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| STUDENTS¢EXPERIENCE OF EQUIVALENCE RELATIONS A PHENOMENOGRAPHIC APPROACH AH Asghari, D Tall International Group for the Psychology of M athematics Education, 81, 2005 | 15 | 2005 |
| Making associativity operational AH Asghari, LG Khosroshahi International Journal of Science and Mathematics Education 15, 1559-1577, 2017 | 13 | 2017 |
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| Students¢ experiences of ¡equivalence relations¢ HA Asghari Proceedings of British Society for Research into Learning Mathematics 24 (1 …, 2004 | 6 | 2004 |
| Examples, a missing link AH ASGHARI Proceedings of the 31st Conference of the International Group for the …, 2007 | 5 | 2007 |
| Examples: Generating versus checking AH Asghari Proceedings of the sixth British Congress of Mathematics Education, 25-32, 2005 | 4 | 2005 |
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| A mad dictator partitions his country AH Asghari Research in Mathematics Education 7 (1), 33-45, 2005 | 3 | 2005 |
| Equivalence AH Asghari University of Warwick, 2005 | 3 | 2005 |
| Symbols in early algebra: To be or not to be LG Khosroshahi, AH Asghari Proceedings of PME 37 3, 153-160, 2013 | 2 | 2013 |
| Signed numbers and signed letters in algebra A ASGHARI For the Learning of Mathematics 39 (3), 13-15, 2019 | 1 | 2019 |
| Using untouchables to make arithmetic structures touchable: The case of the associative rule LG Khosroshahi, AH Asghari Australian primary mathematics classroom 21 (1), 8-11, 2016 | 1 | 2016 |
| Mirza Nezam de Gaffary: The Loneliest Mathematician AH Asghari Mathematical Culture and Thought 42 (2), 221-263, 2024 | | 2024 |
| The Most Beautiful Approach to the Most Beautiful Formula A Asghari arXiv preprint arXiv:2108.06591, 2021 | | 2021 |
| In Praise of the Minus Sign A ASGHARI For the Learning of Mathematics 40 (2), 20-21, 2020 | | 2020 |
| In Praise of the Minus Sign For the Learning of Mathematics 40 (2), 2020 | | 2020 |
| Moore and Less! A Asghari PRIMUS 22 (7), 509-524, 2012 | | 2012 |
| Examples, a missing link AH ASGHARI Proceedings of the 31st Conference of the International Group for the …, 2007 | | 2007 |
