| Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic R Raaper, C Brown, A Llewellyn Educational Review 74 (3), 402-421, 2022 | 56 | 2022 |
| Within and between heteronormativity and diversity: narratives of LGB teachers and coming and being out in schools A Llewellyn, K Reynolds Sex Education 21 (1), 13-26, 2021 | 47 | 2021 |
| Unpacking understanding: The (re) search for the Holy Grail of mathematics education A Llewellyn Educational studies in mathematics 81 (3), 385-399, 2012 | 40 | 2012 |
| Does every child count? Quality, equity and mathematics with/in neoliberalism A Llewellyn, H Mendick Mapping equity and quality in mathematics education, 49-62, 2011 | 38 | 2011 |
| ‘Gender games’: a post-structural exploration of the prospective teacher, mathematics and identity A Llewellyn Journal of Mathematics Teacher Education 12 (6), 411-426, 2009 | 33 | 2009 |
| Problematising the pursuit of progress in mathematics education A Llewellyn Educational Studies in Mathematics 92 (3), 299-314, 2016 | 28 | 2016 |
| “A Space Where Queer Is Normalized”: The Online World and Fanfictions as Heterotopias for WLW A Llewellyn Journal of Homosexuality 69 (13), 2348-2369, 2022 | 24 | 2022 |
| “It’s just the thing you do”: Physical and digital fields, and the flow of capital for young people’s gendered identity negotiation SN Metcalfe, A Llewellyn Journal of Adolescent Research 35 (1), 84-110, 2020 | 19 | 2020 |
| Manufacturing the mathematical child: A deconstruction of dominant spaces of production and governance A Llewellyn Routledge, 2018 | 17 | 2018 |
| The disorder of mathematics education: Challenging the sociopolitical dimensions of research H Straehler-Pohl, N Bohlmann, A Pais Springer, 2016 | 16 | 2016 |
| Technologies of (Re) production in mathematics education research: Performances of progress A Llewellyn The disorder of mathematics education: Challenging the sociopolitical …, 2017 | 14 | 2017 |
| Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness K Wall, H Burns, A Llewellyn Journal of Early Childhood Research 15 (2), 115-129, 2017 | 10 | 2017 |
| Bursting the ‘childhood bubble’: reframing discourses of LGBTQ+ teachers and their students A Llewellyn Sport, Education and Society, 1-14, 2022 | 9 | 2022 |
| Questioning understanding A Llewellyn Proceedings of the sixth mathematics education and society conference, 348-358, 2010 | 8 | 2010 |
| Should ‘teaching for understanding’be the pinnacle of mathematics education? A Llewellyn Debates in mathematics education, 143-152, 2013 | 3 | 2013 |
| Progress–Is It Worth It? A Discussion of Productions of Progress in Mathematics Education A Llewellyn Mathematics Education and Contemporary Theory conference paper 15, 2013 | 3 | 2013 |
| ‘MATHS WITH SAM AND ALEX’: A DISCUSSION OF CHOICE, CONTROL AND CONFIDENCE A Llewellyn Mathematics Education and Society Conference, 362, 2008 | 3 | 2008 |
| Probing power and spaces within online interviews: LGBTQ+ teachers and being in-and excluded in schools A Llewellyn | 2 | 2022 |
| “Because I live it.”: LGB teacher identities, as professional, personal, and political A Llewellyn Frontiers in Education 8, 1164413, 2023 | 1 | 2023 |
| Everyday, Embedded & Embraced: LGBTQ+ teachers' perspectives on LGBTQ+ inclusion in schools. Schools Report A Llewellyn Durham University, 2022 | 1 | 2022 |
