The framework theory approach to the problem of conceptual change S Vosniadou International handbook of research on conceptual change, 31-62, 2009 | 500 | 2009 |

Understanding the structure of the set of rational numbers: A conceptual change approach X Vamvakoussi, S Vosniadou Learning and Instruction 14 (5), 453-467, 2004 | 320 | 2004 |

How many decimals are there between two fractions? Aspects of secondary school students’ understanding of rational numbers and their notation X Vamvakoussi, S Vosniadou Cognition and instruction 28 (2), 181-209, 2010 | 226 | 2010 |

Naturally biased? In search for reaction time evidence for a natural number bias in adults X Vamvakoussi, W Van Dooren, L Verschaffel The Journal of Mathematical Behavior 31 (3), 344-355, 2012 | 146 | 2012 |

How many numbers are there in a rational numbers interval? Constraints, synthetic models and the effect of the number line X Vamvakoussi, S Vosniadou Reframing the conceptual change approach in learning and instruction, 265-282, 2007 | 74* | 2007 |

Re-framing the conceptual change approach in learning and instruction 2004 European Symposium on Conceptual Change 4th, Delphi Greece Elsevier, 2007 | 73 | 2007 |

What fills the gap between discrete and dense? Greek and Flemish students’ understanding of density X Vamvakoussi, KP Christou, L Mertens, W Van Dooren Learning and Instruction 21 (5), 676-685, 2011 | 67 | 2011 |

Teachers’ attitudes to and beliefs about web-based collaborative learning environments in the context of an international implementation V Kollias, N Mamalougos, X Vamvakoussi, M Lakkala, S Vosniadou Computers & Education 45 (3), 295-315, 2005 | 62 | 2005 |

Examining mathematics learning from a conceptual change point of view: Implications for the design of learning environments S Vosniadou, X Vamvakoussi Instructional Psychology: Past, present, and future trends–Sixteen essays in …, 2006 | 60 | 2006 |

Students’ interpretations of literal symbols in algebra KP Christou, S Vosniadou, X Vamvakoussi Reframing the conceptual change approach in learning and instruction, 283-297, 2007 | 47 | 2007 |

Brief Report. Educated adults are still affected by intuitions about the effect of arithmetical operations: evidence from a reaction-time study X Vamvakoussi, W Van Dooren, L Verschaffel Educational studies in mathematics 82 (2), 323-330, 2013 | 39 | 2013 |

The development of rational number knowledge: Old topic, new insights X Vamvakoussi Learning and Instruction 37, 50-55, 2015 | 31 | 2015 |

The framework theory approach applied to mathematics learning X Vamvakoussi, S Vosniadou, W Van Dooren Routledge; New York, 2013 | 29 | 2013 |

Bridging the gap between the dense and the discrete: The number line and the “rubber line” bridging analogy X Vamvakoussi, S Vosniadou Mathematical Thinking and Learning 14 (4), 265-284, 2012 | 28 | 2012 |

Conceptual change M Schneider, X Vamvakoussi, W Van Dooren Springer; New York Dordrecht Heidelberg London, 2012 | 25 | 2012 |

Individual Differences in Students' Knowing and Learning about Fractions: Evidence from an In-Depth Qualitative Study. M Bempeni, X Vamvakoussi Frontline Learning Research 3 (1), 18-35, 2015 | 17 | 2015 |

Bridging psychological and educational research on rational number knowledge X Vamvakoussi, KP Christou, S Vosniadou PsychOpen, 2018 | 9 | 2018 |

Using analogies to facilitate conceptual change in mathematics learning X Vamvakoussi ZDM 49 (4), 497-507, 2017 | 8 | 2017 |

The transition from natural to rational number knowledge J Van Hoof, X Vamvakoussi, W Van Dooren, L Verschaffel Acquisition of complex arithmetic skills and higher-order mathematics …, 2017 | 7 | 2017 |

Mind the gap-Task design principles to achieve conceptual change in rational number understanding W Van Dooren, X Vamvakoussi, L Verschaffel Task design in mathematics education. Proceedings of ICMI Study 22 1, 521-529, 2013 | 7 | 2013 |