| Transitional knowledge in the acquisition of concepts M Perry, RB Church, S Goldin-Meadow Cognitive Development 3 (4), 359-400, 1988 | 476 | 1988 |
| Mathematics learning in Japanese, Chinese, and American classrooms JW Stigler, M Perry New Directions for Child and Adolescent Development 1988 (41), 27-54, 1988 | 326 | 1988 |
| Bias or responsivity? Sex and achievement-level effects on teachers' classroom questioning practices. ER Altermatt, J Jovanovic, M Perry Journal of educational psychology 90 (3), 516, 1998 | 245 | 1998 |
| An examination of stereotype threat effects on girls’ mathematics performance. CM Ganley, LA Mingle, AM Ryan, K Ryan, M Vasilyeva, M Perry Developmental psychology 49 (10), 1886, 2013 | 219 | 2013 |
| Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics CA Correa, M Perry, LM Sims, KF Miller, G Fang Teaching and teacher education 24 (1), 140-153, 2008 | 204 | 2008 |
| How many do you see? The use of nonspoken representations in first-grade mathematics lessons. LM Flevares, M Perry Journal of educational psychology 93 (2), 330, 2001 | 199 | 2001 |
| Teachers’ responses to student mistakes in Chinese and US mathematics classrooms M Schleppenbach, LM Flevares, LM Sims, M Perry The elementary school journal 108 (2), 131-147, 2007 | 187 | 2007 |
| Cross cultural studies of mathematics teaching and learning recent findings and new directions JW Stigler, M Perry Effective mathematics teaching, 194-223, 1988 | 182 | 1988 |
| Learning and transfer: Instructional conditions and conceptual change M Perry Cognitive Development 6 (4), 449-468, 1991 | 165 | 1991 |
| Activation of real-world knowledge in the solution of word problems R Baranes, M Perry, JW Stigler Cognition and Instruction 6 (4), 287-318, 1989 | 164 | 1989 |
| Asking questions in first-grade mathematics classes: potential influences on mathematical thought. M Perry, SW VanderStoep, SL Yu Journal of Educational Psychology 85 (1), 31, 1993 | 144 | 1993 |
| Explanations of mathematical concepts in Japanese, Chinese, and US first-and fifth-grade classrooms M Perry Cognition and Instruction 18 (2), 181-207, 2000 | 131 | 2000 |
| Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States X Lan, CC Ponitz, KF Miller, S Li, K Cortina, M Perry, G Fang Early Childhood Research Quarterly 24 (2), 198-211, 2009 | 130 | 2009 |
| Knowledge in transition: Adults' developing understanding of a principle of physical causality M Perry, AD Elder Cognitive Development 12 (1), 131-157, 1997 | 106 | 1997 |
| Learning mathematics in first-grade classrooms: On whose authority? JV Hamm, M Perry Journal of Educational Psychology 94 (1), 126, 2002 | 105 | 2002 |
| Constructing shared understanding: The role of nonverbal input in learning contexts M Perry, D Berch, J Singleton J. Contemp. Legal Issues 6, 213, 1995 | 89 | 1995 |
| Is gesture-speech mismatch a general index of transitional knowledge? M Perry, RB Church, S Goldin-Meadow Cognitive Development 7 (1), 109-122, 1992 | 77 | 1992 |
| The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms. M Schleppenbach, M Perry, KF Miller, L Sims, G Fang Journal of Educational Psychology 99 (2), 380, 2007 | 76 | 2007 |
| Indexing transitional knowledge. T Graham, M Perry Developmental Psychology 29 (4), 779, 1993 | 59 | 1993 |
| Emergent leadership in children's cooperative problem solving groups J Sun, RC Anderson, M Perry, TJ Lin Cognition and Instruction 35 (3), 212-235, 2017 | 57 | 2017 |
