| Supporting novice teachers in leading discussions that reach a mathematical point: Defining and clarifying mathematical ideas EE Baldinger, SK Selling, R Virmani Mathematics Teacher Educator 5 (1), 8-28, 2016 | 43 | 2016 |
| Number talks: Gateway to sense making KL Sun, EE Baldinger, C Humphreys The Mathematics Teacher 112 (1), 48-54, 2018 | 32 | 2018 |
| Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers EE Baldinger, J Munson Teaching and Teacher Education 95, 103125, 2020 | 25 | 2020 |
| Connecting advanced and secondary mathematics E Murray, E Baldinger, N Wasserman, S Broderick, D White | 22 | 2017 |
| Representing student voice in an approximation of practice: Using planted errors in coached rehearsals to support teacher candidate learning MP Campbell, EE Baldinger, F Graif Mathematics Teacher Educator 9 (1), 23-49, 2020 | 19 | 2020 |
| Pedagogical context and proof validation: The role of positioning as a teacher or student EE Baldinger, Y Lai The Journal of Mathematical Behavior 55, 100698, 2019 | 17 | 2019 |
| Learning mathematical practices to connect abstract algebra to high school algebra EE Baldinger Connecting abstract algebra to secondary mathematics, for secondary …, 2018 | 16 | 2018 |
| What if…? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs J Munson, EE Baldinger, S Larison Teaching and Teacher Education 97, 103222, 2021 | 14 | 2021 |
| Reasoning about student written work through self-comparison: How pre-service secondary teachers use their own solutions to analyze student work EE Baldinger Mathematical Thinking and Learning 22 (1), 56-78, 2020 | 12 | 2020 |
| A review of conceptions of secondary mathematics in integrated STEM education: Returning voice to the silent M EE Baldinger, S Staats, LM Covington Clarkson, EC Gullickson, F Norman, ... Integrated approaches to STEM education: An international perspective, 67-90, 2020 | 11 | 2020 |
| Learning to respond to students in discussions: Examining the use of planted errors in an approximation of practice EE Baldinger, MP Campbell, F Graif Journal of Teacher Education 72 (5), 523-537, 2021 | 9 | 2021 |
| Preparing instructional leaders to facilitate mathematics professional development H Borko, KA Koellner, JK Jacobs, SA Roberts, E Baldinger, R Risley Investigations in scaling-up professional development programs: Implications …, 2010 | 9 | 2010 |
| Using scripting tasks to reveal mathematics teacher candidates' resources for responding to student errors MP Campbell, EE Baldinger Journal of Mathematics Teacher Education 25 (5), 507-531, 2022 | 8 | 2022 |
| Returning voice to the silent M: A review of conceptions of mathematics in integrated STEM Education ED Baldinger, S Staats, LM Covington-Clarkson, E Gullickson, F Norman, ... Integrated approaches to STEM education: An international perspective, 67-90, 2021 | 7 | 2021 |
| Sorting out definitions EE Baldinger, MP Campbell, F Graif Mathematics Teacher: Learning and Teaching PK-12 113 (3), 209-215, 2020 | 7 | 2020 |
| Examining Teacher Candidates' Responses to Errors during Whole-Class Discussions through Written Performance Tasks. EE Baldinger, MP Campbell, F Graif North American Chapter of the International Group for the Psychology of …, 2018 | 6 | 2018 |
| Studying abstract algebra to teach high school algebra: Investigating future teachers' development of mathematical knowledge for teaching E Baldinger Stanford University, 2014 | 6 | 2014 |
| Learning to respond to errors: Evidence from scripting tasks MP Campbell, EE Baldinger, S Freeland, F Graif, J Karr | 5 | 2019 |
| Impact of abstract algebra on teachers’ understanding of and approaches to instruction in solving equations E Murray, EE Baldinger Connecting abstract algebra to secondary mathematics, for secondary …, 2018 | 5 | 2018 |
| Making Learning Visible: Cases of Teacher Candidates Learning to Respond to Errors through Multiple Approximations of Practice. EE Baldinger, MP Campbell Mathematics Teacher Education and Development 23 (4), 119-142, 2021 | 4 | 2021 |
Matthew P. CampbellWest Virginia UniversityVerified email at mail.wvu.edu
