| What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 H Venkat, N Spaull International Journal of Educational Development 41, 121-130, 2015 | 263 | 2015 |
| The nature and quality of the mathematical connections teachers make MK Mhlolo, M Schafer, H Venkat pythagoras 33 (1), 1-9, 2012 | 105 | 2012 |
| Analyzing coherence for conceptual learning in a Grade 2 numeracy lesson H Venkat, D Naidoo Education as Change 16 (1), 21-33, 2012 | 90 | 2012 |
| Coherence and connections in teachers' mathematical discourses in instruction H Venkat, J Adler Pythagoras 33 (3), 1-8, 2012 | 88 | 2012 |
| Teachers''mathematical discourse in instruction: Focus on examples and explanations J Adler, H Venkat Exploring Mathematics and Science Teachers' Knowledge, 132-146, 2014 | 74 | 2014 |
| Emerging pedagogic agendas in the teaching of Mathematical Literacy M Graven, H Venkat African Journal of Research in Mathematics, Science and Technology Education …, 2007 | 60 | 2007 |
| Mediating primary mathematics: theory, concepts, and a framework for studying practice H Venkat, M Askew Educational Studies in Mathematics 97, 71-92, 2018 | 56 | 2018 |
| Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments M Graven, H Venkat, LI Westaway, H Tshesane South African Journal of Childhood Education 3 (2), 131-143, 2013 | 55 | 2013 |
| Pre-service primary teachers’ mathematical content knowledge: An exploratory study M Askew, L Bowie, H Venkat African Journal of Research in Mathematics, Science and Technology Education …, 2019 | 53 | 2019 |
| Architecture of mathematical structure H Venkat, M Askew, A Watson, J Mason For the Learning of Mathematics 39 (1), 13-17, 2019 | 50 | 2019 |
| Mathematics and science education research, policy and practice in South Africa: What are the relationships? H Venkat, J Adler, M Rollnick, M Setati, E Vhurumuku African Journal of Research in Mathematics, Science and Technology Education …, 2009 | 46 | 2009 |
| Exploring the nature and coherence of mathematical work in South African Mathematical Literacy classrooms H Venkat Research in Mathematics Education 12 (1), 53-68, 2010 | 39 | 2010 |
| Expanding the foci of activity theory: Accessing the broader contexts and experiences of mathematics education reform H Venkat, J Adler Educational Review 60 (2), 127-140, 2008 | 36 | 2008 |
| Coherence and consistency in South African primary mathematics lessons M Askew, H Venkat, C Mathews Proceedings of the 36th Conference of the International Group for the …, 2012 | 35 | 2012 |
| Mediating early number learning: Specialising across teacher talk and tools? H Venkat, M Askew Journal of Education, 67-90, 2012 | 35 | 2012 |
| Teaching numeracy in pre-school and early grades in low-income countries B Atweh, A Bose, M Graven, J Subramanian, H Venkat Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, 2014 | 32 | 2014 |
| Opening up spaces for learning: Learners' perceptions of Mathematical Literacy in Grade 10 H Venkat, M Graven Education as change 12 (1), 29-44, 2008 | 32 | 2008 |
| Primary teachers' experiences relating to the administration processes of high-stakes testing: the case of Mathematics Annual National Assessments M Graven, H Venkat African Journal of Research in Mathematics, Science and Technology Education …, 2014 | 30 | 2014 |
| Boundary objects and boundary crossing for numeracy teaching H Venkat, M Winter ZDM 47, 575-586, 2015 | 25 | 2015 |
| Coding teaching for simultaneity and connections: Examining teachers’ part-whole additive relations instruction AL Ekdahl, H Venkat, U Runesson Educational Studies in Mathematics 93, 293-313, 2016 | 24 | 2016 |
