| LEARNERS’UNDERSTANDING OF THE DEFINITIONS AND HIERARCHICAL CLASSIFICATION OF QUADRILATERALS: TOWARDS A THEORETICAL FRAMING T Fujita, K Jones Research in Mathematics Education 9 (1), 3-20, 2007 | 306 | 2007 |
| Learners’ level of understanding of the inclusion relations of quadrilaterals and prototype phenomenon T Fujita The Journal of Mathematical Behavior 31 (1), 60-72, 2012 | 234 | 2012 |
| Primary trainee teachers’ understanding of basic geometrical figures in Scotland T Fujita, K Jones Psychology of Mathematics Education, 2006 | 116 | 2006 |
| Prototype phenomena and common cognitive paths in the understanding of the inclusion relations between quadrilaterals in Japan and Scotland M Okazaki, T Fujita Proceedings of the 31st Conference of the International Group for the …, 2007 | 114 | 2007 |
| Students’ understanding of the structure of deductive proof M Miyazaki, T Fujita, K Jones Educational Studies in Mathematics 94, 223-239, 2017 | 91 | 2017 |
| The importance of dialogic processes to conceptual development in mathematics S Kazak, R Wegerif, T Fujita Educational Studies in Mathematics 90, 105-120, 2015 | 90 | 2015 |
| Reasoning-and-proving in geometry in school mathematics textbooks in Japan T Fujita, K Jones International Journal of Educational Research 64, 81-91, 2014 | 74 | 2014 |
| Developing and trialing a measure of group thinking R Wegerif, T Fujita, J Doney, JP Linares, A Richards, C Van Rhyn Learning and Instruction 48, 40-50, 2017 | 69 | 2017 |
| Spatial reasoning skills about 2D representations of 3D geometrical shapes in grades 4 to 9 T Fujita, Y Kondo, H Kumakura, S Kunimune, K Jones Mathematics Education Research Journal 32, 235-255, 2020 | 57 | 2020 |
| The Bridge between Practical and Deductive Geometry: developing the ‘geometrical eye’ T Fujita, K Jones PME, 2002 | 53 | 2002 |
| Interpretations of national curricula: the case of geometry in textbooks from England and Japan K Jones, T Fujita ZDM 45, 671-683, 2013 | 51 | 2013 |
| Students’ geometric thinking with cube representations: Assessment framework and empirical evidence T Fujita, Y Kondo, H Kumakura, S Kunimune The Journal of Mathematical Behavior 46, 96-111, 2017 | 50 | 2017 |
| The learning and teaching of geometry in secondary schools: A modeling perspective P Herbst, T Fujita, S Halverscheid, M Weiss Routledge, 2017 | 50 | 2017 |
| THE PLACE OF EXPERIMENTAL TASKS IN GEOMETRY TEACHING: LEARNING FROM THE TEXTBOOK DESIGNS OF THE EARLY 20th CENTURY T Fujita, K Jones Research in mathematics education 5 (1), 47-62, 2003 | 48 | 2003 |
| Flow-chart proofs with open problems as scaffolds for learning about geometrical proofs M Miyazaki, T Fujita, K Jones ZDM 47, 1211-1224, 2015 | 45 | 2015 |
| Exploring knowledge bridging and translation in lesson study using an inter-professional team B Norwich, G Koutsouris, T Fujita, T Ralph, A Adlam, F Milton International Journal for Lesson and Learning Studies 5 (3), 180-195, 2016 | 44 | 2016 |
| Combining scaffolding for content and scaffolding for dialogue to support conceptual breakthroughs in understanding probability S Kazak, R Wegerif, T Fujita ZDM 47, 1269-1283, 2015 | 40 | 2015 |
| Geometrical intuition and the learning and teaching of geometry T Fujita, K Jones, S Yamamoto | 35 | 2004 |
| The role of intuition in geometry education: learning from the teaching practice in the early 20th century T Fujita, K Jones, S Yamamoto | 31 | 2004 |
| Designing a web-based learning support system for flow-chart proving in school geometry M Miyazaki, T Fujita, K Jones, Y Iwanaga Digital Experiences in Mathematics Education 3, 233-256, 2017 | 30 | 2017 |
Keith JonesAssociate Professor of Mathematics Education, University of SouthamptonVerifisert e-postadresse på soton.ac.uk
