Delving into the meaning of productive reflection: A study of future teachers' reflections on representations of teaching DA Moore-Russo, JN Wilsey Teaching and Teacher Education 37, 76-90, 2014 | 133 | 2014 |
Can slope be negative in 3-space? Studying concept image of slope through collective definition construction D Moore-Russo, AM Conner, KI Rugg Educational Studies in Mathematics 76 (1), 3-21, 2011 | 117 | 2011 |
Calculus students' and instructors' conceptualization of slope: A comparison across academic levels C Nagle, D Moore-Russo, JM Viglietti, K Martin International Journal of Science and Mathematics Education 11, 1491-1515, 2013 | 99 | 2013 |
Conceptualizations of slope: A review of state standards M Stanton, D Moore‐Russo School Science and Mathematics 112 (5), 270-277, 2012 | 78 | 2012 |
Teachers' spatial literacy as visualization, reasoning, and communication D Moore-Russo, JM Viglietti, MM Chiu, SM Bateman Teaching and Teacher Education 29, 97-109, 2013 | 65 | 2013 |
Using learning-styles data to design a microbiology course RJ Buxeda, DA Moore Journal of College Science Teaching 29 (3), 159, 1999 | 56 | 1999 |
Slope across the curriculum: Principles and standards for school mathematics and common core state standards C Nagle, D Moore-Russo The Mathematics Educator 23 (2), 2014 | 53 | 2014 |
IMPACT OF EXPLICIT PRESENTATION OF SLOPES IN THREE DIMENSIONS ON STUDENTS’UNDERSTANDING OF DERIVATIVES IN MULTIVARIABLE CALCULUS DL McGee, D Moore-Russo International Journal of Science and Mathematics Education 13 (Suppl 2), 357-384, 2015 | 51 | 2015 |
One teacher’s reflective journey and the evolution of a lesson: Systematic reflection as a catalyst for adaptive expertise H Emily Hayden, D Moore-Russo, MR Marino Reflective Practice 14 (1), 144-156, 2013 | 51 | 2013 |
Emerging perspectives on gesture and embodiment in mathematics LD Edwards, D Moore-Russo, F Ferrara IAP, 2014 | 47 | 2014 |
The concept of slope: Comparing teachers’ concept images and instructional content C Nagle, D Moore-Russo Investigations in Mathematics Learning 6 (2), 1-18, 2013 | 42 | 2013 |
South African teachers' conceptualisations of gradient: a study of historically disadvantaged teachers in an Advanced Certificate in Education programme V Mudaly, D Moore-Russo pythagoras 32 (1), 1-8, 2011 | 35 | 2011 |
Integration of gamification into course design: A noble endeavor with potential pitfalls D Moore-Russo, A Wiss, J Grabowski College Teaching 66 (1), 3-5, 2018 | 34 | 2018 |
Slope and line of best fit: A transfer of knowledge case study C Nagle, S Casey, D Moore‐Russo School Science and Mathematics 117 (1-2), 13-26, 2017 | 34 | 2017 |
A Broader Vision of Literacy: Including the Visual with the Linguistic. D Moore-Russo, LE Shanahan Journal of Adolescent & Adult Literacy 57 (7), 527-532, 2014 | 32 | 2014 |
A study of how angry birds has been used in mathematics education D Moore-Russo, J Diletti, J Strzelec, C Reeb, J Schillace, A Martin, ... Digital Experiences in Mathematics Education 1, 107-132, 2015 | 29 | 2015 |
Content in context: analyzing interactions in a graduate-level academic Facebook group D Moore-Russo, M Radosta, K Martin, S Hamilton International Journal of Educational Technology in Higher Education 14 (1), 1-15, 2017 | 28 | 2017 |
Experiential learning in vehicle dynamics education via motion simulation and interactive gaming K Hulme, E Kasprzak, K English, D Moore-Russo, K Lewis International Journal of Computer Games Technology 2009 (1), 952524, 2009 | 28 | 2009 |
Using CBL technology and a graphing calculator to teach the kinetics of consecutive first-order reactions JE Cortés-Figueroa, DA Moore Journal of Chemical Education 76 (5), 635, 1999 | 28 | 1999 |
Conceptualizations of slope in Mexican intended curriculum C Dolores Flores, MI Rivera López, D Moore‐Russo School Science and Mathematics 120 (2), 104-115, 2020 | 26 | 2020 |