| From intended curriculum to written curriculum: Examining the voice of a mathematics textbook BA Herbel-Eisenmann Journal for Research in Mathematics Education 38 (4), 344-369, 2007 | 369 | 2007 |
| Questioning our patterns of questioning BA Herbel-Eisenmann, ML Breyfogle Mathematics teaching in the middle school 10 (9), 484-489, 2005 | 263 | 2005 |
| Mathematics Teachers at work JT Remillard, BA Herbel-Eisenmann, GM Lloyd New York, UK: Routledge, 2010 | 234 | 2010 |
| Positioning in mathematics education: Revelations on an imported theory BA Herbel-Eisenmann, D Wagner, KR Johnson, H Suh, H Figueras Educational Studies in Mathematics 89, 185-204, 2015 | 215 | 2015 |
| Re-mythologizing mathematics through attention to classroom positioning D Wagner, B Herbel-Eisenmann Educational Studies in Mathematics 72, 1-15, 2009 | 193 | 2009 |
| (Developing) teacher discourse moves: A framework for professional development BA Herbel-Eisenmann, MD Steele, M Cirillo Mathematics Teacher Educator 1 (2), 181-196, 2013 | 177 | 2013 |
| Appraising lexical bundles in mathematics classroom discourse: Obligation and choice B Herbel-Eisenmann, D Wagner Educational Studies in Mathematics 75, 43-63, 2010 | 143 | 2010 |
| Reconsidering the study of mathematics instructional practices: The importance of curricular context in understanding local and global teacher change BA Herbel-Eisenmann, ST Lubienski, L Id-Deen Journal of Mathematics Teacher Education 9, 313-345, 2006 | 125 | 2006 |
| Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility J Aguirre, B Herbel-Eisenmann, S Celedon-Pattichis, M Civil, T Wilkerson, ... Journal for Research in Mathematics Education 48 (2), 124-147, 2017 | 124 | 2017 |
| Promoting purposeful discourse: Teacher research in mathematics classrooms M Cirillo, BA Herbel-Eisenmann National Council of Teachers of Mathematics, 2009 | 123 | 2009 |
| Mapping mathematics in classroom discourse BA Herbel-Eisenmann, S Otten Journal for Research in Mathematics Education 42 (5), 451-485, 2011 | 112 | 2011 |
| “Muddying the clear waters”: Teachers' take-up of the linguistic idea of revoicing B Herbel-Eisenmann, C Drake, M Cirillo Teaching and Teacher Education 25 (2), 268-277, 2009 | 108 | 2009 |
| Lexical bundle analysis in mathematics classroom discourse: The significance of stance B Herbel-Eisenmann, D Wagner, V Cortes Educational Studies in Mathematics 75, 23-42, 2010 | 97 | 2010 |
| Using student contributions and multiple representations to develop mathematical language BA Herbel-Eisenmann Mathematics Teaching in the Middle School 8 (2), 100-105, 2002 | 89 | 2002 |
| A framework for uncovering the way a textbook may position the mathematics learner B Herbel-Eisenmann, D Wagner For the Learning of Mathematics 27 (2), 8-14, 2007 | 87 | 2007 |
| “Just don’t”: The suppression and invitation of dialogue in the mathematics classroom D Wagner, B Herbel-Eisenmann Educational Studies in Mathematics 67, 143-157, 2008 | 83 | 2008 |
| Linking Research and Practice: The NCTM Research Agenda Conference Report. F Arbaugh, B Herbel-Eisenmann, N Ramirez, E Knuth, H Kranendonk, ... National Council of Teachers of Mathematics, 2010 | 80 | 2010 |
| Equity in discourse for mathematics education: Theories, practices, and policies B Herbel-Eisenmann, J Choppin, D Wagner, D Pimm Springer Science & Business Media, 2011 | 78 | 2011 |
| Grand challenges and opportunities in mathematics education research ML Stephan, KB Chval, JJ Wanko, M Civil, MC Fish, B Herbel-Eisenmann, ... Journal for research in mathematics education 46 (2), 134-146, 2015 | 76 | 2015 |
| Identifying authority structures in mathematics classroom discourse: A case of a teacher’s early experience in a new context D Wagner, B Herbel-Eisenmann ZDM 46, 871-882, 2014 | 63 | 2014 |
