Dina Tirosh

Best Publications

• Enhancing Prospective Teachers' Knowledge of Children's Conceptions: The Case of Division of Fractions

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  379
  Citations

• Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter

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  222
  Citations

• The intuition of infinity

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  168
  Citations

• Preservice Teachers' Misconceptions in Solving Verbal Problems in Multiplication and Division

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  145
  Citations

• Intuitive rules in science and mathematics: the case of ‘more of A ‐‐ more of B’

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  119
  Citations

• Intuitive nonexamples: the case of triangles

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  105
  Citations

• Preservice elementary teachers' explicit beliefs about multiplication and division

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  98
  Citations

• Implicit and explicit knowledge : an educational approach

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  89
  Citations

• Simplifying Algebraic Expressions: Teacher Awareness and Teaching Approaches

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  82
  Citations

• Intuitive Rules: A way to Explain and Predict Students’ Reasoning

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  79
  Citations

• Evoking Cognitive Conflict to Explore Preservice Teachers' Thinking about Division

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  77
  Citations

• Teacher knowledge and understanding of students’ mathematical learning and thinking

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  75
  Citations

• Is it possible to measure the intuitive acceptance of a mathematical statement?

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  64
  Citations

• Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders

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  62
  Citations

• Intuitive rules: A way to explain and predict students' reasoning

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  62
  Citations

• Challenging and Changing Mathematics Teaching Classroom Practices

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  61
  Citations

• Evoking Cognitive Conflict to Explore Preservice Teachers' Thinking about Division

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  57
  Citations

• Students’ perceived sociomathematical norms: The missing paradigm

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  56
  Citations

• The role of representations in students’ intuitive thinking about infinity

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  55
  Citations

• Multiple solution methods and multiple outcomes—is it a task for kindergarten children?

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  53
  Citations