| Mathematics and the body: Material entanglements in the classroom E de Freitas, N Sinclair Cambridge University Press, 2014 | 419 | 2014 |
| What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems S Crespo, N Sinclair Journal of Mathematics Teacher Education 11, 395-415, 2008 | 304 | 2008 |
| Recent research on geometry education: An ICME-13 survey team report N Sinclair, MG Bartolini Bussi, M de Villiers, K Jones, U Kortenkamp, ... ZDM 48, 691-719, 2016 | 209 | 2016 |
| Diagram, gesture, agency: Theorizing embodiment in the mathematics classroom E De Freitas, N Sinclair Educational Studies in Mathematics 80, 133-152, 2012 | 170 | 2012 |
| The roles of the aesthetic in mathematical inquiry N Sinclair Mathematical thinking and learning 6 (3), 261-284, 2004 | 170 | 2004 |
| New materialist ontologies in mathematics education: The body in/of mathematics E de Freitas, N Sinclair Educational Studies in Mathematics 83, 453-470, 2013 | 169 | 2013 |
| Digital curriculum resources in mathematics education: foundations for change B Pepin, J Choppin, K Ruthven, N Sinclair ZDM 49, 645-661, 2017 | 166 | 2017 |
| New opportunities in geometry education at the primary school N Sinclair, CD Bruce ZDM 47, 319-329, 2015 | 165 | 2015 |
| Lesson plays: Planning teaching versus teaching planning R Zazkis, P Liljedahl, N Sinclair For the learning of mathematics 29 (1), 40-47, 2009 | 150 | 2009 |
| The aesthetic" is" relevant N Sinclair For the learning of mathematics 21 (1), 25-32, 2001 | 141 | 2001 |
| Mathematics and beauty: Aesthetic approaches to teaching children N Sinclair Teachers College Press, 2006 | 123 | 2006 |
| The mathematics teacher in the digital era A Clark-Wilson, O Robutti, N Sinclair AMC 10, 12, 2014 | 114 | 2014 |
| Young children reasoning about symmetry in a dynamic geometry environment OL Ng, N Sinclair ZDM 47, 421-434, 2015 | 104 | 2015 |
| The more it changes, the more it becomes the same: The development of the routine of shape identification in dynamic geometry environment N Sinclair, J Moss International Journal of Educational Research 51, 28-44, 2012 | 101 | 2012 |
| Lesson play in mathematics education: A tool for research and professional development R Zazkis, N Sinclair, P Liljedahl Springer, 2013 | 99 | 2013 |
| To be or to become: How dynamic geometry changes discourse N Sinclair, V Yurita Research in Mathematics Education 10 (2), 135-150, 2008 | 96 | 2008 |
| Aesthetics as a liberating force in mathematics education? N Sinclair ZDM 41, 45-60, 2009 | 90 | 2009 |
| A constructive response toWhere mathematics comes from' N Sinclair, M Schiralli Educational Studies in Mathematics 52 (1), 79-91, 2003 | 90 | 2003 |
| Technology and the role of proof: The case of dynamic geometry N Sinclair, O Robutti Third international handbook of mathematics education, 571-596, 2012 | 89 | 2012 |
| Virtual encounters: The murky and furtive world of mathematical inventiveness N Sinclair, E De Freitas, F Ferrara ZDM 45, 239-252, 2013 | 85 | 2013 |
