| Understanding the integral: Students’ symbolic forms SR Jones The Journal of Mathematical Behavior 32 (2), 122-141, 2013 | 147 | 2013 |
| Areas, anti-derivatives, and adding up pieces: Definite integrals in pure mathematics and applied science contexts SR Jones The Journal of Mathematical Behavior 38, 9-28, 2015 | 130 | 2015 |
| The prevalence of area-under-a-curve and anti-derivative conceptions over Riemann sum-based conceptions in students’ explanations of definite integrals SR Jones International Journal of Mathematical Education in Science and Technology 46 …, 2015 | 68 | 2015 |
| An exploratory study on student understandings of derivatives in real-world, non-kinematics contexts SR Jones The Journal of Mathematical Behavior 45, 95-110, 2017 | 59 | 2017 |
| Teaching integration: How certain instructional moves may undermine the potential conceptual value of the Riemann sum and the Riemann integral SR Jones, YR Lim, KR Chandler International Journal of Science and Mathematics Education 15, 1075-1095, 2017 | 38 | 2017 |
| Students’ understandings of multivariate integrals and how they may be generalized from single integral conceptions SR Jones, A Dorko The Journal of Mathematical Behavior 40, 154-170, 2015 | 38 | 2015 |
| Calculus limits involving infinity: The role of students’ informal dynamic reasoning SR Jones International Journal of Mathematical Education in Science and Technology 46 …, 2015 | 33 | 2015 |
| Prototype images in mathematics education: The case of the graphical representation of the definite integral SR Jones Educational Studies in Mathematics 97, 215-234, 2018 | 24 | 2018 |
| Students’ application of concavity and inflection points to real-world contexts SR Jones International Journal of Science and Mathematics Education 17, 523-544, 2019 | 20 | 2019 |
| Recommendations for a “target understanding” of the derivative concept for first-semester calculus teaching and learning SR Jones, KL Watson International journal of research in undergraduate mathematics education 4 …, 2018 | 20 | 2018 |
| Scalar and vector line integrals: A conceptual analysis and an initial investigation of student understanding SR Jones The Journal of Mathematical Behavior 59, 100801, 2020 | 18 | 2020 |
| Teaching hardy-weinberg equilibrium using population-level punnett squares: Facilitating calculation for students with math anxiety KR Williams, SR Wasson, A Barrett, RF Greenall, SR Jones, EG Bailey CBE—Life Sciences Education 20 (2), ar22, 2021 | 14 | 2021 |
| Adding it all up: Reconceiving the introduction of the integral SR Jones The Mathematics Teacher 107 (5), 372-377, 2013 | 13 | 2013 |
| Building on covariation: Making explicit four types of “multivariation" SR Jones Proceedings of the 21st annual conference on Research in Undergraduate …, 2018 | 12 | 2018 |
| Multivariation and students’ multivariational reasoning SR Jones The Journal of Mathematical Behavior 67, 100991, 2022 | 11 | 2022 |
| What education research related to calculus derivatives and integrals implies for chemistry instruction and learning SR Jones It’s just math: Research on students’ understanding of chemistry and …, 2019 | 11 | 2019 |
| Approaches to integration based on quantitative reasoning: Adding up pieces and accumulation from rate SR Jones, R Ely International Journal of Research in Undergraduate Mathematics Education 9 …, 2023 | 10 | 2023 |
| Learning integrals based on adding up pieces across a unit on integration BN Stevens, SR Jones International Journal of Research in Undergraduate Mathematics Education 9 …, 2023 | 7 | 2023 |
| Examining students’ variational reasoning in differential equations SR Jones, GE Kuster The Journal of Mathematical Behavior 64, 100899, 2021 | 7 | 2021 |
| Students' understanding of concavity and inflection points in realworld contexts: Graphical, symbolic, verbal, and physical representations MR Gundlach, SR Jones Proceedings of the 18th speical interest group of the Mathematical …, 2015 | 6 | 2015 |
