| Mathematics teaching and classroom practice M Franke, E Kazemi, D Battey Second Handbook of Research on Mathematics Teaching and Learning, 225-256, 2007 | 728 | 2007 |
| Professional development focused on children's algebraic reasoning in elementary school VR Jacobs, ML Franke, TP Carpenter, L Levi, D Battey Journal for research in mathematics education 38 (3), 258-288, 2007 | 575 | 2007 |
| Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms ML Franke, NM Webb, AG Chan, M Ing, D Freund, D Battey Journal of Teacher Education 60 (4), 380-392, 2009 | 557 | 2009 |
| Exposing color blindness/grounding color consciousness: Challenges for teacher education K Ullucci, D Battey Urban Education 46 (6), 1195-1225, 2011 | 277 | 2011 |
| A framework for understanding whiteness in mathematics education D Battey, LA Leyva Journal of Urban Mathematics Education 9 (2), 2016 | 275 | 2016 |
| Transforming identities: Understanding teachers across professional development and classroom practice D Battey, ML Franke Teacher education quarterly 35 (3), 127-149, 2008 | 212 | 2008 |
| The role of teacher instructional practices in student collaboration NM Webb, ML Franke, M Ing, A Chan, T De, D Freund, D Battey Contemporary educational psychology 33 (3), 360-381, 2008 | 203 | 2008 |
| “Good” mathematics teaching for students of color and those in poverty: The importance of relational interactions within instruction D Battey Educational Studies in mathematics 82, 125-144, 2013 | 201 | 2013 |
| Toward a framework for research linking equitable teaching with the standards for mathematical practice T Bartell, A Wager, A Edwards, D Battey, M Foote, J Spencer Journal for Research in Mathematics Education 48 (1), 7-21, 2017 | 153 | 2017 |
| Access to Mathematics: “A Possessive Investment in Whiteness”1 D Battey Curriculum Inquiry 43 (3), 332-359, 2013 | 119 | 2013 |
| Integrating professional development on mathematics and equity: Countering deficit views of students of color D Battey, M Franke Education and Urban Society 47 (4), 433-462, 2015 | 105 | 2015 |
| Assessing the assessment: Evidence of reliability and validity in the edTPA DH Gitomer, JF Martínez, D Battey, NE Hyland American Educational Research Journal 58 (1), 3-31, 2021 | 102 | 2021 |
| Detailing racialized and gendered mechanisms of undergraduate precalculus and calculus classroom instruction LA Leyva, R Quea, K Weber, D Battey, D López Cognition and Instruction 39 (1), 1-34, 2021 | 77 | 2021 |
| Culture, race, power, and mathematics education Diversity in Mathematics Education Center for Learning and Teaching Second handbook of research on mathematics teaching and learning 1, 405-433, 2007 | 70* | 2007 |
| The interconnectedness of relational and content dimensions of quality instruction: Supportive teacher–student relationships in urban elementary mathematics classrooms D Battey, RA Neal, L Leyva, K Adams-Wiggins The Journal of Mathematical Behavior 42, 1-19, 2016 | 61 | 2016 |
| Racial (mis) match in middle school mathematics classrooms: Relational interactions as a racialized mechanism D Battey, LA Leyva, I Williams, VA Belizario, R Greco, R Shah Harvard Educational Review 88 (4), 455-482, 2018 | 55 | 2018 |
| From mediated fieldwork to co-constructed partnerships: A framework for guiding and reflecting on P-12 school–university partnerships G Burroughs, A Lewis, D Battey, M Curran, NE Hyland, S Ryan Journal of Teacher Education 71 (1), 122-134, 2020 | 53 | 2020 |
| Content matters: Algebraic reasoning in teacher professional development ML Franke, TP Carpenter, D Battey Algebra in the early grades, 333-360, 2017 | 33 | 2017 |
| Queering engineering: A critical analysis of the gendered technical/social dualism in engineering and engineering education research L Leyva, J Massa, D Battey 2016 ASEE Annual Conference & Exposition, 2016 | 28 | 2016 |
| Racialized and gendered labor in students’ responses to precalculus and calculus instruction D Battey, K Amman, LA Leyva, N Hyland, EW McMichael Journal for Research in Mathematics Education 53 (2), 94-113, 2022 | 21 | 2022 |
MEGAN LOEF FRANKEUCLAVerified email at g.ucla.edu
