| What teachers need to know to teach mathematics: An argument for a reconceptualised model DP Hurrell Australian Journal of Teacher Education (Online) 38 (11), 54-64, 2013 | 125 | 2013 |
| Conceptual knowledge or procedural knowledge or conceptual knowledge and procedural knowledge: Why the conjunction is important to teachers D Hurrell Australian Journal of Teacher Education (Online) 46 (2), 57-71, 2021 | 77 | 2021 |
| Developing the big ideas of number C Hurst, D Hurrell International Journal of Educational Studies in Mathematics 1 (2), 1-18, 2014 | 59 | 2014 |
| Multiplicative thinking: Much more than knowing multiplication facts and procedures C Hurst, D Hurrell Australian Primary Mathematics Classroom 21 (1), 34-38, 2016 | 31 | 2016 |
| An explanation for the use of arrays to promote the understanding of mental strategies for multiplication L Day, D Hurrell Australian Primary Mathematics Classroom 20 (1), 20-23, 2015 | 24 | 2015 |
| Investigating children’s multiplicative thinking: Implications for teaching C Hurst, D Hurrell European Journal of STEM Education 1 (3), 1-11, 2016 | 22 | 2016 |
| A case study of effective practice in mathematics teaching and learning informed by Valsiner’s zone theory V Geiger, J Anderson, D Hurrell Mathematics Education Research Journal 29, 143-161, 2017 | 21 | 2017 |
| A teaching team: More than the sum of its parts L Day, D Hurrell | 16 | 2012 |
| Effectiveness of teacher professional learning: Enhancing the teaching of fractions in primary schools D Hurrell Edith Cowan University, 2013 | 12 | 2013 |
| I'm proud to be a toy teacher: Using CRA to become an even more effective teacher D Hurrell Australian Primary Mathematics Classroom 23 (2), 32-36, 2018 | 9 | 2018 |
| Algorithms are useful: Understanding them is even better! C Hurst, D Hurrell Australian Primary Mathematics Classroom 23 (3), 17-21, 2018 | 8 | 2018 |
| Food for thought: The role of manipulatives in the teaching of fractions L Day, D Hurrell Australian Primary Mathematics Classroom 22 (4), 39-40, 2017 | 8 | 2017 |
| Measurement: Five considerations to add even more impact to your program D Hurrell Australian primary mathematics classroom 20 (4), 14-18, 2015 | 8 | 2015 |
| Is it time to start reconsidering the teaching of time? D Hurrell Australian Primary Mathematics Classroom 22 (3), 33-37, 2017 | 7 | 2017 |
| Nothing left to chance. Characteristics of schools successful in mathematics R Callingham, K Beswick, C Carmichael, V Geiger, M Goos, D Hurrell, ... Report of the Developing an Evidence Base for Best Practice in Mathematics …, 2016 | 7 | 2016 |
| Algorithms are great: What about the mathematics that underpins them? C Hurst, D Hurrell Australian Primary Mathematics Classroom 23 (3), 22-26, 2018 | 6 | 2018 |
| Nothing left to chance: characteristics of schools successful in mathematics.(Report of the building an evidence base for best practice in mathematics education project) R Callingham, K Beswick, C Carmichael, V Geiger, M Goos, D Hurrell, ... University of Tasmania, 2017 | 6 | 2017 |
| Multiplicative Thinking:‘Pseudo-procedures’ are Enemies of Conceptual Understanding C Hurst, D Hurrell International Electronic Journal of Mathematics Education 15 (3), em0611, 2020 | 5 | 2020 |
| From routine to rich: Developing an algebraic reasoning task for a middle/upper primary class C Bridge, L Day Australian Primary Mathematics Classroom 17 (4), 8-12, 2012 | 4 | 2012 |
| Factors and multiples: Important and misunderstood C Hurst, D Hurrell, R Huntley International Online Journal of Primary Education 10 (2), 273-286, 2021 | 3 | 2021 |
