| Reconceptualizing knowledge at the mathematical horizon R Zazkis, A Mamolo For the Learning of Mathematics 31 (2), 8-13, 2011 | 163 | 2011 |
| Paradoxes as a window to infinity A Mamolo, R Zazkis Research in Mathematics Education 10 (2), 167-182, 2008 | 95 | 2008 |
| Polysemy of symbols: Signs of ambiguity A Mamolo The Mathematics Enthusiast 7 (2), 247-262, 2010 | 37 | 2010 |
| Developing a network of and for geometric reasoning A Mamolo, R Ruttenberg-Rozen, W Whiteley ZDM 47, 483-496, 2015 | 32 | 2015 |
| Designing spatial visual tasks for research: The case of the filling task M Sinclair, A Mamolo, WJ Whiteley Educational Studies in Mathematics 78, 135-163, 2011 | 29 | 2011 |
| Perceptions of social issues as contexts for secondary mathematics A Mamolo The Journal of Mathematical Behavior 51, 28-40, 2018 | 27 | 2018 |
| Addressing bullying through critical making J Hughes, L Morrison, A Mamolo, J Laffier, S de Castell British Journal of Educational Technology 50 (1), 309-325, 2019 | 21 | 2019 |
| Stuck on convention: a story of derivative relationships A Mamolo, R Zazkis Educational Studies in Mathematics 81, 161-177, 2012 | 21 | 2012 |
| On numbers: Concepts, operations, and structure R Zazkis, A Mamolo The second handbook of research on the psychology of mathematics education …, 2016 | 20 | 2016 |
| From disturbance to task design, or a story of a rectangular lake R Zazkis, A Mamolo Journal of Mathematics Teacher Education 21, 501-516, 2018 | 18 | 2018 |
| How to act? A question of encapsulating infinity A Mamolo Canadian Journal of Science, Mathematics and Technology Education 14, 1-22, 2014 | 16 | 2014 |
| Factors influencing prospective teachers’ recommendations to students: Horizons, hexagons, and heed A Mamolo, R Pali Mathematical Thinking and Learning 16 (1), 32-50, 2014 | 15 | 2014 |
| Full STEAM ahead: Building preservice teachers’ capacity in makerspace pedagogies J Hughes, J Laffler, A Mamolo, L Morrison, D Petrarca Technological University Dublin, 2016 | 14 | 2016 |
| Intuitions of" infinite numbers": Infinite magnitude vs. infinite representation A Mamolo The Mathematics Enthusiast 6 (3), 305-330, 2009 | 14 | 2009 |
| Proportional reasoning with a pyramid A Mamolo, M Sinclair, WJ Whiteley Mathematics Teaching in the Middle School 16 (9), 544-549, 2011 | 12 | 2011 |
| Optimizing through geometric reasoning supported by 3-D models: Visual representations of change W Whiteley, A Mamolo Task Design in Mathematics Education. Proceedings of ICMI Study 22, 129, 2013 | 9 | 2013 |
| Eyes, ears, and expectations: Scripting as a multi-lens tool A Mamolo Scripting approaches in mathematics education: Mathematical dialogues in …, 2018 | 8 | 2018 |
| An investigation of the representativeness heuristic: The case of a multiple choice exam EJ Chernoff, A Mamolo, R Zazkis Eurasia Journal of Mathematics, Science and Technology Education 12 (4 …, 2016 | 8 | 2016 |
| Risks worth taking? Social risks and the mathematics teacher A Mamolo, LE Pinto The Mathematics Enthusiast 12 (1), 85-94, 2015 | 8 | 2015 |
| Contextual considerations in probabilistic situations: An aid or a hindrance? A Mamolo, R Zazkis Probabilistic thinking: Presenting plural perspectives, 641-656, 2014 | 8 | 2014 |