| Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology J Dunlosky, KA Rawson, EJ Marsh, MJ Nathan, DT Willingham Psychological Science in the Public Interest 14 (1), 4-58, 2013 | 4815 | 2013 |
| Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures MW Alibali, MJ Nathan Journal of the learning sciences 21 (2), 247-286, 2012 | 1004 | 2012 |
| The real story behind story problems: Effects of representations on quantitative reasoning KR Koedinger, MJ Nathan The journal of the learning sciences 13 (2), 129-164, 2004 | 746 | 2004 |
| A theory of algebra-word-problem comprehension and its implications for the design of learning environments MJ Nathan, W Kintsch, E Young Cognition and instruction 9 (4), 329-389, 1992 | 582 | 1992 |
| A study of whole classroom mathematical discourse and teacher change MJ Nathan, EJ Knuth Cognition and instruction 21 (2), 175-207, 2003 | 503 | 2003 |
| Expert blind spot among preservice teachers MJ Nathan, A Petrosino American educational research journal 40 (4), 905-928, 2003 | 493 | 2003 |
| An investigation of teachers' beliefs of students' algebra development MJ Nathan, KR Koedinger Cognition and Instruction 18 (2), 209-237, 2000 | 386 | 2000 |
| Teachers' and researchers' beliefs about the development of algebraic reasoning MJ Nathan, KR Koedinger Journal for Research in Mathematics Education 31 (2), 168-190, 2000 | 372 | 2000 |
| Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson MW Alibali, MJ Nathan Video research in the learning sciences, 349-365, 2007 | 341* | 2007 |
| Trade‐offs between grounded and abstract representations: Evidence from algebra problem solving KR Koedinger, MW Alibali, MJ Nathan Cognitive Science 32 (2), 366-397, 2008 | 326 | 2008 |
| The future of embodied design for mathematics teaching and learning D Abrahamson, MJ Nathan, C Williams-Pierce, C Walkington, ER Ottmar, ... Frontiers in Education, 147, 2020 | 250 | 2020 |
| How teachers link ideas in mathematics instruction using speech and gesture: A corpus analysis MW Alibali, MJ Nathan, MS Wolfgram, RB Church, SA Jacobs, ... Cognition and instruction 32 (1), 65-100, 2014 | 248 | 2014 |
| Expert blind spot: When content knowledge eclipses pedagogical content knowledge MJ Nathan, KR Koedinger, MW Alibali Proceedings of the third international conference on cognitive science …, 2001 | 217 | 2001 |
| Rethinking formalisms in formal education MJ Nathan Educational Psychologist 47 (2), 125-148, 2012 | 204 | 2012 |
| Low agreement among reviewers evaluating the same NIH grant applications EL Pier, M Brauer, A Filut, A Kaatz, J Raclaw, MJ Nathan, CE Ford, ... Proceedings of the National Academy of Sciences 115 (12), 2952-2957, 2018 | 199 | 2018 |
| Foundations of Learning Sciences MJ Nathan, K Sawyer The Cambridge Handbook of the Learning Sciences (Third Edition), 27-52, 2022 | 188* | 2022 |
| Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language MJ Nathan, C Walkington Cognitive research: principles and implications 2 (1), 1-20, 2017 | 174 | 2017 |
| Preservice elementary teachers' views of their students' prior knowledge of science VK Otero, MJ Nathan Journal of Research in Science Teaching: The Official Journal of the …, 2008 | 172 | 2008 |
| Foundations of Embodied Learning: A Paradigm for Education MJ Nathan Routledge, 2022 | 160 | 2022 |
| Beliefs and expectations about engineering preparation exhibited by high school STEM teachers MJ Nathan, NA Tran, AK Atwood, AMY Prevost, LA Phelps Journal of Engineering Education 99 (4), 409-426, 2010 | 155 | 2010 |
Martha W. AlibaliProfessor of Psychology, University of Wisconsinwisc.edu의 이메일 확인됨