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Exponential functions, rates of change, and the multiplicative unit J Confrey, E Smith Educational Studies in mathematics 26, 135-164, 1994 | 512 | 1994 |

The evolution of design studies as methodology J Confrey na, 2006 | 493 | 2006 |

On evaluating curricular effectiveness: Judging the quality of K-12 mathematics evaluations National Research Council | 491* | 2004 |

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Splitting, similarity, and rate of change: A new approach to multiplication and exponential functions J Confrey The development of multiplicative reasoning in the learning of mathematics …, 1994 | 361 | 1994 |

Transformative teaching experiments through conjecture-driven research design J Confrey, A Lachance Handbook of research design in mathematics and science education, 231-265, 2012 | 344 | 2012 |

How compatible are radical constructivism, sociocultural approaches, and social constructivism? J Confrey Constructivism in education, 185-226, 2012 | 336 | 2012 |

A theory of intellectual development J Confrey for the learning of mathematics 15 (1), 38-48, 1995 | 312 | 1995 |

The development of multiplicative reasoning in the learning of mathematics G Harel, J Confrey State University of New York Press, 1994 | 282 | 1994 |

Design research with a focus on learning processes: An overview on achievements and challenges S Prediger, K Gravemeijer, J Confrey ZDM 47, 877-891, 2015 | 275 | 2015 |

Equipartitioning/splitting as a foundation of rational number reasoning using learning trajectories J Confrey, A Maloney, K Nguyen, G Mojica, M Myers Proceedings of the 33rd Conference of the International Group for the …, 2009 | 271 | 2009 |

Learning to listen: A student’s understanding of powers of ten J Confrey Radical constructivism in mathematics education, 111-138, 1991 | 267 | 1991 |

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A framework for functions: Prototypes, multiple representations, and transformations J Confrey, E Smith Proceedings of the 13th annual meeting of the North American Chapter of The …, 1991 | 177 | 1991 |

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