| Algebra för alla C Bergsten, J Häggström, L Lindberg Nationellt centrum för matematikutbildning (NCM), 1997 | 134* | 1997 |
| Mathematical modelling as a professional task P Frejd, C Bergsten Educational studies in mathematics 91, 11-35, 2016 | 90 | 2016 |
| Investigating quality of undergraduate mathematics lectures C Bergsten Mathematics Education Research Journal 19 (3), 48-72, 2007 | 84 | 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 | 80 | 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 | 72 | 2013 |
| 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 | 72 | 2009 |
| 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 | 68 | 2012 |
| Preference for visual methods: An international study NC Presmeg, C Bergsten PME CONFERENCE 3, 3-58, 1995 | 64 | 1995 |
| Professional modellers’ conceptions of the notion of mathematical modelling: Ideas for education P Frejd, C Bergsten ZDM 50, 117-127, 2018 | 52 | 2018 |
| Knowledgeable teacher educators and linking practices C Bergsten, B Grevholm International Handbook of Mathematics Teacher Education: Volume 4, 221-246, 2008 | 47 | 2008 |
| Preparing pre-service mathematics teachers for STEM education: an analysis of lesson proposals C Bergsten, P Frejd ZDM 51 (6), 941-953, 2019 | 46 | 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 | 34 | 2016 |
| Numbers don’t speak for themselves: Strategies of using numbers in public policy discourse E Jablonka, C Bergsten Educational Studies in Mathematics 108 (3), 579-596, 2021 | 33 | 2021 |
| “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 | 32 | 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 | 32 | 2015 |
| Theorising in mathematics education research: Differences in modes and quality E Jablonka, C Bergsten Nordisk matematikkdidaktikk 15 (1), 25-52, 2010 | 32 | 2010 |
| A remark on didactic transposition theory C Bergsten, E Jablonka, A Klisinska Mathematics and mathematics education: Cultural and social dimensions …, 2010 | 30 | 2010 |
| 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 |
Johann EngelbrechtProfessor of Mathematics Education, University of PretoriaVerified email at up.ac.za
