hattikudur S, Stephens AC, Asquith P, Knuth EJ, Alibali MW. A is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions Journal of Educational Psychology. 102: 625-634. DOI: 10.1037/A0019105 |
0.699 |
|
| 2009 |
Ko Y, Knuth E. Undergraduate mathematics majors’ writing performance producing proofs and counterexamples about continuous functions The Journal of Mathematical Behavior. 28: 68-77. DOI: 10.1016/J.Jmathb.2009.04.005 |
0.649 |
|
| 2007 |
Asquith P, Stephens AC, Knuth EJ, Alibali MW. Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable Mathematical Thinking and Learning. 9: 249-272. DOI: 10.1080/10986060701360910 |
0.756 |
|
| 2007 |
Alibali MW, Knuth EJ, Hattikudur S, McNeil NM, Stephens AC. A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations Mathematical Thinking and Learning. 9: 221-247. DOI: 10.1080/10986060701360902 |
0.739 |
|
| 2006 |
McNeil NM, Grandau L, Knuth EJ, Alibali MW, Stephens AC, Hattikudur S, Krill DE. Middle-school students' understanding of the equal sign: The books they read can't help Cognition and Instruction. 24: 367-385. DOI: 10.1207/S1532690Xci2403_3 |
0.686 |
|
| 2006 |
Hyde JS, Else-Quest NM, Alibali MW, Knuth E, Romberg T. Mathematics in the home: Homework practices and mother-child interactions doing mathematics Journal of Mathematical Behavior. 25: 136-152. DOI: 10.1016/J.Jmathb.2006.02.003 |
0.302 |
|
| 2006 |
Knuth EJ, Stephens AC, McNeil NM, Alibali MW. Does understanding the equal sign matter? Evidence from solving equations Journal For Research in Mathematics Education. 37: 297-312. |
0.552 |
|
| 2005 |
Cai J, Knuth EJ. Introduction: The development of students' algebraic thinking in earlier grades from curricular, instructional and learning perspectives Zdm - International Journal On Mathematics Education. 37: 1-4. DOI: 10.1007/Bf02655891 |
0.571 |
|
| 2005 |
Knuth EJ, Alibali MW, McNeil NM, Weinberg A, Stephens AC. Middle School Students' Understanding of Core Algebraic Concepts: Equivalence & Variable Zdm - International Journal On Mathematics Education. 37: 68-76. DOI: 10.1007/978-3-642-17735-4_15 |
0.716 |
|
| 2004 |
Peressini D, Borko H, Romagnano L, Knuth E, Willis C. A conceptual framework for learning to teach secondary mathematics: A situative perspective Educational Studies in Mathematics. 56: 67-96. DOI: 10.1023/B:Educ.0000028398.80108.87 |
0.451 |
|
| 2003 |
Nathan MJ, Knuth EJ. A study of whole classroom mathematical discourse and teacher change Cognition and Instruction. 21: 175-207. DOI: 10.1207/S1532690Xci2102_03 |
0.444 |
|
| 2002 |
Knuth EJ. Secondary school mathematics teachers' conceptions of proof Journal For Research in Mathematics Education. 33: 379-405. DOI: 10.2307/4149959 |
0.527 |
|
| 2002 |
Knuth EJ. Teachers' Conceptions of Proof in the Context of Secondary School Mathematics. Journal of Mathematics Teacher Education. 5: 61-88. DOI: 10.1023/A:1013838713648 |
0.534 |
|
| 2000 |
Knuth EJ. Student understanding of the cartesian connection: An exploratory study Journal For Research in Mathematics Education. 31: 500-508. DOI: 10.2307/749655 |
0.617 |
|
| 2000 |
Borko H, Peressini D, Romagnano L, Knuth E, Willis-Yorker C, Wooley C, Hovermill J, Masarik K. Teacher education does matter: A situative view of learning to teach secondary mathematics Educational Psychologist. 35: 193-206. DOI: 10.1207/S15326985Ep3503_5 |
0.457 |
|
| 1998 |
Peressini DD, Knuth EJ. Why are you talking when you could be listening? The role of discourse and reflection in the professional development of a secondary mathematics teacher Teaching and Teacher Education. 14: 107-125. DOI: 10.1016/S0742-051X(97)00064-4 |
0.401 |
|
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