| Enhancing prospective teachers' knowledge of children's conceptions: The case of division of fractions D Tirosh Journal for research in Mathematics Education 31 (1), 5-25, 2000 | 814 | 2000 |
| How students (mis-) understand science and mathematics: Intuitive rules R Stavy, D Tirosh Teachers College Press, 2000 | 552 | 2000 |
| Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter R Even, D Tirosh Educational studies in mathematics 29 (1), 1-20, 1995 | 520 | 1995 |
| The intuition of infinity E Fischbein, D Tirosh, P Hess Educational studies in mathematics, 3-40, 1979 | 386 | 1979 |
| Teacher knowledge and understanding of students’ mathematical learning R Even, D Tirosh Handbook of international research in mathematics education, 219-240, 2002 | 318 | 2002 |
| Preservice teachers' misconceptions in solving verbal problems in multiplication and division AO Graeber, D Tirosh, R Glover Journal for research in mathematics education 20 (1), 95-102, 1989 | 316 | 1989 |
| The international handbook of mathematics teacher education B Jaworski, K Krainer, P Sullivan, D Tirosh Sense Publ., 2008 | 263* | 2008 |
| Intuitive nonexamples: The case of triangles P Tsamir, D Tirosh, E Levenson Educational Studies in Mathematics 69, 81-95, 2008 | 227 | 2008 |
| Preservice elementary teachers' explicit beliefs about multiplication and division D Tirosh, AO Graeber Educational Studies in Mathematics 20 (1), 79-96, 1989 | 216 | 1989 |
| Simplifying algebraic expressions: Teacher awareness and teaching approaches D Tirosh, R Even, N Robinson Educational studies in mathematics 35 (1), 51-64, 1998 | 205 | 1998 |
| Evoking cognitive conflict to explore preservice teachers' thinking about division D Tirosh, AO Graeber Journal for research in mathematics education 21 (2), 98-108, 1990 | 194 | 1990 |
| Intuitive rules: A way to explain and predict students' reasoning D Tirosh, R Stavy Educational studies in mathematics 38 (1), 51-66, 1999 | 188 | 1999 |
| Intuitive rules in science and mathematics: the case of ‘more of A‐‐more of B’ R Stavy, D Tirosh International Journal of Science Education 18 (6), 653-667, 1996 | 187 | 1996 |
| Pedagogical content knowledge: Useful concept or elusive notion A Graeber, D Tirosh Brill Sense, 2008 | 126 | 2008 |
| The role of studients’ intuitions of infinity in teaching the cantorian theory D Tirosh Advanced mathematical thinking, 199-214, 1991 | 126 | 1991 |
| Challenging and changing mathematics teaching classroom practices D Tirosh, AO Graeber Second international handbook of mathematics education, 643-687, 2003 | 122 | 2003 |
| Is it possible to measure the intuitive acceptance of a mathematical statement? E Fischbein, D Tirosh, U Melamed Educational Studies in Mathematics 12, 491-512, 1981 | 121 | 1981 |
| Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders P Tsamir, D Tirosh, E Levenson, R Barkai, M Tabach ZDM 47, 497-509, 2015 | 114 | 2015 |
| Prospective elementary teachers’ conceptions of rational numbers D Tirosh, E Fischbein, AO Graeber, JW Wilson Versión digital recuperada el 26 (03), 2008, 1998 | 107 | 1998 |
| Preschool geometry E Levenson, D Tirosh, P Tsamir Springer Science & Business Media, 2012 | 105 | 2012 |
