| Young children doing mathematics: Observations of everyday activities HP Ginsburg, N Inoue, KH Seo Mathematics in the early years 1, 88-99, 1999 | 218 | 1999 |
| The realistic reasons behind unrealistic solutions: The role of interpretive activity in word problem solving N Inoue Learning and Instruction 15 (1), 69-83, 2005 | 117 | 2005 |
| Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study N Inoue Journal of Mathematics Teacher Education 14, 5-23, 2011 | 111 | 2011 |
| Rehearsing to teach: content‐specific deconstruction of instructional explanations in pre‐service teacher training N Inoue Journal of Education for Teaching 35 (1), 47-60, 2009 | 72 | 2009 |
| You asked open-ended questions, now what? Understanding the nature of stumbling blocks in teaching inquiry lessons N Inoue, S Buczynski The Mathematics Educator 20 (2), 2011 | 63 | 2011 |
| Why face a challenge?: The reason behind intrinsically motivated students' spontaneous choice of challenging tasks N Inoue Learning and Individual Differences 17 (3), 251-259, 2007 | 44 | 2007 |
| Minimalism as a guiding principle: Linking mathematical learning to everyday knowledge N Inoue Mathematical Thinking and Learning 10 (1), 36-67, 2008 | 35 | 2008 |
| Mirrors of the Mind: Introduction to Mindful Ways of Thinking Education. Educational Psychology: Critical Pedagogical Perspectives. Volume 19. N Inoue Peter Lang New York, 2012 | 34 | 2012 |
| Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms N Inoue, T Asada, N Maeda, S Nakamura Teaching and teacher education 77, 366-377, 2019 | 33 | 2019 |
| Beyond Actions: Psychology of Action Research for Mindful Educational Improvement N Inoue Peter Lang New York, 2015 | 32 | 2015 |
| Creation and initial validation of the motivation beliefs inventory: Measuring leaders' beliefs about employee motivation using four motivation theories DC Facer Jr, F Galloway, N Inoue, D Zigarmi Journal of Business Administration Research 3 (1), 1, 2014 | 32 | 2014 |
| Developing a policy for an international experience requirement in a graduate teacher education program: A cautionary tale S Buczynski, H Lattimer, N Inoue, V Alexandrowicz Teaching Education 21 (1), 33-46, 2010 | 22 | 2010 |
| The issue of reality in word problem solving N Inoue Words and Worlds: Modelling verbal descriptions of situations. New …, 2009 | 15* | 2009 |
| Enhancing pre-service teachers’ reflective quality on inquiry-based teaching through a community of practice J Ketsing, N Inoue, S Buczynski Science Education International 31 (4), 367-378, 2020 | 9 | 2020 |
| Reflective practice and motion sickness: thoughts on the first North American Action Research Study Day L Rowell, N Inoue, C Getz Educational Action Research 22 (2), 251-269, 2014 | 8 | 2014 |
| The role of personal interpretation in mathematical problem-solving N Inoue Columbia University, 2002 | 8 | 2002 |
| The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research N Inoue International Journal for Transformative Research 3 (1), 16-23, 2016 | 6 | 2016 |
| Learning to overcome epistemological challenges: A case of a cross-cultural action research exchange program between the United States and Japan N Inoue Action Research 13 (2), 154-169, 2015 | 5 | 2015 |
| A cross-cultural approach with East-Asian epistemology: Developing soft skills in action research N Inoue The Sage handbook of action research, 636-642, 2015 | 5 | 2015 |
| A Cross-Cultural Approach to Deconstructing Cognitive Processes in the Mathematics Classroom: Japan and the United States N Inoue Cross-Cultural Psychology: Contemporary Themes and Perspectives, 198, 2010 | 4* | 2010 |
