| Collaborating to meet language challenges in indigenous mathematics classrooms T Meaney, T Trinick, U Fairhall Springer, 2012 | 125 | 2012 |
| “I am [not always] a maths hater”: Shifting students’ identity narratives in context A Andersson, P Valero, T Meaney Educational Studies in Mathematics 90 (2), 143-161, 2015 | 90 | 2015 |
| I actually started to scream: Emotional and mathematical trauma from doing school mathematics homework T Lange, T Meaney Educational Studies in Mathematics 77, 35-51, 2011 | 82 | 2011 |
| Mathematics as text T Meaney Challenging perspectives in mathematics classroom communication, 109-141, 2005 | 69 | 2005 |
| Symbiosis or cultural clash? Indigenous students learning mathematics T Meaney Journal of Intercultural studies 23 (2), 167-187, 2002 | 63 | 2002 |
| One size does not fit all: Achieving equity in Māori mathematics classrooms T Meaney, T Trinick, U Fairhall Journal for Research in Mathematics Education 44 (1), 235-263, 2013 | 61 | 2013 |
| Weighing up the influence of context on judgements of mathematical literacy T Meaney International Journal of Science and Mathematics Education 5 (4), 681-704, 2007 | 59 | 2007 |
| Learners in transition between contexts T Meaney, T Lange Third international handbook of mathematics education, 169-201, 2012 | 56 | 2012 |
| The role of language in ethnomathematics T Meaney, U Fairhall, T Trinick Journal of Mathematics and Culture 3 (1), 52-65, 2008 | 44 | 2008 |
| Socioeconomic influence on mathematical achievement: What is visible and what is neglected P Valero, M Graven, M Jurdak, D Martin, T Meaney, M Penteado The Proceedings of the 12th International Congress on Mathematical Education …, 2015 | 41 | 2015 |
| What is the responsibility of mathematics education to the Indigenous students that it serves? T Meaney, D Evans Educational Studies in Mathematics 82 (3), 481-496, 2013 | 41 | 2013 |
| The privileging of English in mathematics education research, just a necessary evil? T Meaney Mathematics Education and Society, Cape Town, South Africa (2013), 65-84, 2013 | 37 | 2013 |
| So what’s power got to do with it T Meaney Mathematics education within the postmodern, 181-200, 2004 | 37 | 2004 |
| When is young children’s play mathematical? O Helenius, ML Johansson, T Lange, T Meaney, E Riesbeck, A Wernberg Mathematics education in the early years: Results from the POEM2 conference …, 2016 | 36 | 2016 |
| IMMIGRANT STUDENTS'PERCEPTIONS OF THEIR POSSIBILITIES TO LEARN MATHEMATICS: THE CASE OF HOMEWORK P Svensson, T Meaney, E Norén For the Learning of Mathematics 34 (3), 32-37, 2014 | 36 | 2014 |
| Young children’s multimodal mathematical explanations M Johansson, T Lange, T Meaney, E Riesbeck, A Wernberg ZDM 46 (6), 895-909, 2014 | 31 | 2014 |
| iPads and mathematical play: A new kind of sandpit for young children T Lange, T Meaney Proceedings of the eighth congress of European research in mathematics …, 2013 | 31 | 2013 |
| Trends in researching the socioeconomic influences on mathematical achievement P Valero, T Meaney ZDM 46 (7), 977-986, 2014 | 30 | 2014 |
| Professional development facilitators: reflecting on our practice T Lange, T Meaney Professional development in education 39 (4), 531-549, 2013 | 29* | 2013 |
| What can we do against racism in mathematics education research? D Wagner, A Bakker, T Meaney, V Mesa, S Prediger, W Van Dooren Educational Studies in Mathematics 104 (3), 299-311, 2020 | 28 | 2020 |
