| Researching mathematical experience from the perspective of an empathic second-person observer ML Metz, ESM Simmt ZDM 47 (2), 197-209, 2015 | 22 | 2015 |
| Awareness as an enactivist framework for the mathematical learning of teachers, mentors and institutions AP Preciado-Babb, M Metz, C Marcotte ZDM 47, 257-268, 2015 | 19 | 2015 |
| Digging beneath dual systems theory and the bicameral brain: Abductions about the human psyche from experience in mathematical problem solving J Mason, M Metz Understanding emotions in mathematical thinking and learning, 379-407, 2017 | 16 | 2017 |
| Transcending contemporary obsessions: The development of a model for teacher professional development P Preciado-Babb, M Metz, B Davis, S Sabbaghan Brill Sense, 2019 | 14 | 2019 |
| The role of continuous assessment and effective teacher response in engaging all students P Preciado-Babb, M Metz, S Sabbaghan, B Davis Mathematical discourse that breaks barriers and creates space for …, 2018 | 13 | 2018 |
| Insights on the Relationships between Mathematics Knowledge for Teachers and Curricular Material. P Preciado-Babb, M Metz, S Sabbaghan, B Davis North American Chapter of the International Group for the Psychology of …, 2015 | 12 | 2015 |
| One step back, three forward: Success through mediated challenge M Metz, S Sabbaghan, P Preciado Babb, B Davis University of Calgary, 2015 | 10 | 2015 |
| Transcending Traditional/Reform Dichotomies in Mathematics Education. M Metz, AP Preciado-Babb, S Sabbaghan, B Davis, G Pinchbeck, ... North American Chapter of the International Group for the Psychology of …, 2016 | 9 | 2016 |
| Dynamic responsive pedagogy: Implications of micro-level scaffolding S Sabbaghan, P Preciado Babb, M Metz, B Davis University of Calgary, 2015 | 9 | 2015 |
| Teachers’ perceived difficulties for creating mathematical extensions at the border of students’ discernments AP Preciado-Babb, A Aljarrah, S Sabbaghan, M Metz, G Pinchbeck, ... Proceedings of the 38th annual meeting of the North American chapter of the …, 2016 | 8 | 2016 |
| How variance and invariance can inform teachers’ enactment of mathematics lessons P Preciado-Babb, M Metz, B Davis Theory and practice of lesson study in mathematics: An international …, 2019 | 6 | 2019 |
| Fine-grained, continuous assessment for the diverse classroom: A key factor to increase performance in mathematics AP Preciado-Babb, M Metz, S Sabbaghan, B Davis Proceedings of the American Education Research Association Annual Meeting …, 2016 | 5 | 2016 |
| A phenomenological study of teachers' professional learning and their understanding of mathematics-for-teaching AP Preciado Babb, M Metz, C Marcotte | 5 | 2013 |
| Using variation to critique and adapt mathematical tasks M Metz, AP Preciado Babb, S Sabbaghan, B Davis, A Ashebir University of Calgary, 2017 | 3 | 2017 |
| Teachers' awareness of variation M Metz, PP Babb, S Sabbaghan, G Pinchbeck, A Aljarrah, B Davis University of Calgary, 2016 | 3 | 2016 |
| Designing for deep mathematical understanding: Reflections on the design and implementation of a framework for teachers M Metz, P Preciado, C Marcotte QUÉ, CÓMO Y POR QUÉ, 43, 2014 | 3 | 2014 |
| Attending and responding to what matters: A protocol to enhance mathematics pedagogy M Metz, P Preciado Babb, S Sabbaghan, B Davis, A Ashebir University of Calgary, 2017 | 2 | 2017 |
| Interacting with implicit knowing in the mathematics classroom ML Metz | 2 | 2013 |
| Procedural steps, conceptual steps, and critical discernments: A necessary evolution of school mathematics in the information age M Metz, B Davis Mathematics (Education) in the Information Age, 185-218, 2020 | 1 | 2020 |
| The RaPID approach for teaching mathematics: An effective, evidence-based model AP Preciado-Babb, M Metz, B Davis Canadian Society for the Study of Education Annual Conference. Vancouver, BC …, 2019 | 1 | 2019 |
