| Learning for STEM literacy: STEM literacy for learning A Zollman School Science and Mathematics 112 (1), 12-19, 2012 | 573 | 2012 |
| The Standards' beliefs instrument (SBI): Teachers' beliefs about the NCTM Standards A Zollman, E Mason School Science and Mathematics 92, 359-359, 1992 | 102 | 1992 |
| Students use graphic organizers to improve mathematical problem-solving communications A Zollman Middle School Journal 41 (2), 4-12, 2009 | 86 | 2009 |
| What STEM teachers need to know and do for English language learners (ELLs): Using literacy to learn L Hoffman, A Zollman Journal of STEM Teacher Education 51 (1), 9, 2016 | 52 | 2016 |
| Accommodating Assessment and Learning: Utilizing Portfolios in Teacher Education with Preservice Teachers. A Zollman, DL Jones | 45 | 1994 |
| Mathematical graphic organizers A Zollman Teaching Children Mathematics 16 (4), 222-229, 2009 | 33 | 2009 |
| Agents of change in promoting reflective abstraction: A quasi-experimental, study on limits in college calculus RW Cappetta, A Zollman Journal of Research in Mathematics Education 2 (3), 343-357, 2013 | 23 | 2013 |
| Teachers' preferences for academic intervention strategies in mathematics: Implications for instructional consultation PB de Mesquita, A Zollman Journal of Educational and Psychological Consultation 6 (2), 159-174, 1995 | 23 | 1995 |
| Write is right: Using graphic organizers to improve student mathematical problem solving A Zollman Investigations in Mathematics Learning 4 (3), 50-60, 2012 | 21 | 2012 |
| Into the unknown: Supervising teacher candidates during the 2020 COVID-19 pandemic S 2. Maher, A Zollman Journal of Teaching and Learning Technology 10 (1), 158-163, 2021 | 19 | 2021 |
| Identity development: Critical component for learning in mathematics A Zollman, MC Smith, P Reisdorf Motivation and disposition: Pathways to learning mathematics, 43-53, 2011 | 18 | 2011 |
| Lacking a formal concept of limit: Advanced non-mathematics students’ personal concept definitions KA Beynon, A Zollman Investigations in Mathematics Learning 8 (1), 47-62, 2015 | 17 | 2015 |
| Creating a discourse-rich classroom on the concept of limits in calculus: Initiating shifts in discourse to promote reflective abstraction R Cappetta, A Zollman The role of mathematics discourse in producing leaders of discourse, 17-39, 2009 | 15 | 2009 |
| Awareness of NCTM Standards, Mathematics Beliefs, and Classroom Practices of Mathematics Faculty at the Collegiate Level. VB LaBerge, LR Sons, A Zollman Focus on learning problems in mathematics 21 (3), 30-47, 1999 | 15 | 1999 |
| Science, technology, engineering and mathematics education in the United States: Areas of current successes and future needs A Zollman, M Tahernezhadi, P Billman Common Ground Publishing LLC, 2012 | 14 | 2012 |
| Is STEM misspelled? A Zollman School Science and Mathematics 111 (5), 197-199, 2011 | 13 | 2011 |
| Response Time and Item Difficulty in a Computer-Based High School Mathematics Course. E Mason, A Zollman Focus on Learning Problems in Mathematics 14 (3), 41-51, 1992 | 12 | 1992 |
| Effects of Computer-Assisted Instruction on Reading and Mathematics Achievement of Chapter 1 Students. A Zollman | 12 | 1989 |
| University students’ limited knowledge of limits from calculus–through differential equations A Zollman The mathematics education for the future project: Proceedings of the 12th …, 2014 | 11 | 2014 |
| Metaphor clusters: Characterizing instructor metaphorical reasoning on limit concepts in college calculus RM Patel, P McCombs, A Zollman School Science and Mathematics 114 (5), 236-245, 2014 | 10 | 2014 |
Lisa HoffmanIndiana University SoutheastVerified email at iu.edu
