| The role of perception, interpretation, and decision making in the development of beginning teachers’ competence R Santagata, C Yeh ZDM 48, 153-165, 2016 | 261 | 2016 |
| Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video-and practice-based approach R Santagata, C Yeh Journal of Mathematics Teacher Education 17, 491-514, 2014 | 230 | 2014 |
| Preservice teachers’ learning to generate evidence-based hypotheses about the impact of mathematics teaching on learning C Yeh, R Santagata Journal of Teacher Education 66 (1), 21-34, 2015 | 103 | 2015 |
| Preparing elementary school teachers to learn from teaching: A comparison of two approaches to mathematics methods instruction R Santagata, C Yeh, J Mercado Journal of the Learning Sciences 27 (3), 474-516, 2018 | 43 | 2018 |
| Mathematics for whom: Reframing and humanizing mathematics C Yeh, BM Otis Occasional Paper Series 2019 (41), 8, 2019 | 41 | 2019 |
| From the margin to the center: A framework for rehumanizing mathematics education for students with dis/abilities C Yeh, M Ellis, D Mahmood The Journal of Mathematical Behavior 58, 100758, 2020 | 40 | 2020 |
| Documenting increased participation of a student with autism in the standards for mathematical practice. R Lambert, T Sugita, C Yeh, JH Hunt, S Brophy Journal of Educational Psychology 112 (3), 494, 2020 | 32 | 2020 |
| Queering mathematics: Disrupting binary oppositions in mathematics pre-service teacher education C Yeh, L Rubel Borders in mathematics pre-service teacher education, 227-243, 2020 | 28 | 2020 |
| Reimagining the mathematics classroom: Creating and sustaining productive learning environments, K-Grade 6 C Yeh, MW Ellis National Council of Teachers of Mathematics, Incorporated, 2017 | 27 | 2017 |
| Democratic accountability in the neoliberal era: The politics of teaching and teacher education in mathematics classrooms C Yeh Policy Futures in Education 16 (6), 764-780, 2018 | 22 | 2018 |
| Math is more than numbers: Beginning bilingual teachers’ mathematics teaching practices and their opportunities to learn C Yeh | 18 | 2017 |
| Radical love as praxis: Ethnic studies and teaching mathematics for collective liberation C Yeh, R Martinez, S Rezvi, S Shirude Journal of Urban Mathematics Education 14 (1), 71–95-71–95, 2021 | 14 | 2021 |
| Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations DA Huinker, AM Marshall, NM Rigelman, C Yeh | 14 | 2020 |
| Rightful presence in times of crisis and uprisings: A call for disobedience C Yeh, P Tan, DL Reinholz Equity & Excellence in Education 54 (2), 196-209, 2021 | 12 | 2021 |
| Reimagining inclusive spaces for mathematics learning C Yeh, T Sugita, P Tan Mathematics Teacher: Learning and Teaching PK-12 113 (9), 708-714, 2020 | 9 | 2020 |
| Problem Solvers: Creative Arithmetic: Exploring Alternative Methods and Solutions to the Nine Jumping Numbers Problem M Ellis, C Yeh Teaching Children Mathematics 14 (6), 367-373, 2008 | 9 | 2008 |
| The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM, 48 (1–2), 153–165 R Santagata, C Yeh Retrieved 2017-02-04, from http://link. springer. com/article/10. 1007 …, 2016 | 7 | 2016 |
| Upper elementary mathematics lessons to explore, understand, and respond to social injustice TG Bartell, C Yeh, MD Felton-Koestler, RQ Berry III Corwin Press, 2022 | 6 | 2022 |
| Love on the front lines: Asian American Motherscholars resisting dehumanizing contexts through humanizing collectivity B Hsieh, J Yu, C Yeh, R Agarwal-Rangnath Peabody journal of education 97 (2), 165-178, 2022 | 6 | 2022 |
| The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM Mathematics Education, 48 (1), 153-165 R Santagata, C Yeh | 5 | 2016 |
Mark W EllisCalifornia State University Fullerton, Secondary EducationVerified email at fullerton.edu
