| Concept image and concept definition in mathematics with particular reference to limits and continuity D Tall, S Vinner Educational studies in mathematics 12 (2), 151-169, 1981 | 4145 | 1981 |
| The psychology of advanced mathematical thinking D Tall Advanced mathematical thinking, 3-21, 1991 | 1938* | 1991 |
| Duality, ambiguity, and flexibility: A “proceptual” view of simple arithmetic EM Gray, DO Tall Journal for research in Mathematics Education 25 (2), 116-140, 1994 | 1795 | 1994 |
| The transition to advanced mathematical thinking: Functions, limits, infinity and proof D Tall Handbook of research on mathematics teaching and learning 20, 495-511, 1992 | 819 | 1992 |
| How humans learn to think mathematically: Exploring the three worlds of mathematics D Tall Cambridge University Press, 2013 | 607 | 2013 |
| The transition to formal thinking in mathematics D Tall Mathematics Education Research Journal 20 (2), 5-24, 2008 | 577 | 2008 |
| Functions and calculus D Tall International Handbook of Mathematics Education: Part 1, 289-325, 1996 | 502 | 1996 |
| Algebraic number theory I Stewart, DO Tall Chapman and Hall, 1979 | 463 | 1979 |
| Thinking Through Three Worlds of Mathematics. D Tall International Group for the Psychology of Mathematics Education, 2004 | 457 | 2004 |
| Students’ difficulties in calculus D Tall proceedings of working group 3, 13-28, 1993 | 449 | 1993 |
| Algebraic number theory and Fermat's last theorem I Stewart, D Tall AK Peters/CRC Press, 2001 | 391 | 2001 |
| Conflicts in the learning of real numbers and limits D Tall, RLE Schwarzenberger Mathematics teaching 82, 44-49, 1978 | 365 | 1978 |
| Cognitive growth in elementary and advanced mathematical thinking D Tall PME conference 1, 1-61, 1995 | 354 | 1995 |
| Group representations, λ-rings and the J-homomorphism,” Topology 8 (1969), pp. 253–297. MR 0244387 Zbl 0159.53301 M Atiyah, DO Tall Topology 8, 2530-297, 1969 | 337* | 1969 |
| The general, the abstract, and the generic in advanced mathematics G Harel, D Tall For the learning of mathematics 11 (1), 38-42, 1991 | 301 | 1991 |
| Encouraging versatile thinking in algebra using the computer D Tall, M Thomas Educational studies in mathematics 22 (2), 125-147, 1991 | 292 | 1991 |
| What is the object of the encapsulation of a process? D Tall, M Thomas, G Davis, E Gray, A Simpson The Journal of Mathematical Behavior 18 (2), 223-241, 1999 | 280 | 1999 |
| Knowledge construction and diverging thinking in elementary & advanced mathematics E Gray, M Pinto, D Pitta, D Tall Educational studies in mathematics 38, 111-133, 1999 | 266 | 1999 |
| Students’ mental prototypes for functions and graphs D Tall, MN Bakar International Journal of Mathematical Education in Science and Technology 23 …, 1992 | 263 | 1992 |
| Intuition and rigour: the role of visualization in the calculus D Tall Visualization in teaching and learning mathematics 19, 105-119, 1991 | 259 | 1991 |
Michael O. J. ThomasEmeritus Professor of Mathematics Education, The University of Auckland在 auckland.ac.nz 的电子邮件经过验证
