| Mathematics, lenses and videotapes: A framework and a language for developing reflective practices of teaching R Karsenty, A Arcavi Journal of mathematics teacher education 20, 433-455, 2017 | 91 | 2017 |
| What do adults remember from their high school mathematics? The case of linear functions R Karsenty Educational Studies in Mathematics 51 (1), 117-144, 2002 | 53 | 2002 |
| Exploring the potential role of visual reasoning tasks among inexperienced solvers I Natsheh, R Karsenty ZDM 46, 109-122, 2014 | 49 | 2014 |
| Nonprofessional mathematics tutoring for low-achieving students in secondary schools: A case study R Karsenty Educational Studies in Mathematics 74, 1-21, 2010 | 43 | 2010 |
| Exploring informal mathematical products of low achievers at the secondary school level R Karsenty, A Arcavi, N Hadas The Journal of mathematical behavior 26 (2), 156-177, 2007 | 39 | 2007 |
| Video as a catalyst for mathematics teachers’ professional growth R Karsenty, MG Sherin Journal of Mathematics Teacher Education 20 (5), 409-413, 2017 | 34 | 2017 |
| Mathematical ability R Karsenty Encyclopedia of mathematics education, 494-497, 2020 | 28 | 2020 |
| Professional development of mathematics teachers: Through the lens of the camera R Karsenty Invited lectures from the 13th international congress on mathematical …, 2018 | 28 | 2018 |
| Video-based peer discussions as sources for knowledge growth of secondary teachers R Karsenty, A Arcavi, Y Nurick CERME 9-Ninth Congress of the European Society for Research in Mathematics …, 2015 | 27 | 2015 |
| Processes of decision-making by mathematics PD facilitators: The role of resources, orientations, goals, and identities R Karsenty, B Pöhler, G Schwarts, S Prediger, A Arcavi Journal of mathematics teacher education, 1-25, 2021 | 24 | 2021 |
| Can teachers and mathematicians communicate productively? The case of division with remainder J Cooper, R Karsenty Journal of Mathematics Teacher Education 21, 237-261, 2018 | 24 | 2018 |
| “Can this happen only in Japan?”: mathematics teachers reflect on a videotaped lesson in a cross-cultural context G Schwarts, R Karsenty Journal of Mathematics Teacher Education 23 (6), 527-554, 2020 | 20 | 2020 |
| 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 | 20 | 2018 |
| Mathematical self-schema: A framework for analyzing adults’ retrospection on high school mathematics R Karsenty The Journal of Mathematical Behavior 23 (3), 325-349, 2004 | 20 | 2004 |
| What do we remember when it's over?: Adults' recollections of their mathematical experience R Karsenty, S Vinner PME CONFERENCE 3, 3-119, 2000 | 17 | 2000 |
| Mathematical creativity and giftedness in the professional development of teachers R Even, R Karsenty, A Friedlander Creativity in mathematics and the education of gifted students, 309-324, 2009 | 16 | 2009 |
| Implementing professional development programs for mathematics teachers at scale: what counts as success? R Karsenty ZDM–Mathematics Education 53 (5), 1021-1033, 2021 | 15 | 2021 |
| Who can teach the mathematically gifted? Characterizing and preparing mathematics teachers of highly able students at the secondary level R Karsenty Gifted and talented international 29 (1-2), 161-174, 2014 | 11 | 2014 |
| Novice facilitators’ changes in practices: From launching to managing discussions about mathematics teaching G Schwarts, B Pöhler, A Elbaum-Cohen, R Karsenty, A Arcavi, S Prediger The Journal of mathematical behavior 64, 100901, 2021 | 10 | 2021 |
| Enhancing mathematics teachers’ knowledge and reflection through peer-discussions of videotaped lessons: A pioneer program in Israel A Arcavi, R Karsenty K-12 mathematics education in Israel: Issues and innovations, 303-310, 2018 | 10 | 2018 |
