| Examining the relationship between beliefs and goals in teacher practice J Aguirre, NM Speer The journal of mathematical behavior 18 (3), 327-356, 1999 | 508 | 1999 |
| Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs NM Speer Educational studies in mathematics 58, 361-391, 2005 | 392 | 2005 |
| Collegiate mathematics teaching: An unexamined practice NM Speer, JP Smith III, A Horvath The Journal of Mathematical Behavior 29 (2), 99-114, 2010 | 247 | 2010 |
| Knowledge needed by a teacher to provide analytic scaffolding during undergraduate mathematics classroom discussions NM Speer, JF Wagner Journal for Research in Mathematics Education 40 (5), 530-562, 2009 | 240 | 2009 |
| Connecting beliefs and practices: A fine-grained analysis of a college mathematics teacher's collections of beliefs and their relationship to his instructional practices NM Speer Cognition and Instruction 26 (2), 218-267, 2008 | 196 | 2008 |
| Definitions of mathematical knowledge for teaching: Using these constructs in research on secondary and college mathematics teachers NM Speer, KD King, H Howell Journal of Mathematics Teacher Education 18, 105-122, 2015 | 164 | 2015 |
| Beyond mathematical content knowledge: A mathematician's knowledge needed for teaching an inquiry-oriented differential equations course JF Wagner, NM Speer, B Rossa The Journal of Mathematical Behavior 26 (3), 247-266, 2007 | 134 | 2007 |
| Mathematics teaching assistant preparation and development N Speer, T Gutmann, TJ Murphy College Teaching 53 (2), 75-80, 2005 | 109 | 2005 |
| Research on the teaching and learning of calculus/elementary analysis A Robert, N Speer The teaching and learning of mathematics at university level: An ICMI study …, 2001 | 103 | 2001 |
| How do mathematicians learn to teach? Implications from research on teachers and teaching for graduate student professional development N Speer, O Hald Making the connection: Research and practice in undergraduate mathematics …, 2008 | 42 | 2008 |
| Professional development in teaching for mathematics graduate students JM Deshler, S Hauk, N Speer Notices of the AMS 62 (6), 638-643, 2015 | 41 | 2015 |
| Mathematics teaching assistants learning to teach: Recasting early teaching experiences as rich learning opportunities D Kung, N Speer Journal of Graduate and Professional Student Development 12, 1-23, 2009 | 36 | 2009 |
| Calculus students’ understanding of area and volume units A Dorko, N Speer Investigations in Mathematics Learning 8 (1), 23-46, 2015 | 34 | 2015 |
| Connecting beliefs and teaching practices: A study of teaching assistants in reform-oriented calculus courses NM Speer University of California, Berkeley, 2001 | 34 | 2001 |
| The complement of RUME: What’s missing from our research N Speer, D Kung Proceedings of the 19th Meeting of the MAA Special Interest Group on …, 2016 | 29 | 2016 |
| Calculus students’ understanding of volume A Dorko, NM Speer Investigations in Mathematics Learning 6 (2), 48-68, 2013 | 24 | 2013 |
| Supporting institutional change: A two-pronged approach related to graduate teaching assistant professional development J Ellis, J Deshler, N Speer Proceedings of the 19th Annual Conference on Research in Undergraduate …, 2016 | 22 | 2016 |
| Do They Really Get It? Evaluating Evidence of Student Understanding of Power Series D Kung, N Speer PRIMUS 23 (5), 419-433, 2013 | 20 | 2013 |
| Connecting beliefs and teaching practices: A study of teaching assistants in collegiate reform calculus courses N Speer University of California, Berkeley, Berkeley, CA, 2001 | 19 | 2001 |
| Building bridges: a review and synthesis of research on teaching knowledge for undergraduate instruction in science, engineering, and mathematics TC Andrews, NM Speer, GV Shultz International Journal of STEM Education 9 (1), 1-21, 2022 | 15 | 2022 |
