Algebra för alla C Bergsten, J Häggström, L Lindberg Nationellt centrum för matematikutbildning (NCM), 1997 | 132* | 1997 |

Mathematical modelling as a professional task P Frejd, C Bergsten Educational studies in mathematics 91, 11-35, 2016 | 85 | 2016 |

Investigating quality of undergraduate mathematics lectures C Bergsten Mathematics Education Research Journal 19 (3), 48-72, 2007 | 83 | 2007 |

Undergraduate students’ preference for procedural to conceptual solutions to mathematical problems J Engelbrecht, C Bergsten, O Kågesten International journal of mathematical education in science and technology 40 …, 2009 | 75 | 2009 |

Components of mathematics teacher training P Liljedahl, V Durand-Guerrier, C Winsløw, I Bloch, P Huckstep, ... The professional education and development of teachers of mathematics: The …, 2009 | 71 | 2009 |

On the use of realistic Fermi problems in introducing mathematical modelling in upper secondary mathematics JB Ärlebäck, C Bergsten Modeling Students' Mathematical Modeling Competencies: ICTMA 13, 597-609, 2013 | 65 | 2013 |

Conceptual and procedural approaches to mathematics in the engineering curriculum: Student conceptions and performance J Engelbrecht, C Bergsten, O Kågesten Journal of Engineering Education 101 (1), 138-162, 2012 | 64 | 2012 |

Preference for visual methods: An international study NC Presmeg, C Bergsten PME CONFERENCE 3, 3-58, 1995 | 63 | 1995 |

Professional modellers’ conceptions of the notion of mathematical modelling: Ideas for education P Frejd, C Bergsten ZDM 50, 117-127, 2018 | 48 | 2018 |

Knowledgeable teacher educators and linking practices C Bergsten, B Grevholm International Handbook of Mathematics Teacher Education: Volume 4, 221-246, 2008 | 45 | 2008 |

Preparing pre-service mathematics teachers for STEM education: an analysis of lesson proposals C Bergsten, P Frejd ZDM 51 (6), 941-953, 2019 | 42 | 2019 |

On the influence of theory on research in mathematics education: the case of teaching and learning limits of functions C Bergsten ZDM 40, 189-199, 2008 | 39 | 2008 |

From sense to symbol sense C Bergsten First Congress of the European Society for Research in Mathematics Education …, 1999 | 35 | 1999 |

Conceptual and procedural approaches to mathematics in the engineering curriculum–comparing views of junior and senior engineering students in two countries C Bergsten, J Engelbrecht, O Kågesten Eurasia Journal of Mathematics, Science and Technology Education 13 (3), 533-553, 2016 | 32 | 2016 |

Theorising in mathematics education research: Differences in modes and quality E Jablonka, C Bergsten Nordisk matematikkdidaktikk 15 (1), 25-52, 2010 | 32 | 2010 |

“Much palaver about greater than zero and such stuff”–first year engineering students’ recognition of university mathematics E Jablonka, H Ashjari, C Bergsten International Journal of Research in Undergraduate Mathematics Education 3 …, 2017 | 31 | 2017 |

Conceptual or procedural mathematics for engineering students–views of two qualified engineers from two countries C Bergsten, J Engelbrecht, O Kågesten International journal of mathematical education in science and technology 46 …, 2015 | 30 | 2015 |

Conceptual and procedural approaches to mathematics in the engineering curriculum: views of qualified engineers J Engelbrecht, C Bergsten, O Kågesten European Journal of Engineering Education 42 (5), 570-586, 2017 | 29 | 2017 |

A remark on didactic transposition theory C Bergsten, E Jablonka, A Klisinska Mathematics and mathematics education: Cultural and social dimensions …, 2010 | 29 | 2010 |

The didactic divide and the education of teachers of mathematics in Sweden C Bergsten, B Grevholm Nordic Studies in Mathematics Education 9 (2), 123-144, 2004 | 28 | 2004 |