| Arbitrary and necessary part 1: A way of viewing the mathematics curriculum D Hewitt For the learning of Mathematics 19 (3), 2-9, 1999 | 167 | 1999 |
| Beyond technocentrism K Brennan Constructivist foundations 10 (3), 289-296, 2015 | 120* | 2015 |
| Train spotters’ paradise D Hewitt Mathematics Teaching 140, 6-8, 1992 | 98 | 1992 |
| Mathematical fluency: The nature of practice and the role of subordination D Hewitt For the learning of mathematics 16 (2), 28-35, 1996 | 78 | 1996 |
| What is this cognition that is supposed to be embodied? K Aizawa Philosophical psychology 28 (6), 755-775, 2015 | 77* | 2015 |
| Young students learning formal algebraic notation and solving linear equations: are commonly experienced difficulties avoidable? D Hewitt Educational Studies in Mathematics 81 (2), 139-159, 2012 | 74 | 2012 |
| “WAYS OF SEEING” WOMEN IN ANTIQUITY: An introduction to feminism in classical archaeology and ancient art history S Brown Naked Truths, 28-58, 2003 | 61 | 2003 |
| Arbitrary and necessary: Part 2 assisting memory D Hewitt For the learning of mathematics 21 (1), 44-51, 2001 | 59 | 2001 |
| Approaching arithmetic algebraically D Hewitt MATHEMATICS TEACHING-DERBY-, 19-30, 1998 | 59 | 1998 |
| Arbitrary and necessary: Part 3 educating awareness D Hewitt For the Learning of Mathematics 21 (2), 37-49, 2001 | 51 | 2001 |
| The principle of economy in the learning and teaching of mathematics DP Hewitt PQDT-UK & Ireland, 1994 | 41 | 1994 |
| “My math lessons are all about learning from your mistakes”: how mixed-attainment mathematics grouping affects the way students experience mathematics T Francome, D Hewitt Educational Review 72 (4), 475-494, 2020 | 35 | 2020 |
| Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum C Foster, T Francome, D Hewitt, C Shore Journal of Curriculum Studies 53 (5), 621-641, 2021 | 21 | 2021 |
| A symbolic dance: The interplay between movement, notation, and mathematics on a journey toward solving equations D Hewitt Mathematical Thinking and Learning 16 (1), 1-31, 2014 | 21 | 2014 |
| Designing Educational Software: The Case of Grid Algebra D Hewitt Digital Experiences in Mathematics Education 2 (2), 167-198, 2016 | 18 | 2016 |
| Modeled thermal response of three European lakes to a probable future climate I Persson, I Jones, J Sahlberg, M Dokulil, D Hewitt, M Leppäranta, ... Internationale Vereinigung für theoretische und angewandte Limnologie …, 2005 | 17 | 2005 |
| Notation Issues: Visual Effects and Ordering Operations. D Hewitt International Group for the Psychology of Mathematics Education 3, 63-69, 2003 | 17 | 2003 |
| On learning to adopt formal algebraic notation D Hewitt, H Chick, K Stacey, J Vincent Proceedings of the 12th study conference of the international commission on …, 2001 | 17 | 2001 |
| “Never carry out any arithmetic”: the importance of structure in developing algebraic thinking D Hewitt Eleventh Congress of the European Society for Research in Mathematics Education, 2019 | 16 | 2019 |
| A Gattegno anthology: selected articles by Caleb Gattegno reprinted from Mathematics Teaching L Brown, D Hewitt, D Tahta ATM, 1989 | 16 | 1989 |
