| Exploring Vygotskian perspectives in education: The cognitive value of peer interaction EA Forman, CB Cazden Learning relationships in the classroom, 189-206, 2013 | 1312 | 2013 |
| Chapter 1: Redefining disciplinary learning in classroom contexts MJ Ford, EA Forman Review of research in education 30 (1), 1-32, 2006 | 648 | 2006 |
| Contexts for learning: Sociocultural dynamics in children's development EA Forman, N Minick, CA Stone Oxford University Press, 1996 | 610 | 1996 |
| “You're going to want to find out which and prove it”: Collective argumentation in a mathematics classroom EA Forman, J Larreamendy-Joerns, MK Stein, CA Brown Learning and instruction 8 (6), 527-548, 1998 | 449 | 1998 |
| Vygotskian perspective on children's collaborative problem-solving activities EA Forman, J McPhail Contexts for learning: Sociocultural dynamics in children's development, 213-229, 1993 | 314 | 1993 |
| The role of peer interaction in the social construction of mathematical knowledge E Forman International journal of educational research 13 (1), 55-70, 1989 | 310 | 1989 |
| Learning mathematics as participation in classroom practice: Implications of sociocultural theory for educational reform EA Forman Theories of mathematical learning, 115-130, 2013 | 243 | 2013 |
| A sociocultural approach to mathematics reform: Speaking, inscribing, and doing mathematics within communities of practice EA Forman A research companion to principles and standards for school mathematics, 333-352, 2003 | 243 | 2003 |
| Discourse, intersubjectivity, and the development of peer collaboration: A Vygotskian approach. EA Forman Lawrence Erlbaum Associates, Inc, 1992 | 202 | 1992 |
| The multiple voices of a mathematics classroom community E Forman, E Ansell Learning Discourse: Discursive approaches to research in mathematics …, 2002 | 194 | 2002 |
| Orchestrating the multiple voices and inscriptions of a mathematics classroom EA Forman, E Ansell Journal of the Learning Sciences 11 (2-3), 251-274, 2002 | 186 | 2002 |
| The effects of social support and school placement on the Self—Concept of LD students EA Forman Learning Disability Quarterly 11 (2), 115-124, 1988 | 176 | 1988 |
| Learning what counts as a mathematical explanation EA Forman, DE McCormick, R Donato Linguistics and Education 9 (4), 313-339, 1997 | 152 | 1997 |
| The social origins of logic: The contributions of Piaget and Vygotsky EA Forman, MJ Kraker New Directions for Child and Adolescent Development 1985 (29), 23-39, 1985 | 146 | 1985 |
| Perspectivas vygotskianas en la educación: el valor cognitivo de la interacción entre iguales EA Forman, CB Cazden Infancia y aprendizaje 7 (27-28), 139-157, 1984 | 145 | 1984 |
| Introduction: Integration of individual, social, and institutional processes in accounts of children's learning and development N Minick, CA Stone, EA Forman Contexts for learning: Sociocultural dynamics in children's development, 3-15, 1993 | 135 | 1993 |
| Guest editorial: Learning discourse: Sociocultural approaches to research in mathematics education A Sfard, E Forman, C Kieran Educational studies in mathematics 46 (1/3), 1-12, 2001 | 130 | 2001 |
| Visualizing the emergent structure of children's mathematical argument D Strom, V Kemeny, R Lehrer, E Forman Cognitive Science 25 (5), 733-773, 2001 | 114 | 2001 |
| Role of positioning: The role of positioning in constructing an identity in a third grade mathematics classroom Y Yamakawa, E Forman, E Ansell Investigating classroom interaction, 179-202, 2009 | 111 | 2009 |
| Discourse analysis: A sociocultural perspective EA Forman, DE Mccormick Remedial and special education 16 (3), 150-158, 1995 | 105 | 1995 |
