| Geometrical diagrams as representation and communication: A functional analytic framework J Alshwaikh Research in Mathematics Education 12 (1), 69-70, 2010 | 49 | 2010 |
| A case of lesson study in South Africa J Adler, J Alshwaikh Theory and Practice of Lesson Study in Mathematics: An International …, 2019 | 32 | 2019 |
| Communicating Experience of 3D Space: Mathematical and Everyday Discourse C Morgan, J Alshwaikh Mathematical Thinking and Learning 14 (3), 199-225, 2012 | 28 | 2012 |
| Researchers and teachers as learners in Lesson Study J Alshwaikh, J Adler SAARMSTE book of long papers, 2-14, 2017 | 20 | 2017 |
| Mathematics education research in South Africa 2007–2015: Review and reflection J Adler, J Alshwaikh, R Essack, L Gcsamba African Journal of Research in Mathematics, Science and Technology Education …, 2017 | 19 | 2017 |
| Investigating the geometry curriculum in Palestinian textbooks: Towards multimodal analysis of Arabic mathematics discourse J Alshwaikh Research in Mathematics Education 18 (2), 165-181, 2016 | 18 | 2016 |
| Analysing the Palestinian school mathematics textbooks: A multimodal (multisemiotic) perspective J Alshwaikh, C Morgan | 17 | 2013 |
| Mathematical activity in a multi-semiotic environment C Morgan, J Alshwaikh CERME 6–WORKING GROUP 6, 993, 2010 | 14 | 2010 |
| Reading’geometrical diagrams: A suggested framework J Alshwaikh Proceedings of the British Society for Research in Mathematics Education 28, 1-6, 2008 | 10 | 2008 |
| Crisis” and interface with mathematics education research and practice: An everyday issue A Parra, A Bose, J Alshwaikh, M González, R Marcone, R D’Souza Proceedings of the Ninth International Mathematics Education and Society …, 2017 | 9 | 2017 |
| Crisis R Marcone, A Parra, A Bose, J Alshwaikh, M González, R d’Souza Proceedings of the tenth international mathematics education and society …, 2019 | 8 | 2019 |
| A framework for the study of written and spoken discourse: school mathematics in Palestine J Alshwaikh, C Morgan ZDM 50 (6), 1041-1051, 2018 | 8 | 2018 |
| Diagrams as communication in mathematics discourse: A social semiotic account J Alshwaikh For the Learning of Mathematics 38 (2), 9-13, 2018 | 8 | 2018 |
| The creation of mathematics in school textbooks: Palestine and England as example J Alshwaikh, C Morgan European Society for Research in Mathematics Education-CERME 7, 2015 | 8 | 2015 |
| Imag (in) ing three-dimensional movement with gesture:‘playing turtle’or pointing? C Morgan, J Alshwaikh Proceedings of the British Society for Research into Learning Mathematics 28 …, 2008 | 8 | 2008 |
| 5 Image-Writing Relations in Arabic Mathematical Textbooks J Alshwaikh Multimodality in Writing, 116-134, 2015 | 7 | 2015 |
| Tensions and dilemmas as source of coherence J Alshwaikh, J Adler Mathematics Education and Life at Times of Crisis 370 (6), 2, 2017 | 5 | 2017 |
| Interrupting passivity: Attempts to interrogate political agency in Palestinian school mathematics J Alshwaikh, H Straehler-Pohl The disorder of mathematics education: Challenging the sociopolitical …, 2017 | 4 | 2017 |
| Learning about motion in a multi-semiotic environment C Morgan, J Alshwaikh Research in Mathematics Education 11 (1), 79-80, 2009 | 4 | 2009 |
| Diagrams as interaction: The interpersonal (meta) function of geometrical diagrams J Alshwaikh | 4 | 2009 |
Candia MorganUniversity College London Institute of EducationGeverifieerd e-mailadres voor ioe.ac.uk
