Mathematics and ICT: A framework for conceptualising secondary school mathematics teachers’ classroom practices C Crisan, S Lerman, P Winbourne Technology, Pedagogy and Education 16 (1), 21-39, 2007 | 71 | 2007 |

Teacher learning and continuous professional development F Faulkner, J Kenny, C Campbell, C Crisan Examining the Phenomenon of “Teaching Out-of-field” International …, 2019 | 44 | 2019 |

Engagement discourses, relationality and the student voice: connectedness, questioning and inclusion in post-Covid digital practices L Gourlay, K Campbell, L Clark, C Crisan, E Katsapi, K Riding, I Warwick Journal of Interactive Media in Education 1, 2021 | 35 | 2021 |

Teaching out-of-field internationally A Price, C Vale, R Porsch, E Rahayu, F Faulkner, MN Ríordáin, C Crisan, ... Examining the Phenomenon of “Teaching Out-of-field” International …, 2019 | 31 | 2019 |

Teachers of mathematics to mathematics teachers: a TDA Mathematics Development Programme for Teachers C Crisan, M Rodd British Society for the Learning of Mathematics 31, 29-34, 2011 | 23 | 2011 |

Mathematics teachers’ learning about and incorporation of ICT into classroom practices C Crisan Proceedings of the day conference held on 12 (1), 15-20, 2004 | 21 | 2004 |

Indonesian mathematics teachers' knowledge of content of area and perimeter of rectangle W Yunianto, P Rully Charitas Indra, C Crisan Journal on Mathematics Education 12 (2), 223-238, 2021 | 19 | 2021 |

Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity. C Crisan, M Rodd Mathematics Teacher Education and Development 19 (2), 104-122, 2017 | 18 | 2017 |

Talking the talk… but walking the walk? How do non-specialist mathematics teachers come to see themselves as mathematics teachers? C Crisan, M Rodd Proceedings and Agenda for Research and Action from the 1st Teaching Across …, 2014 | 18 | 2014 |

Mathematics Mastery: Secondary Evaluation Report. J Jerrim, H Austerberry, C Crisan, A Ingold, C Morgan, D Pratt, C Smith, ... Education Endowment Foundation, 2015 | 9 | 2015 |

Subject-specific demands of teaching: Implications for out-of-field teachers C Crisan, L Hobbs Examining the Phenomenon of “Teaching Out-of-field” International …, 2019 | 8 | 2019 |

In-service courses for teachers of mathematics: identity, equity and mathematics M Rodd, C Crisan Equity and Quality in Education Conference Beijing Normal University, 22-24, 2012 | 8 | 2012 |

University students’ engagement with an asynchronous online course on digital technologies for mathematical learning E Geraniou, C Crisan Freudenthal Group, Utrecht University and ERME, 2019 | 7 | 2019 |

The interaction between the use of ICT and Mathematics teachers’ professional knowledge base for teaching C Crisan Research in Mathematics Education 3 (1), 87-100, 2001 | 7 | 2001 |

first year engineering mathematics: the London south bank university experience C Crisan, L Fradkin, V Zernov, S Lerman MSOR Connections 10 (1), 35-39, 2010 | 6 | 2010 |

Learning about what research is and how researchers do it: Supporting the pursuit of and transition to postgraduate studies C Crisan, E Geraniou, A Townsend, S Seriani, P De Oliveira Filho Unpublished manuscript. Retrieved 31 (09), 2018, 2018 | 5 | 2018 |

What Is the Square Root of Sixteen? Is This the Question?. C Crisan Mathematics Teaching 230, 21-22, 2012 | 5 | 2012 |

STACKification: automating assessments in tertiary mathematics B Davies, T Smart, E Geraniou, C Crisan Twelfth Congress of the European Society for Research in Mathematics …, 2022 | 4 | 2022 |

From a personal to a pedagogically powerful understanding of school mathematics C Crisan International perspectives on knowledge and quality: Implications for …, 2022 | 4 | 2022 |

The case of the square root: Ambiguous treatment and pedagogical implications for prospective mathematics teachers C Crisan British Society for Research into Learning Mathematics 8, 75-82, 2014 | 4 | 2014 |