Mathematics and the body: Material entanglements in the classroom E de Freitas, N Sinclair Cambridge University Press, 2014 | 448 | 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 | 327 | 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 | 226 | 2016 |

New opportunities in geometry education at the primary school N Sinclair, CD Bruce ZDM 47, 319-329, 2015 | 188 | 2015 |

Digital curriculum resources in mathematics education: foundations for change B Pepin, J Choppin, K Ruthven, N Sinclair ZDM 49, 645-661, 2017 | 184 | 2017 |

The roles of the aesthetic in mathematical inquiry N Sinclair Mathematical thinking and learning 6 (3), 261-284, 2004 | 178 | 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 | 173 | 2013 |

Diagram, gesture, agency: Theorizing embodiment in the mathematics classroom E De Freitas, N Sinclair Educational Studies in Mathematics 80, 133-152, 2012 | 172 | 2012 |

Lesson plays: Planning teaching versus teaching planning R Zazkis, P Liljedahl, N Sinclair For the learning of mathematics 29 (1), 40-47, 2009 | 160 | 2009 |

The Aesthetic" Is" Relevant N Sinclair For the learning of mathematics 21 (1), 25-32, 2001 | 141 | 2001 |

The mathematics teacher in the digital era A Clark-Wilson, O Robutti, N Sinclair AMC 10, 12, 2014 | 127 | 2014 |

Mathematics and beauty: Aesthetic approaches to teaching children N Sinclair (No Title), 2006 | 126 | 2006 |

Young children reasoning about symmetry in a dynamic geometry environment OL Ng, N Sinclair ZDM 47, 421-434, 2015 | 108 | 2015 |

Lesson play in mathematics education: A tool for research and professional development R Zazkis, N Sinclair, P Liljedahl Springer, 2013 | 107 | 2013 |

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 | 106 | 2012 |

To be or to become: How dynamic geometry changes discourse N Sinclair, V Yurita Research in Mathematics Education 10 (2), 135-150, 2008 | 101 | 2008 |

Understanding gaps in research networks: using “spatial reasoning” as a window into the importance of networked educational research CD Bruce, B Davis, N Sinclair, L McGarvey, D Hallowell, M Drefs, ... Educational Studies in Mathematics 95, 143-161, 2017 | 98 | 2017 |

Technology and the role of proof: The case of dynamic geometry N Sinclair, O Robutti Third international handbook of mathematics education, 571-596, 2012 | 98 | 2012 |

Aesthetics as a liberating force in mathematics education? N Sinclair ZDM 41, 45-60, 2009 | 95 | 2009 |

A constructive response toWhere mathematics comes from' N Sinclair, M Schiralli Educational Studies in Mathematics 52 (1), 79-91, 2003 | 93 | 2003 |