| Fast perfect-information leader-election protocol with linear immunity J Cooper, N Linial Proceedings of the twenty-fifth annual ACM symposium on Theory of Computing …, 1993 | 43 | 1993 |
| Mathematical discourse for teaching: A discursive framework for analyzing professional development J Cooper Proceedings of the 38th Conference of the International Group for the …, 2014 | 33 | 2014 |
| Boundary objects in mathematics education and their role across communities of teachers and researchers in interaction O Robutti, G Aldon, A Cusi, S Olsher, M Panero, J Cooper, P Carante, ... International handbook of mathematics teacher education: Volume 3, 211-240, 2019 | 30 | 2019 |
| Can teachers and mathematicians communicate productively? The case of division with remainder J Cooper, R Karsenty Journal of Mathematics Teacher Education 21, 237-261, 2018 | 24 | 2018 |
| Bridging incommensurable discourses–A commognitive look at instructional design in the zone of proximal development J Cooper, I Lavie The Journal of Mathematical Behavior 61, 100822, 2021 | 22 | 2021 |
| Didactic metadata informing teachers’ selection of learning resources: Boundary crossing in professional development J Cooper, S Olsher, M Yerushalmy Journal of Mathematics Teacher Education 23 (4), 363-384, 2020 | 22 | 2020 |
| Implementation of problem solving in school: From intended to experienced B Koichu, J Cooper, M Widder Implementation and Replication Studies in Mathematics Education 2 (1), 76-106, 2022 | 17 | 2022 |
| Mathematicians and primary school teachers learning from each other J Cooper, A Arcavi European Mathematical Society Magazine, 46-51, 2018 | 12 | 2018 |
| Mathematicians and elementary school mathematics teachers-meetings and bridges J Cooper, A Arcavi Proficiency and Beliefs in Learning and Teaching Mathematics, 179-200, 2013 | 11 | 2013 |
| Mathematicians and teachers sharing perspectives on teaching whole number arithmetic: Boundary-crossing in professional development J Cooper ZDM 51 (1), 69-80, 2019 | 10 | 2019 |
| In the pursuit of relevance–Mathematicians designing tasks for elementary school teachers A Pinto, J Cooper International Journal of Research in Undergraduate Mathematics Education 3 …, 2017 | 10 | 2017 |
| A mathematics educator and a mathematician co-teaching mathematics–affordances for teacher education J Cooper, O Zaslavsky CERME 10, 2017 | 10 | 2017 |
| The road not taken—Investigating affordances of infinitesimal calculus for enriching the repertoire of secondary mathematics teachers A Pinto, J Cooper International Journal of Research in Undergraduate Mathematics Education 8 …, 2022 | 9 | 2022 |
| Diversity in curriculum committees: Challenges and opportunities for cross-community collaboration A Pinto, J Cooper International Commission on Mathematics Instruction (ICMI), 2018 | 7 | 2018 |
| The what and why of whole number arithmetic: Foundational ideas from history, language and societal changes XH Sun, C Chambris, J Sayers, MK Siu, J Cooper, JL Dorier, ... Building the foundation: Whole numbers in the primary grades: The 23rd ICMI …, 2018 | 7 | 2018 |
| In the pursuit of impact: Design and practice of three innovative professional development programs for mathematics teachers J Cooper, B Koichu Long-term Research and Development in Science Education, 333-359, 2021 | 6 | 2021 |
| Reflecting on didactic metadata of learning sequences J Cooper, S Olsher, M Yerushalmy Proceedings of the re (s) sources 2018 international conference, 191-194, 2018 | 6 | 2018 |
| Growth of mathematical knowledge for teaching–The case of long division J Cooper CERME 9-ninth congress of the European society for research in mathematics …, 2015 | 6 | 2015 |
| Teachers' beliefs about knowledge for teaching–an indirect approach J Cooper, I Touitou Eighth congress of the European society for research in mathematics …, 2013 | 5 | 2013 |
| “This cannot be”—refutation feedback and its potential affordances for proof comprehension A Pinto, J Cooper Educational Studies in Mathematics, 1-20, 2022 | 4 | 2022 |
