| Arithmetic and algebra in early mathematics education DW Carraher, AD Schliemann, BM Brizuela, D Earnest Journal for Research in Mathematics education 37 (2), 87-115, 2006 | 660 | 2006 |
| Algebra in Elementary School. A Schliemann, D Carraher, B Brizuela, D Earnest, A Goodrow, ... International group for the psychology of mathematics education 4, 127-134, 2003 | 173 | 2003 |
| Research commentary: Curricular noticing: A framework to describe teachers' interactions with curriculum materials L Dietiker, LM Males, JM Amador, D Earnest Journal for Research in Mathematics Education 49 (5), 521-532, 2018 | 114 | 2018 |
| Multiple notational systems and algebraic understandings: The case of the “best deal” problem BM Brizuela, D Earnest Algebra in the early grades, 273-302, 2008 | 106* | 2008 |
| Supporting generative thinking about the integer number line in elementary mathematics GB Saxe, D Earnest, Y Sitabkhan, LC Haldar, KE Lewis, Y Zheng Cognition and instruction 28 (4), 433-474, 2010 | 58 | 2010 |
| A methodological framework and empirical techniques for studying the travel of ideas in classroom communities GB Saxe, M MARYL GEARHART Transformation of knowledge through classroom interaction, 211-230, 2009 | 58 | 2009 |
| Curricular noticing: Theory on and practice of teachers’ curricular use JM Amador, LM Males, D Earnest, L Dietiker Teacher noticing: Bridging and broadening perspectives, contexts, and …, 2017 | 50 | 2017 |
| Guess My Rule Revisited. DW Carraher, D Earnest International Group for the Psychology of Mathematics Education 2, 173-180, 2003 | 43 | 2003 |
| Lesson planimation: Prospective elementary teachers’ interactions with mathematics curricula D Earnest, JM Amador Journal of Mathematics Teacher Education 22, 37-68, 2019 | 41 | 2019 |
| Clock work: How tools for time mediate problem solving and reveal understanding D Earnest Journal for Research in Mathematics Education 48 (2), 191-223, 2017 | 40 | 2017 |
| From number lines to graphs in the coordinate plane: Investigating problem solving across mathematical representations D Earnest Cognition and Instruction 33 (1), 46-87, 2015 | 40 | 2015 |
| Instructional strategies for teaching algebra in elementary school: Findings from a research-practice collaboration D Earnest, AA Balti Teaching Children Mathematics 14 (9), 518-522, 2008 | 36 | 2008 |
| Examining K-12 Prospective Teachers' Curricular Noticing. LM Males, D Earnest, L Dietiker, JM Amador North American Chapter of the International Group for the Psychology of …, 2015 | 30 | 2015 |
| The reification of additive differences in early algebra D Carraher, BM Brizuela, D Earnest Proceedings of the 12th ICMI Study Conference 1, 162-170, 2001 | 27* | 2001 |
| Time as a measure: Elementary students positioning the hands of an analog clock D Earnest, AC Gonzales, AM Plant Journal of Numerical Cognition 4 (1), 188-214, 2018 | 21 | 2018 |
| Videopapers: Investigating new multimedia genres to foster the interweaving of research and teaching R Nemirovsky, T Lara-Meloy, D Earnest, B Ribeiro PME CONFERENCE 3, 3-423, 2001 | 14 | 2001 |
| About time: Syntactically-guided reasoning with analog and digital clocks D Earnest Mathematical Thinking and Learning 24 (1), 70-89, 2022 | 13 | 2022 |
| Hands together! An analog clock problem D Earnest, S Radtke, S Scott Teaching children mathematics 24 (2), 94-100, 2017 | 12 | 2017 |
| When" Half an Hour" Is Not" Thirty Minutes": Elementary Students Solving Elapsed Time Problems. D Earnest North American Chapter of the International Group for the Psychology of …, 2015 | 11 | 2015 |
| Making time: Words, narratives, and clocks in elementary mathematics D Earnest, J Chandler Journal for Research in Mathematics Education 52 (4), 407-443, 2021 | 9 | 2021 |
David William CarraherSenior Scientist, TERCVerified email at terc.edu