| Exploring sociocultural perspectives on race, culture, and learning NS Nasir, VM Hand Review of educational research 76 (4), 449-475, 2006 | 962 | 2006 |
| From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics NS Nasir, V Hand The Journal of the Learning Sciences 17 (2), 143-179, 2008 | 568 | 2008 |
| Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms M Gresalfi, T Martin, V Hand, J Greeno Educational studies in mathematics 70, 49-70, 2009 | 546 | 2009 |
| Culture and mathematics in school: Boundaries between “cultural” and “domain” knowledge in the mathematics classroom and beyond NS Nasir, V Hand, EV Taylor Review of research in education 32 (1), 187-240, 2008 | 428 | 2008 |
| Seeing culture and power in mathematical learning: Toward a model of equitable instruction V Hand Educational Studies in Mathematics 80 (1), 233-247, 2012 | 219 | 2012 |
| (Re) framing educational possibility: Attending to power and equity in shaping access to and within learning opportunities V Hand, WR Penuel, KD Gutiérrez Human Development 55 (5-6), 250-268, 2013 | 166 | 2013 |
| The co-construction of opposition in a low-track mathematics classroom VM Hand American Educational Research Journal 47 (1), 97-132, 2010 | 152 | 2010 |
| The joint accomplishment of identity V Hand, M Gresalfi Educational psychologist 50 (3), 190-203, 2015 | 151 | 2015 |
| Making visible the relationship between teachers’ noticing for equity and equitable teaching practice EA van Es, V Hand, J Mercado Teacher noticing: Bridging and broadening perspectives, contexts, and …, 2017 | 91 | 2017 |
| Operationalizing culture and identity in ways to capture the negotiation of participation across communities V Hand Human Development 49 (1), 36-41, 2006 | 47 | 2006 |
| Multidimensional noticing for equity: Theorizing mathematics teachers’ systems of noticing to disrupt inequities EA van Es, V Hand, P Agarwal, C Sandoval Journal for Research in Mathematics Education 53 (2), 114-132, 2022 | 46 | 2022 |
| Coordinating situated identities in mathematics classrooms with sociohistorical narratives: A consideration for design M Gresalfi, VM Hand ZDM 51, 493-504, 2019 | 42 | 2019 |
| Reframing participation: Meaningful mathematical activity in diverse classrooms V Hand Unpublished dissertation, Stanford University, Stanford, CA, 2003 | 41* | 2003 |
| Conflicting narratives of success in mathematics and science education: Challenging the achievement-motivation master narrative MR Zavala, V Hand Race Ethnicity and Education 22 (6), 802-820, 2019 | 23 | 2019 |
| From the court to the classroom: Managing identities as learners in basketball and classroom mathematics N Nasir, V Hand annual meeting of the American Educational Research Association, San Diego, CA, 2004 | 21 | 2004 |
| ‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development E Mendoza, V Hand, EA van Es, S Hoos, M Frierson Professional development in education 47 (2-3), 243-256, 2021 | 15 | 2021 |
| Narrowing participation gaps V Hand, K Kirtley, M Matassa The Mathematics Teacher 109 (4), 262-268, 2015 | 15 | 2015 |
| Seeing power and culture in mathematics learning: Teacher noticing for equitable mathematics instruction V Hand Educational Studies in Mathematics 80 (1), 233-247, 2012 | 14 | 2012 |
| Students' interest for and work with applet-enhanced word problems KA Renninger, N Sinclair, VM Hand, H Stohl, S Alejandre, JS Underwood Proceedings of the 6th international conference on Learning sciences, 629-629, 2004 | 14 | 2004 |
| The racialization of mathematics education J Spencer, V Hand The race controversy in American education 1, 237-258, 2015 | 13 | 2015 |
