| Students’ conceptions of congruency through the use of dynamic geometry software G González, PG Herbst International Journal of Computers for Mathematical Learning 14, 153-182, 2009 | 114 | 2009 |
| Competing arguments for the geometry course: Why were American high school students supposed to study geometry in the twentieth century? G González, PG Herbst International Journal for the History of Mathematics Education 1 (1), 2006 | 96 | 2006 |
| Teacher learning in a combined professional development intervention G González, L Skultety Teaching and Teacher Education 71, 341-354, 2018 | 69 | 2018 |
| Facilitating teacher learning when using different representations of practice G González, JT Deal, L Skultety Journal of Teacher Education 67 (5), 447-466, 2016 | 61 | 2016 |
| “Doing proofs” in geometry classrooms P Herbst, C Chen, M Weiss, G González, T Nachlieli, M Hamlin, C Brach Teaching and learning proof across the grades, 250-268, 2010 | 58 | 2010 |
| Teachers’ and students’ negotiation moves when teachers scaffold group work G González, AF DeJarnette Cognition and Instruction 33 (1), 1-45, 2015 | 55 | 2015 |
| Positioning during group work on a novel task in Algebra II AF DeJarnette, G González Journal for Research in mathematics Education 46 (4), 378-422, 2015 | 50 | 2015 |
| Seeing a colleague encourage a student to make an assumption while proving: What teachers put in play when casting an episode of instruction T Nachlieli, P Herbst, G González Journal for Research in Mathematics Education 40 (4), 427-459, 2009 | 50 | 2009 |
| Using a creativity framework to promote teacher learning in lesson study G González, JT Deal Thinking skills and creativity 32, 114-128, 2019 | 48 | 2019 |
| Using technology to support teachers’ lesson adaptations during lesson study L Skultety, G Gonzalez, G Vargas Journal of Technology and Teacher Education 25 (2), 185-213, 2017 | 39 | 2017 |
| How can geometry students understand what it means to P Herbst, G Gonzalez, M Macke Mathematics Educator 15 (2), 17-24, 2005 | 39 | 2005 |
| An oral proof in a geometry class: How linguistic tools can help map the content of a proof G González, P Herbst Cognition and Instruction 31 (3), 271-313, 2013 | 32 | 2013 |
| Agency in a geometry review lesson: A linguistic view on teacher and student division of labor G González, AF DeJarnette Linguistics and Education 23 (2), 182-199, 2012 | 32 | 2012 |
| Prospective and in-service teachers’ perspectives about launching a problem G González, JA Eli Journal of Mathematics Teacher Education 20, 159-201, 2017 | 31 | 2017 |
| Thematic analysis of students’ talk while solving a real-world problem in geometry AF DeJarnette, G González Linguistics and Education 35, 37-49, 2016 | 25 | 2016 |
| Teacher Perceptions about Value and Influence of Professional Development. TS Martin, G González North American Chapter of the International Group for the Psychology of …, 2017 | 23 | 2017 |
| with Nachlieli, T., Hamlin, M., & Brach, C.(2009).“Doing proofs” in geometry classrooms P Herbst, C Chen, M Weiss, G González Teaching and learning of proof across the grades: A K-16 perspective, 250-268, 0 | 23 | |
| Planning a research lesson online: pre-service teachers' documentation work O Hernández-Rodríguez, G González, W Villafañe-Cepeda International Journal for Lesson & Learning Studies 10 (2), 168-186, 2021 | 18 | 2021 |
| Leveraging prospective teachers’ knowledge through their participation in lesson study G González, W Villafañe-Cepeda, O Hernández-Rodríguez Journal of Mathematics Teacher Education 26 (1), 79-102, 2023 | 17 | 2023 |
| A geometry teacher's use of a metaphor in relation to a prototypical image to help students remember a set of theorems G González The journal of mathematical behavior 32 (3), 397-414, 2013 | 17 | 2013 |
