| Learning to pose mathematical problems: Exploring changes in preservice teachers' practices S Crespo Educational studies in Mathematics 52, 243-270, 2003 | 522 | 2003 |
| Learning to teach with mathematics textbooks: How preservice teachers interpret and use curriculum materials CC Nicol, SM Crespo Educational studies in mathematics 62, 331-355, 2006 | 361 | 2006 |
| What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems S Crespo, N Sinclair Journal of Mathematics Teacher Education 11, 395-415, 2008 | 359 | 2008 |
| Seeing more than right and wrong answers: Prospective teachers' interpretations of students' mathematical work S Crespo Journal of Mathematics Teacher Education 3 (2), 155-181, 2000 | 283 | 2000 |
| Smarter together! Collaboration and equity in the elementary math classroom H Featherstone, S Crespo, LM Jilk, JA Oslund, AN Parks, MB Wood Reston, VA: National Council of Teachers of Mathematics, 2011 | 238 | 2011 |
| Prospective teachers’ reasoning and response to a student’s non-traditional strategy when dividing fractions JW Son, S Crespo Journal of Mathematics Teacher Education 12, 235-261, 2009 | 123 | 2009 |
| Challenging preservice teachers' mathematical understanding: The case of division by zero S Crespo, C Nicol School science and mathematics 106 (2), 84-97, 2006 | 92 | 2006 |
| Elementary teacher talk in mathematics study groups S Crespo Educational studies in mathematics 63, 29-56, 2006 | 87 | 2006 |
| Praising and correcting: Prospective teachers investigate their teacherly talk S Crespo Teaching and Teacher Education 18 (6), 739-758, 2002 | 81 | 2002 |
| Exploring mathematics in imaginative places: Rethinking what counts as meaningful contexts for learning mathematics C Nicol, S Crespo School Science and Mathematics 105 (5), 240-251, 2005 | 68 | 2005 |
| Learning mathematics in dynamic computer environments N Sinclair, S Crespo Teaching Children Mathematics 12 (9), 436-444, 2006 | 64 | 2006 |
| Developing written communication in mathematics through math penpal letters E Phillips, S Crespo For the learning of mathematics 16 (1), 15-22, 1996 | 54 | 1996 |
| A collection of problem-posing experiences for prospective mathematics teachers that make a difference S Crespo Mathematical problem posing: From research to effective practice, 493-511, 2015 | 49 | 2015 |
| Learning to Investigate Students' Mathematical Thinking: The Role of Student Interviews. S Crespo, C Nicol International Group for the Psychology of Mathematics Education 2, 261-268, 2003 | 46 | 2003 |
| Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms DY White, S Crespo, M Civil IAP, 2016 | 44 | 2016 |
| Children’s mathematical reasoning in online games: Can data mining reveal strategic thinking? SM Fisch, R Lesh, E Motoki, S Crespo, V Melfi Child Development Perspectives 5 (2), 88-92, 2011 | 43 | 2011 |
| Imagining mathematics teaching practice: Prospective teachers generate representations of a class discussion S Crespo, JA Oslund, AN Parks ZDM 43, 119-131, 2011 | 42 | 2011 |
| Learning to pose collaborative mathematics problems with secondary prospective teachers S Crespo International Journal of Educational Research 102, 101430, 2020 | 39 | 2020 |
| Research, reflection, practice: To draw or not to draw: Exploring children's drawings for solving mathematics problems SM Crespo, AO Kyriakides Teaching Children Mathematics 14 (2), 118-125, 2007 | 31 | 2007 |
| Learning to See in Mathematics Classrooms. C Nicol, S Crespo International Group for the Psychology of Mathematics Education, 2004 | 27 | 2004 |
