An interpretive scheme for analyzing the identities that students develop in mathematics classrooms P Cobb, M Gresalfi, LL Hodge Journal for research in mathematics education 40 (1), 40-68, 2009 | 600 | 2009 |
Transformational play: Using games to position person, content, and context SA Barab, M Gresalfi, A Ingram-Goble Educational researcher 39 (7), 525-536, 2010 | 561 | 2010 |
Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms M Gresalfi, T Martin, V Hand, J Greeno Educational studies in mathematics 70, 49-70, 2009 | 556 | 2009 |
Taking up opportunities to learn: Constructing dispositions in mathematics classrooms MS Gresalfi The Journal of the learning sciences 18 (3), 327-369, 2009 | 305 | 2009 |
Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context S Barab, P Pettyjohn, M Gresalfi, C Volk, M Solomou Computers & Education 58 (1), 518-533, 2012 | 250 | 2012 |
Opportunities to learn in practice and identity. JG Greeno, MS Gresalfi Cambridge University Press, 2008 | 250 | 2008 |
Cultivating students' discipline-specific dispositions as a critical goal for pedagogy and equity MS Gresalfi, P Cobb Pedagogies 1 (1), 49-57, 2006 | 230 | 2006 |
Why educators should care about: Games SA Barab, M Gresalfi, A Arici Educational Leadership 67 (1), 76-80, 2009 | 189 | 2009 |
FIRST YEAR IMPLEMENTATION OF A PROJECT-BASED LEARNING APPROACH: THE NEED FOR ADDRESSING TEACHERS’ORIENTATIONS IN THE ERA OF REFORM MAP Rogers, DI Cross, MS Gresalfi, AE Trauth-Nare, GA Buck International Journal of Science and Mathematics Education 9, 893-917, 2011 | 185 | 2011 |
The joint accomplishment of identity V Hand, M Gresalfi Educational psychologist 50 (3), 190-203, 2015 | 159 | 2015 |
Negotiating identities for mathematics teaching in the context of professional development MS Gresalfi, P Cobb Journal for Research in Mathematics Education 42 (3), 270-304, 2011 | 155 | 2011 |
Cognitive and sociocultural perspectives on learning: Tensions and synergy in the learning sciences JA Danish, M Gresalfi International handbook of the learning sciences, 34-43, 2018 | 118 | 2018 |
Learning for a reason: Supporting forms of engagement by designing tasks and orchestrating environments M Gresalfi, S Barab Theory into practice 50 (4), 300-310, 2011 | 111 | 2011 |
Virtual worlds, conceptual understanding, and me: Designing for consequential engagement M Gresalfi, S Barab, S Siyahhan, T Christensen On the Horizon 17 (1), 21-34, 2009 | 109 | 2009 |
Narratizing disciplines and disciplinizing narratives: Games as 21st century curriculum SA Barab, M Gresalfi, T Dodge, A Ingram-Goble International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 2 …, 2010 | 102 | 2010 |
When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology MS Gresalfi, J Barnes, D Cross Educational Studies in Mathematics 80, 249-267, 2012 | 88 | 2012 |
Teaching with videogames: How experience impacts classroom integration A Bell, M Gresalfi Technology, Knowledge and Learning 22 (3), 513-526, 2017 | 70 | 2017 |
Designing feedback in an immersive videogame: supporting student mathematical engagement MS Gresalfi, J Barnes Educational Technology Research and Development 64, 65-86, 2016 | 63 | 2016 |
Coordinating situated identities in mathematics classrooms with sociohistorical narratives: A consideration for design M Gresalfi, VM Hand ZDM 51, 493-504, 2019 | 43 | 2019 |
Design matters: explorations of content and design in fraction games MS Gresalfi, B Rittle-Johnson, A Loehr, I Nichols Educational Technology Research and Development 66, 579-596, 2018 | 41 | 2018 |