Researching mathematical experience from the perspective of an empathic second-person observer ML Metz, ESM Simmt ZDM 47 (2), 197-209, 2015 | 20 | 2015 |

Awareness as an enactivist framework for the mathematical learning of teachers, mentors and institutions AP Preciado-Babb, M Metz, C Marcotte ZDM 47, 257-268, 2015 | 17 | 2015 |

Digging beneath dual systems theory and the bicameral brain: Abductions about the human psyche from experience in mathematical problem solving J Mason, M Metz Understanding emotions in mathematical thinking and learning, 379-407, 2017 | 16 | 2017 |

Transcending contemporary obsessions: The development of a model for teacher professional development P Preciado-Babb, M Metz, B Davis, S Sabbaghan International Handbook of Mathematics Teacher Education: Volume 2, 361-390, 2019 | 14 | 2019 |

The role of continuous assessment and effective teacher response in engaging all students P Preciado-Babb, M Metz, S Sabbaghan, B Davis Mathematical discourse that breaks barriers and creates space for …, 2018 | 10 | 2018 |

Insights on the Relationships between Mathematics Knowledge for Teachers and Curricular Material. P Preciado-Babb, M Metz, S Sabbaghan, B Davis North American Chapter of the International Group for the Psychology of …, 2015 | 10 | 2015 |

One step back, three forward: Success through mediated challenge M Metz, S Sabbaghan, AP Preciado Babb, B Davis Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, 178-186, 2015 | 10 | 2015 |

Transcending Traditional/Reform Dichotomies in Mathematics Education. M Metz, AP Preciado-Babb, S Sabbaghan, B Davis, G Pinchbeck, ... North American Chapter of the International Group for the Psychology of …, 2016 | 9 | 2016 |

Dynamic responsive pedagogy: Implications of micro-level scaffolding S Sabbaghan, AP Preciado Babb, M Metz, B Davis Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, 198-207, 2015 | 9 | 2015 |

Teachers’ perceived difficulties for creating mathematical extensions at the border of students’ discernments AP Preciado-Babb, A Aljarrah, S Sabbaghan, M Metz, G Pinchbeck, ... Proceedings of the 38th annual meeting of the North American chapter of the …, 2016 | 7 | 2016 |

A phenomenological study of teachers’ professional learning and their understanding of mathematics-for-teaching AP Preciado-Babb, M Metz, C Marcotte Proceedings of the First Meeting between the National Pedagogic University …, 2013 | 5 | 2013 |

How variance and invariance can inform teachers’ enactment of mathematics lessons P Preciado-Babb, M Metz, B Davis Theory and practice of lesson study in mathematics: An international …, 2019 | 4 | 2019 |

Using variation to critique and adapt mathematical tasks M Metz, P Preciado-Babb, S Sabbaghan, B Davis, A Ashebir IDEAS, 170, 2017 | 3 | 2017 |

Designing for deep mathematical understanding: Reflections on the design and implementation of a framework for teachers M Metz, P Preciado, C Marcotte QUÉ, CÓMO Y POR QUÉ, 43, 2014 | 3 | 2014 |

Attending and responding to what matters: A protocol to enhance mathematics pedagogy M Metz, P Preciado-Babb, S Sabbaghan, B Davis, A Ashebir IDEAS, 180, 2017 | 2 | 2017 |

Teachers' awareness of variation M Metz, AP Preciado Babb, S Sabbaghan, G Pinchbeck, A Aljarrah, ... Proceedings of the IDEAS 2016 Conference, 182-191, 2016 | 2 | 2016 |

Interacting with implicit knowing in the mathematics classroom ML Metz | 2 | 2013 |

The RaPID approach for teaching mathematics: An effective, evidence-based model AP Preciado-Babb, M Metz, B Davis Paper presented at the Canadian Society for the Study of Education, 2019 | 1 | 2019 |

Transforming mathematics classroom settings into spaces of expanding possibilities AAPPB Martina, MS Sabbaghan, GPB Davis IDEAS 2016: Designing for Innovation Selected Proceedings, 162, 2016 | 1 | 2016 |

Transcending traditional/reform dichotomies in mathematics education (draft) M Metz, P Preciado, S Sabbaghan, B Davis, G Pinchbeck, A Aljarrah | 1 | 2016 |