| Students’ whole number multiplicative concepts: A critical constructive resource for fraction composition schemes AJ Hackenberg, ES Tillema The Journal of Mathematical Behavior 28 (1), 1-18, 2009 | 191 | 2009 |
| Teaching and learning fraction addition on number lines A Izsák, E Tillema, Z Tunç-Pekkan Journal for Research in Mathematics Education 39 (1), 33-62, 2008 | 95 | 2008 |
| Mathematical understanding for secondary teaching: A framework and classroom-based situations MK Heid, PS Wilson, GW Blume IAP, 2015 | 71 | 2015 |
| A power meaning of multiplication: Three eighth graders’ solutions of Cartesian product problems ES Tillema The Journal of Mathematical Behavior 32 (3), 331-352, 2013 | 66* | 2013 |
| Constructivist model building: Empirical examples from mathematics education C Ulrich, ES Tillema, AJ Hackenberg, A Norton Constructivist Foundations 9 (3), 328-339, 2014 | 55 | 2014 |
| Generalization across domains: The relating-forming-extending generalization framework A Ellis, E Tillema, E Lockwood, K Moore | 39 | 2017 |
| A case for combinatorics: A research commentary E Lockwood, NH Wasserman, ES Tillema The Journal of Mathematical Behavior 59, 100783, 2020 | 24 | 2020 |
| An investigation of 6th graders’ solutions of Cartesian product problems and representation of these problems using arrays ES Tillema The Journal of Mathematical Behavior 52, 1-20, 2018 | 22 | 2018 |
| A quantitative and combinatorial approach to non-linear meanings of multiplication ES Tillema, A Gatza For the Learning of Mathematics 36 (2), 26-33, 2016 | 21 | 2016 |
| Generalization across multiple mathematical domains: Relating, forming, and extending AB Ellis, E Lockwood, E Tillema, K Moore Cognition and Instruction 40 (3), 351-384, 2022 | 19 | 2022 |
| Students’ solution of arrangement problems and their connection to Cartesian product problems ES Tillema Mathematical Thinking and Learning 22 (1), 23-55, 2020 | 17 | 2020 |
| Students’ coordination of lower and higher dimensional units in the context of constructing and evaluating sums of consecutive whole numbers ES Tillema The Journal of Mathematical Behavior 36, 51-72, 2014 | 17 | 2014 |
| Students' construction of algebraic symbol systems E Tillema University of Georgia, 2007 | 15 | 2007 |
| The Processes and Products of Students' Generalizing Activity. E Tillema, A Gatza North American Chapter of the International Group for the Psychology of …, 2017 | 12 | 2017 |
| What is the difference? Using contextualized problems ES Tillema Mathematics teaching in the Middle school 17 (8), 472-478, 2012 | 12 | 2012 |
| Developing systems of notation as a trace of reasoning E Tillema, A Hackenberg For the Learning of Mathematics 31 (3), 29-35, 2011 | 12 | 2011 |
| Chinese algebra: Using historical problems to think about current curricula E Tillema The Mathematics Teacher 99 (4), 238-245, 2005 | 12 | 2005 |
| Functions of symbolizing activity: a discussion E Tillema For the Learning of Mathematics 30 (1), 2-8, 2010 | 10 | 2010 |
| Constructivist model building: Empirical examples from mathematics education. Constructivist Foundations 9 (3): 328–339 C Ulrich, ES Tillema, AJ Hackenberg, A Norton | 7 | 2014 |
| Using combinatorics problems to support secondary teachers understanding of algebraic structure ES Tillema, LJ Burch ZDM–Mathematics Education 54 (4), 777-793, 2022 | 5 | 2022 |
