| Pandemic: Lessons for today and tomorrow? A Bakker, D Wagner Educational Studies in Mathematics, 104 (1), 1-4, 2020 | 225 | 2020 |
| Positioning in mathematics education: revelations on an imported theory B Herbel-Eisenmann, D Wagner, K Johnson, H Suh, H Figueras Educational Studies in Mathematics 89 (2), 185-204, 2015 | 219 | 2015 |
| Re-mythologizing mathematics through attention to classroom positioning D Wagner, B Herbel-Eisenmann Educational Studies in Mathematics 72 (1), 1-15, 2009 | 202 | 2009 |
| Language and communication in mathematics education: an overview of research in the field. C Morgan, T Craig, M Schütte, D Wagner ZDM: The International Journal of Mathematics Education 46 (6), 843-853, 2014 | 200 | 2014 |
| Appraising lexical bundles in mathematics classroom discourse: Obligation and choice B Herbel-Eisenmann, D Wagner Educational Studies in Mathematics 75 (1), 43-63, 2010 | 147 | 2010 |
| Students' critical awareness of voice and agency in mathematics classroom discourse D Wagner Mathematical Thinking and Learning 9 (1), 31-50, 2007 | 129 | 2007 |
| Lexical bundle analysis in mathematics classroom discourse: The significance of stance B Herbel-Eisenmann, D Wagner, V Cortes Educational Studies in Mathematics 75 (1), 23-42, 2010 | 100 | 2010 |
| A framework for uncovering the way a textbook may position the mathematics learner B Herbel-Eisenmann, D Wagner For the Learning of Mathematics 27 (2), 8-14, 2007 | 88 | 2007 |
| 'Just don't': The suppression and invitation of dialogue in the mathematics classroom D Wagner, B Herbel-Eisenmann Educational Studies in Mathematics 67 (2), 143-157, 2008 | 84 | 2008 |
| Equity in discourse for mathematics education: Theories, practices, and policies B Herbel-Eisenmann, J Choppin, D Wagner, D Pimm Springer, 2012 | 79 | 2012 |
| Feeling number: Grounding number sense in a sense of quantity D Wagner, B Davis Educational Studies in Mathematics 74 (1), 39-51, 2010 | 73 | 2010 |
| Identifying authority structures in mathematics classroom discourse - a case of a teacher's early experience in a new context D Wagner, B Herbel-Eisenmann ZDM: The International Journal of Mathematics Education 46 (6), 871-882, 2014 | 66 | 2014 |
| Opening mathematics texts: Resisting the seduction D Wagner Educational Studies in Mathematics, 80 (1-2), 153-169 80 (1-2), 153-169, 2012 | 39 | 2012 |
| Investigation, mathematics education and genre: an essay review of Candia Morgan's Writing Mathematically: The Discourse of Investigation D Pimm, D Wagner Educational Studies in Mathematics 53 (2), 159-178, 2003 | 33 | 2003 |
| Situated perspectives on creating mathematics tasks for peace and sustainability. K Yaro, E Amoah, D Wagner Canadian Journal of Science, Mathematics and Technology Education, 2020 | 31 | 2020 |
| Identities available in intertwined discourses: Mathematics student interaction. A Andersson, D Wagner ZDM: The International Journal of Mathematics Education 51 (3), 529-540, 2019 | 27 | 2019 |
| Mathematics teachers' representations of authority D Wagner, B Herbel-Eisenmann Journal of Mathematics Teacher Education 17 (3), 201-225, 2014 | 23 | 2014 |
| Behind the door: A critical look at the process of publication in Educational Studies in Mathematics. D Mesa, Vilma: Wagner Educational Studies in Mathematics 101 (3), 301-324, 2019 | 20 | 2019 |
| Talking about teaching mathematics for social justice D Stocker, D Wagner For the Learning of Mathematics 27 (3), 17-21, 2007 | 17 | 2007 |
| We have a problem here: 5 + 20 = 45? D Wagner Mathematics Teacher 96 (9), 612-616, 2003 | 15 | 2003 |
