| The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement CD Bruce, I Esmonde, J Ross, L Dookie, R Beatty Teaching and teacher education 26 (8), 1598-1608, 2010 | 546 | 2010 |
| Ideas and identities: Supporting equity in cooperative mathematics learning I Esmonde Review of Educational research 79 (2), 1008-1043, 2009 | 443 | 2009 |
| Power in numbers: Student participation in mathematical discussions in heterogeneous spaces I Esmonde, JM Langer-Osuna Journal for Research in Mathematics Education 44 (1), 288-315, 2013 | 254 | 2013 |
| Power in numbers: Student participation in mathematical discussions in heterogeneous spaces I Esmonde, JM Langer-Osuna Journal for Research in Mathematics Education 44 (1), 288-315, 2013 | 254 | 2013 |
| Cultural development of mathematical ideas: Papua New Guinea studies GB Saxe, I Esmonde Cambridge University Press, 2012 | 251 | 2012 |
| Mathematics learning in groups: Analyzing equity in two cooperative activity structures I Esmonde The Journal of the Learning Sciences 18 (2), 247-284, 2009 | 242 | 2009 |
| Power and privilege in the learning sciences I Esmonde, AN Booker Routledge, 2017 | 207 | 2017 |
| Studying cognition in flux: A historical treatment of Fu in the shifting structure of Oksapmin mathematics GB Saxe, I Esmonde Mind, culture, and activity 12 (3-4), 171-225, 2005 | 179 | 2005 |
| Revoicing in a multilingual classroom N Enyedy, L Rubel, V Castellón, S Mukhopadhyay, I Esmonde, W Secada Mathematical thinking and learning 10 (2), 134-162, 2008 | 116 | 2008 |
| Social identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroom I Esmonde, K Brodie, L Dookie, M Takeuchi Journal of Urban Mathematics Education 2 (2), 18–45-18–45, 2009 | 91 | 2009 |
| Identity in research on mathematics education JM Langer-Osuna, I Esmonde Compendium for research in mathematics education, 637-648, 2017 | 89 | 2017 |
| “Nobody’s rich and nobody’s poor… it sounds good, but it’s actually not”: Affluent students learning mathematics and social justice I Esmonde Journal of the Learning Sciences 23 (3), 348-391, 2014 | 78 | 2014 |
| SNIPS AND SNAILS AND PUPPY DOGS'TAILS: GENDERISM AND MATHEMATICS EDUCATION I Esmonde For the Learning of Mathematics 31 (2), 27-31, 2011 | 69 | 2011 |
| Teaching mathematics for social justice in multicultural, multilingual elementary classrooms I Esmonde, B Caswell Canadian Journal of Science, Mathematics and Technology Education 10 (3 …, 2010 | 69 | 2010 |
| Power and sociocultural theories of learning I Esmonde Power and privilege in the learning sciences, 24-45, 2016 | 60 | 2016 |
| Math I am: What we learn from stories that people tell about math in their lives I Esmonde, KP Blair, S Goldman, L Martin, O Jimenez, R Pea LOST opportunities: Learning in out-of-school time, 7-27, 2013 | 58 | 2013 |
| Explanations in mathematics classrooms: A discourse analysis I Esmonde Canadian Journal of Science, Mathematics and Technology Education 9 (2), 86-99, 2009 | 53 | 2009 |
| Learning mathematics AR Edwards, I Esmonde, JF Wagner Handbook of research on learning and instruction, 69-91, 2011 | 28 | 2011 |
| Making change in Oksapmin tradestores: A study of shifting practices of quantification under conditions of rapid shift towards a cash economy GB Saxe, I Esmonde South Pacific Journal of Psychology 15, 11-28, 2004 | 28 | 2004 |
| Toward critical sociocultural theories of learning I Esmonde, AN Booker Power and privilege in the learning sciences, 180-192, 2016 | 22 | 2016 |
