| Developing education research competencies in mathematics teachers through TRAIL: Teacher-Researcher Alliance for Investigating Learning B Koichu, A Pinto Canadian Journal of Science, Mathematics and Technology Education 18, 68-85, 2018 | 33 | 2018 |
| Variability in the formal and informal content instructors convey in lectures A Pinto The Journal of Mathematical Behavior 54, 100680, 2019 | 31 | 2019 |
| From course design to presentations of proofs: How mathematics professors attend to student independent proof reading A Pinto, R Karsenty The Journal of Mathematical Behavior 49, 129-144, 2018 | 23 | 2018 |
| Variability in university mathematics teaching: A tale of two instructors A Pinto Proceedings of the 8th Congress of the European Society for Research in …, 2013 | 17 | 2013 |
| Implementation of mathematics education research as crossing the boundary between disciplined inquiry and teacher inquiry A Pinto, B Koichu ZDM–Mathematics Education 53 (5), 1085-1096, 2021 | 16 | 2021 |
| The secondary-tertiary transition in mathematics: what are our current challenges and what can we do about it? B Koichu, A Pinto Newsletter of the European Mathematical Society (EMS Newsletter) 112, 34-35, 2019 | 16 | 2019 |
| ‘Scaffolding’or ‘filtering’: a review of studies on the diverse roles of calculus courses for students, professionals and teachers I Biza, AS González-Martín, A Pinto International Journal of Research in Undergraduate Mathematics Education 8 …, 2022 | 13 | 2022 |
| In the pursuit of relevance–mathematicians designing tasks for elementary school teachers A Pinto, J Cooper International Journal of Research in Undergraduate Mathematics Education 3 …, 2017 | 12 | 2017 |
| The road not taken—Investigating affordances of infinitesimal calculus for enriching the repertoire of secondary mathematics teachers A Pinto, J Cooper International Journal of Research in Undergraduate Mathematics Education 8 …, 2022 | 11 | 2022 |
| Introduction to the papers of TWG14: University mathematics education AS González-Martín, I Biza, J Cooper, I Ghedamsi, T Hausberger, A Pinto, ... CERME 10, 1953-1960, 2017 | 11 | 2017 |
| Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition A Pinto, B Koichu Educational studies in mathematics 113 (1), 147-164, 2023 | 8 | 2023 |
| Calculus at the intersection of institutions, disciplines and communities: a special issue Guest Editorial I Biza, AS González-Martín, A Pinto International Journal of Research in Undergraduate Mathematics Education 8 …, 2022 | 8 | 2022 |
| Norms of proof in different pedagogical contexts A Pinto, R Karsenty For the Learning of Mathematics 40 (1), 22-27, 2020 | 7 | 2020 |
| Diversity in curriculum committees: Challenges and opportunities for cross-community collaboration A Pinto, J Cooper International Commission on Mathematics Instruction (ICMI), 2018 | 7 | 2018 |
| Formative assessment of proof comprehension in undergraduate mathematics: Affordances of iterative lecturer feedback A Pinto, J Cooper Eleventh Congress of the European Society for Research in Mathematics Education, 2019 | 6 | 2019 |
| “This cannot be”—refutation feedback and its potential affordances for proof comprehension A Pinto, J Cooper Educational studies in mathematics 113 (2), 287-306, 2023 | 5 | 2023 |
| Instructional innovation in mathematics courses for engineering programs–a case study J Cooper, HL Gamlieli, B Koichu, R Karsenty, A Pinto Khon Kaen, Thailand 19-22 July 2021, 2021 | 5 | 2021 |
| Implementation through participation: Theoretical considerations and an illustrative case B Koichu, A Pinto Eleventh Congress of the European Society for Research in Mathematics Education, 2019 | 5 | 2019 |
| Mathematical and pedagogical perspectives on warranting: Approximating the root of 18 J Cooper, A Pinto For the Learning of Mathematics 37 (2), 8-13, 2017 | 5 | 2017 |
| Why different mathematics instructors teach students different lessons about mathematics in lectures45F A Pinto Didactics of Mathematics in Higher Education as a Scientific Discipline …, 2017 | 5 | 2017 |
Jason CooperSenior staff scientist, Weizmann Institute of Science在 weizmann.ac.il 的电子邮件经过验证
