Re-mythologizing mathematics through attention to classroom positioning D Wagner, B Herbel-Eisenmann Educational Studies in Mathematics 72 (1), 1-15, 2009 | 130 | 2009 |

Appraising lexical bundles in mathematics classroom discourse: Obligation and choice B Herbel-Eisenmann, D Wagner Educational Studies in Mathematics 75 (1), 43-63, 2010 | 95 | 2010 |

Students' critical awareness of voice and agency in mathematics classroom discourse D Wagner Mathematical Thinking and Learning 9 (1), 31-50, 2007 | 88 | 2007 |

Language and communication in mathematics education: an overview of research in the field. C Morgan, T Craig, M Schütte, D Wagner ZDM: The International Journal of Mathematics Education 46 (6), 843-853, 2014 | 78 | 2014 |

Positioning in mathematics education: revelations on an imported theory B Herbel-Eisenmann, D Wagner, K Johnson, H Suh, H Figueras Educational Studies in Mathematics 89 (2), 185-204, 2015 | 76 | 2015 |

'Just don't': The suppression and invitation of dialogue in the mathematics classroom D Wagner, B Herbel-Eisenmann Educational Studies in Mathematics 67 (2), 143-157, 2008 | 67 | 2008 |

Lexical bundle analysis in mathematics classroom discourse: The significance of stance B Herbel-Eisenmann, D Wagner, V Cortes Educational Studies in Mathematics 75 (1), 23-42, 2010 | 63 | 2010 |

A framework for uncovering the way a textbook may position the mathematics learner B Herbel-Eisenmann, D Wagner For the Learning of Mathematics 27 (2), 8-14, 2007 | 57 | 2007 |

Feeling number: Grounding number sense in a sense of quantity D Wagner, B Davis Educational Studies in Mathematics 74 (1), 39-51, 2010 | 43 | 2010 |

Equity in discourse for mathematics education: Theories, practices, and policies B Herbel-Eisenmann, J Choppin, D Wagner, D Pimm Springer, 2012 | 37 | 2012 |

Identifying authority structures in mathematics classroom discourse - a case of a teacher's early experience in a new context D Wagner, B Herbel-Eisenmann ZDM: The International Journal of Mathematics Education 46 (6), 871-882, 2014 | 31 | 2014 |

Investigation, mathematics education and genre: an essay review of Candia Morgan's Writing Mathematically: The Discourse of Investigation D Pimm, D Wagner Educational Studies in Mathematics 53 (2), 159-178, 2003 | 29 | 2003 |

Opening mathematics texts: Resisting the seduction D Wagner Educational Studies in Mathematics, 80 (1-2), 153-169 80 (1-2), 153-169, 2012 | 26 | 2012 |

Students' Language Repertoires for Prediction D Wagner, J Dicks, P Kristmanson The Mathematics Enthusiast 12 (1), 246-261, 2015 | 11 | 2015 |

If mathematics is a language, how do you swear in it? D Wagner Montana Mathematics Enthusiast 6 (3), 449-458, 2009 | 11 | 2009 |

'Just go': mathematics students' critical awareness of routine procedure D Wagner Canadian Journal of Science, Mathematics and Technology Education 8 (1), 35-48, 2008 | 11 | 2008 |

Talking about teaching mathematics for social justice D Stocker, D Wagner For the Learning of Mathematics 27 (3), 17-21, 2007 | 11 | 2007 |

We have a problem here: 5 + 20 = 45? D Wagner Mathematics Teacher 96 (9), 612-616, 2003 | 10 | 2003 |

Mathematics teachers' representations of authority D Wagner, B Herbel-Eisenmann Journal of Mathematics Teacher Education 17 (3), 201-225, 2014 | 9 | 2014 |

Mathematics education with/for indigenous peoples R Jorgensen, D Wagner Mathematics Education Research Journal 25, 1-3, 2013 | 6 | 2013 |