| Identifying opportunities for grade one children to acquire foundational number sense: Developing a framework for cross cultural classroom analyses P Andrews, J Sayers Early childhood education journal 43, 257-267, 2015 | 165 | 2015 |
| A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching P Andrews, G Hatch Educational Studies in Mathematics 43 (1), 31-64, 2000 | 143 | 2000 |
| A new look at secondary teachers’ conceptions of mathematics and its teaching P Andrews, G Hatch British educational research journal 25 (2), 203-223, 1999 | 134 | 1999 |
| OECD and PISA tests are damaging education worldwide–academics P Andrews, L Atkinson, SJ Ball, M Barber, L Beckett, J Berardi, Y Zhao, ... The Guardian 6, 2014 | 101 | 2014 |
| PISA, TIMSS and Finnish mathematics teaching: An enigma in search of an explanation P Andrews, A Ryve, K Hemmi, J Sayers Educational Studies in Mathematics 87, 7-26, 2014 | 96 | 2014 |
| The curricular importance of mathematics: a comparison of English and Hungarian teachers’ espoused beliefs P Andrews Journal of Curriculum Studies 39 (3), 317-338, 2007 | 75 | 2007 |
| Negotiating meaning in cross‐national studies of mathematics teaching: Kissing frogs to find princes P Andrews Comparative Education 43 (4), 489-509, 2007 | 64 | 2007 |
| Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers P Andrews, C Xenofontos Journal of Mathematics Teacher Education 18, 299-325, 2015 | 61 | 2015 |
| The role of conceptual subitising in the development of foundational number sense J Sayers, P Andrews, L Björklund Boistrup Mathematics education in the early years: Results from the POEM2 conference …, 2016 | 55 | 2016 |
| Initial motivations of serving teachers of secondary mathematics P Andrews, G Hatch Evaluation & Research in Education 16 (4), 185-201, 2002 | 55 | 2002 |
| Teaching linear equations: Case studies from Finland, Flanders and Hungary P Andrews, J Sayers The Journal of Mathematical Behavior 31 (4), 476-488, 2012 | 54 | 2012 |
| Defining mathematical problems and problem solving: Prospective primary teachers’ beliefs in Cyprus and England C Xenofontos, P Andrews Mathematics Education Research Journal 26, 279-299, 2014 | 53 | 2014 |
| Comparative studies of mathematics teachers’ observable learning objectives: Validating low inference codes P Andrews Educational Studies in Mathematics 71, 97-122, 2009 | 51 | 2009 |
| Is the ‘telling case’a methodological myth? P Andrews International Journal of Social Research Methodology 20 (5), 455-467, 2017 | 48 | 2017 |
| Finnish mathematics teaching from a reform perspective: A video-based case-study analysis P Andrews Comparative Education Review 57 (2), 189-211, 2013 | 47 | 2013 |
| Mathematics teachers’ didactic strategies: Examining the comparative potential of low inference generic descriptors P Andrews Comparative Education Review 53 (4), 559-581, 2009 | 46 | 2009 |
| Instrument adaptation in cross-cultural studies of students’ mathematics-related beliefs: Learning from healthcare research P Andrews, J Diego-Mantecón Compare: A Journal of Comparative and International Education 45 (4), 545-567, 2015 | 45 | 2015 |
| Students’ conceptualisations of multiplication as repeated addition or equal groups in relation to multi-digit and decimal numbers K Larsson, K Pettersson, P Andrews The Journal of Mathematical Behavior 48, 1-13, 2017 | 43 | 2017 |
| Opportunities to learn in the Budapest mathematics classroom P Andrews International Journal of Science and Mathematics Education 1, 201-225, 2003 | 42 | 2003 |
| Mathematics teacher typologies or nationally located patterns of behaviour? P Andrews International Journal of Educational Research 46 (5), 306-318, 2007 | 35 | 2007 |
Judy SayersLeeds University & Stockholm universityVerificeret mail på leeds.ac.uk
