| An interpretive scheme for analyzing the identities that students develop in mathematics classrooms P Cobb, M Gresalfi, LL Hodge Journal for research in mathematics education 40 (1), 40-68, 2009 | 638 | 2009 |
| Transformational play: Using games to position person, content, and context SA Barab, M Gresalfi, A Ingram-Goble Educational researcher 39 (7), 525-536, 2010 | 602 | 2010 |
| Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms M Gresalfi, T Martin, V Hand, J Greeno Educational studies in mathematics 70, 49-70, 2009 | 581 | 2009 |
| Taking up opportunities to learn: Constructing dispositions in mathematics classrooms MS Gresalfi The Journal of the learning sciences 18 (3), 327-369, 2009 | 316 | 2009 |
| Opportunities to learn in practice and identity. JG Greeno, MS Gresalfi Cambridge University Press, 2008 | 273 | 2008 |
| Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context S Barab, P Pettyjohn, M Gresalfi, C Volk, M Solomou Computers & Education 58 (1), 518-533, 2012 | 260 | 2012 |
| Cultivating students' discipline-specific dispositions as a critical goal for pedagogy and equity MS Gresalfi, P Cobb Pedagogies 1 (1), 49-57, 2006 | 241 | 2006 |
| Why educators should care about: Games SA Barab, M Gresalfi, A Arici Educational Leadership 67 (1), 76-80, 2009 | 201 | 2009 |
| FIRST YEAR IMPLEMENTATION OF A PROJECT-BASED LEARNING APPROACH: THE NEED FOR ADDRESSING TEACHERS’ORIENTATIONS IN THE ERA OF REFORM MAP Rogers, DI Cross, MS Gresalfi, AE Trauth-Nare, GA Buck International Journal of Science and Mathematics Education 9, 893-917, 2011 | 197 | 2011 |
| The joint accomplishment of identity V Hand, M Gresalfi Educational psychologist 50 (3), 190-203, 2015 | 171 | 2015 |
| Negotiating identities for mathematics teaching in the context of professional development MS Gresalfi, P Cobb Journal for Research in Mathematics Education 42 (3), 270-304, 2011 | 157 | 2011 |
| Cognitive and sociocultural perspectives on learning: Tensions and synergy in the learning sciences JA Danish, M Gresalfi International handbook of the learning sciences, 34-43, 2018 | 139 | 2018 |
| Learning for a reason: Supporting forms of engagement by designing tasks and orchestrating environments M Gresalfi, S Barab Theory into practice 50 (4), 300-310, 2011 | 118 | 2011 |
| Virtual worlds, conceptual understanding, and me: Designing for consequential engagement M Gresalfi, S Barab, S Siyahhan, T Christensen On the Horizon 17 (1), 21-34, 2009 | 112 | 2009 |
| Narratizing disciplines and disciplinizing narratives: Games as 21st century curriculum SA Barab, M Gresalfi, T Dodge, A Ingram-Goble Interdisciplinary advancements in gaming, simulations and virtual …, 2012 | 109 | 2012 |
| When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology MS Gresalfi, J Barnes, D Cross Educational Studies in Mathematics 80, 249-267, 2012 | 95 | 2012 |
| Teaching with videogames: How experience impacts classroom integration A Bell, M Gresalfi Technology, Knowledge and Learning 22 (3), 513-526, 2017 | 75 | 2017 |
| Designing feedback in an immersive videogame: supporting student mathematical engagement MS Gresalfi, J Barnes Educational Technology Research and Development 64, 65-86, 2016 | 70 | 2016 |
| Coordinating situated identities in mathematics classrooms with sociohistorical narratives: A consideration for design M Gresalfi, VM Hand ZDM 51, 493-504, 2019 | 51 | 2019 |
| Design matters: explorations of content and design in fraction games MS Gresalfi, B Rittle-Johnson, A Loehr, I Nichols Educational Technology Research and Development 66, 579-596, 2018 | 47 | 2018 |
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