Educational Studies in Mathematics

Papers
(The H4-Index of Educational Studies in Mathematics is 18. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)
ArticleCitations
Analysing senior secondary mathematics teaching using the Knowledge Quartet79
Between global forces and local values: a Bakhtinian perspective on Mexican mathematics education research58
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning47
Correction to: Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study47
Deciphering the cognitive and non-cognitive competencies of Chinese students’ mathematics through a critical lens of PISA40
Unpacking discourses about the transition from school to university mathematics: an intensive reading38
Social (justice) mathematics: racializing effects of ordering pedagogies and their inherited regimes of truth35
The sensory politics of mathematics: aestheticizing multiplication33
Book review: mapping mathematics education research in Asia: insights across diverse countries. Bill Atweh, Lianghuo Fan, Catherine P.Vistro-Yu (Eds.) (2023) Asian research in mathematics education: m33
Model method drawing acts as a double-edged sword for solving inconsistent word problems32
What mathematicians learn from attending other mathematicians’ lectures30
Micro classes as a primary school–level mathematics education response to COVID-19 pandemic in China: students’ degree of approval and perception of digital equity27
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown26
Failure to teach/learn mathematics: a complexity-discursive perspective22
It is probably a pattern: does spontaneous focusing on regularities in preschool predict reasoning about randomness four years later?21
Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?21
Exploring adults’ awareness of and suggestions for early childhood numerical activities20
Teaching practices that support revising definition drafts to adhere to mathematical norms19
Narrative characteristics of captivating secondary mathematics lessons18
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