| Gestures as semiotic resources in the mathematics classroom F Arzarello, D Paola, O Robutti, C Sabena Educational Studies in Mathematics 70, 97-109, 2009 | 467 | 2009 |
| Perceiving the general: The multisemiotic dimension of students' algebraic activity L Radford, C Bardino, C Sabena Journal for research in Mathematics Education 38 (5), 507-530, 2007 | 180 | 2007 |
| Meta-didactical transposition: A theoretical model for teacher education programmes F Arzarello, O Robutti, C Sabena, A Cusi, R Garuti, N Malara, ... The mathematics teacher in the digital era: An international perspective on …, 2014 | 147 | 2014 |
| Reading mathematics representations: An eye-tracking study C Andrá, P Lindström, F Arzarello, K Holmqvist, O Robutti, C Sabena International Journal of Science and Mathematics Education 13, 237-259, 2015 | 128 | 2015 |
| On Embodiment, Artifacts, and Signs: A Semiotic-Cultural Perspective on Mathematical Thinking. L Radford, C Bardini, C Sabena, P Diallo, A Simbagoye International Group for the Psychology of Mathematics Education 4, 113-120, 2005 | 110 | 2005 |
| The question of method in a Vygotskian semiotic approach L Radford, C Sabena Approaches to qualitative research in mathematics education: Examples of …, 2015 | 100 | 2015 |
| Semiotic and theoretic control in argumentation and proof activities F Arzarello, C Sabena Educational Studies in Mathematics 77, 189-206, 2011 | 98 | 2011 |
| The Meta-didactical transposition: A model for analysing teacher education programs G Aldon, F Arzarello, A Cusi, R Garuti, F Martignone, O Robutti, C Sabena, ... Proceedings of the 37th Conference of the International Group for the …, 2013 | 80 | 2013 |
| Struggling with variables, parameters, and indeterminate objects or how to go insane in mathematics C Bardini, L Radford, C Sabena Proceedings of the 29th Conference of the International Group for the …, 2005 | 80 | 2005 |
| Promoting formative assessment in a connected classroom environment: design and implementation of digital resources A Cusi, F Morselli, C Sabena ZDM 49, 755-767, 2017 | 75 | 2017 |
| Elementary pre-service teachers’ emotions: shadows from the past to the future P Di Martino, C Sabena Current state of research on mathematical beliefs XVI, 89-105, 2011 | 71 | 2011 |
| How students read mathematical representations: An eye tracking study C Andrà, F Arzarello, F Ferrara, K Holmqvist, P Lindström, O Robutti, ... Proceedings of the 33rd Conference of the International Group for the …, 2009 | 71 | 2009 |
| Primary teachers’ affect: A crucial variable in the teaching of mathematics C Coppola, P Di Martino, T Pacelli, C Sabena Nordic Studies in Mathematics Education 17 (3-4), 101-118, 2012 | 65 | 2012 |
| The multimodal material mind: Embodiment in mathematics education L Radford, F Arzarello, L Edwards, C Sabena Compendium for research in mathematics education, 700-721, 2017 | 58 | 2017 |
| On the semiotics of gestures C Sabena Semiotics in mathematics education, 19-38, 2008 | 57 | 2008 |
| The ostensive dimension through the lenses of two didactic approaches F Arzarello, M Bosch, J Gascón, C Sabena ZDM 40, 179-188, 2008 | 54 | 2008 |
| Mathematics education in a time of crisis—a viral pandemic MCE Chan, C Sabena, D Wagner Educational Studies in Mathematics 108 (1), 1-13, 2021 | 51 | 2021 |
| Formative assessment and technology: Reflections developed through the collaboration between teachers and researchers G Aldon, A Cusi, F Morselli, M Panero, C Sabena Mathematics and technology: A CIEAEM sourcebook, 551-578, 2017 | 48 | 2017 |
| Pre-service primary teachers’ emotions: The math-redemption phenomenon C Coppola, P Di Martino, M Mollo, T Pacelli, C Sabena Proceedings of the 37th Conference of the International Group for the …, 2013 | 48 | 2013 |
| Synchronizing Gestures, Words and Actions in Pattern Generalizations. C Sabena, L Radford, C Bardini International Group for the Psychology of Mathematics Education 4, 129-136, 2005 | 45 | 2005 |
