| A collective case study of the influence of teachers' beliefs and knowledge on error-handling practices during class discussion of mathematics WS Bray Journal for Research in Mathematics Education 42 (1), 2-38, 2011 | 290 | 2011 |
| Professional development processes that promote teacher change: the case of a video-based program focused on leveraging students’ mathematical errors R Santagata, W Bray Professional development in education 42 (4), 547-568, 2016 | 52 | 2016 |
| How to leverage the potential of mathematical errors WS Bray Teaching children mathematics 19 (7), 424-431, 2013 | 49 | 2013 |
| The Power of Choice. WS Bray Teaching children mathematics 16 (3), 178-183, 2009 | 20 | 2009 |
| Using Number Sense to Compare Fractions. WS Bray, L Abreu-Sanchez Teaching Children Mathematics 17 (2), 90-97, 2010 | 19 | 2010 |
| A study of teacher transitions to a reform-based mathematics curriculum in an urban school: The interaction of beliefs, knowledge, and classroom practices WS Bray ProQuest, 2007 | 11 | 2007 |
| Supporting Diverse Learners WS Bray Teaching Children Mathematics, 325, 2005 | 10* | 2005 |
| Supporting Diverse Learners: Teacher Collaboration in an Inclusive Classroom. WS Bray Teaching Children Mathematics 11 (6), 324, 2005 | 10 | 2005 |
| Fostering Communication about Measuring Area in a Transitional Language Class. WS Bray, JK Dixon, M Martinez Teaching Children Mathematics 13 (3), 132, 2006 | 5 | 2006 |
| Picture it: Flashcards that Encourage Reasoning W Bray Teaching Children Mathematics 20 (6), 400-400, 2014 | 4 | 2014 |
| Measuring Primary Grades Teachers’ Mathematical Knowledge for Teaching WS Bray, RC Schoen | | 2016 |
| 2015 Focus Issue: Between the Wholes: Promoting Fraction and Decimal Understanding W Bray, L Englard, A Tyminski Teaching Children Mathematics 22 (3), 125-126, 2015 | | 2015 |
