Educational Studies in Mathematics

Article	Citations
Clustering eye-movement data uncovers students’ strategies for coordinating equations and diagrams of vector fields	109
Transitioning to proof via writing scripts on the rules of a new discourse	78
Affect graphing: leveraging graphical representations in the study of students’ affect in mathematics	60
How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics	55
Modelling mathematics for educational research and practice: a comparison of two theoretical approaches	41
A boundary of the second multiplicative concept: the case of Milo	36
The relation between attitudes towards mathematics and dropout from university mathematics—the mediating role of satisfaction and achievement	35
Children’s subtraction by addition strategy use and their subtraction-related conceptual knowledge	34
Modeling presentations: toward an assessment of emerging classroom cultures of modeling	31
Extrema points: concept images, mis-in and mis-out examples	28
Analysing senior secondary mathematics teaching using the Knowledge Quartet	27
Rethinking anti-Asian racism in mathematics education: the hidden racism made visible through AsianCrit	26
Shame, entitlement, and the systemic racism of mathematics “ability” grouping in Aotearoa New Zealand	26
Mis-in and mis-out concept images: the case of even numbers	25
A methodological critique of research on parent-initiated mathematics activities and young children’s attainment	24
Pre-paring for ambitious mathematics teaching: examining the role of video in supporting mathematics teacher educators	24
Fostering mathematical modelling competency of South African engineering students: which influence does the teaching design have?	22
The Framework for Posing Elementary Mathematics Problems (F-PosE): Supporting Teachers to Evaluate and Select Problems for Use in Elementary Mathematics	20
Constructing a system of covariational relationships: two contrasting cases	20
The sensory politics of mathematics: aestheticizing multiplication	19
Aligning school mathematics with a manufactured crisis: re-rendering neoliberal and neoconservative discourses as commonsensical in a rural place	18
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: m	18
“I’ll just try to mimic that”: an exploration of students’ analogical structure creation in abstract algebra	18
Assessing the quality of conceptual knowledge through dynamic constructions	18
Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition	15

Adapting Habermas’ construct of communicative rationality into a framework for analyzing students’ statistical literacy	14
Deciphering the cognitive and non-cognitive competencies of Chinese students’ mathematics through a critical lens of PISA	14
How transition students relearn school mathematics to construct multiply quantified statements	14
Multiple pathways for developing functional thinking in elementary mathematics textbooks: a case study in China	14
Numerical magnitude understanding of natural and rational numbers in secondary-school students: a number line estimation study	13
Difficulties in semantically congruent translation of verbally and symbolically represented algebraic statements	13
Editorial: paper collections, research retrieval, serendipity	13
Study of modeling questions in a first-year university mathematics online course	13
What mathematicians learn from attending other mathematicians’ lectures	13
Activity systems analysis of classroom teaching and learning of mathematics: a case study of Japanese secondary schools	13
Micro classes as a primary school–level mathematics education response to COVID-19 pandemic in China: students’ degree of approval and perception of digital equity	13
Creating equal groups from n items: mathematical creativity in kindergarten	12
Students’ voices of inclusion in mathematics education	12
Teaching math in real time	12
A framework for reasoning in school mathematics: analyzing the development of mathematical claims	12
Fourth-graders’ justifications in early algebra tasks involving a functional relationship	12
Unboxing mathematics: creating a culture of modeling as critic	11
Pre-service primary teachers’ shame experiences during their schooling time: characteristics and effects on their subject-choices at university	11
COVID-19, mathematics education, and the evaluation of expert knowledge	11
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning	11
The chimera of the competency-based approach to teaching mathematics: a study of carpentry purchases for home projects	11
Unpacking discourses about the transition from school to university mathematics: an intensive reading	10
Unleashing the potential: spatializing middle school mathematics for enhanced learning	10
Towards an advanced mathematical language task for the early primary school years: preliminary results on reliability and validity	10
The servants of two discourses: how novice facilitators draw on their mathematics teaching experience	9
Pre-service teachers’ flexibility and performance in solving Fermi problems	9
Model method drawing acts as a double-edged sword for solving inconsistent word problems	9
Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers	9
Habermas’ construct of rationality in the analysis of the mathematical problem-solving process	9
Racialized deviance as an axiom in the mathematics education equity genre	9
Improvements in learning addition and subtraction when using a structural approach in first grade	9
Social (justice) mathematics: racializing effects of ordering pedagogies and their inherited regimes of truth	9
Correction to: Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study	8
Teachers’ learning from addressing the challenges of online teaching in a time of pandemic: a case in Shanghai	8
Correction to: Assessing mathematical thinking as part of curriculum reform in the Netherlands	8
Telling the story of a diagram: affective and aesthetic mathematical experiences	8
Secondary mathematics teachers’ descriptions of student engagement	8
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown	8
The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things	8
Correction to: Interactional practices of inviting minoritized students to whole‑class mathematics discussions	8
The role of examples in proving and disproving: extending an existing framework	8
Exploring adults’ awareness of and suggestions for early childhood numerical activities	8
Looking for “us”: power reimagined in mathematics learning for Black communities in the pandemic	8
Seeing number relations when solving a three-digit subtraction task	8
Correction to: Weaving together the threads of Indigenous knowledge and mathematics	8
Developing a task design and implementation framework for fostering mathematical modelling competencies	8
The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review	8
Subject choice and perezhivanie in mathematics: a longitudinal case study	7
Examining the role of contextual factors in dosage calculation	7
It is probably a pattern: does spontaneous focusing on regularities in preschool predict reasoning about randomness four years later?	7

The role of the partitioning and coset algorithm quotient group partial meanings in comprehending the First Isomorphism Theorem and its proof	7
Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’	7
Health and pathology: a brief history of the biopolitics of US mathematics education	7
Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?	7
School mathematics as context: examining discourses about the subject in district policymaking	7
Mathematics in the informal setting of an art studio: students’ visuospatial thinking processes in a studio thinking-based environment	6
Mathematical modelling as a vehicle for eliciting algorithmic thinking	6
An introduction to multiple perspectives on Davydov’s approach in the XXI century	6
Socio-ecological gestures of mathematics education	6
Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education	6
Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education	6
Book Review: Learning from the history of mathematics education. Alexander Karp (Ed.) (2022). Advances in the history of mathematics education	6
Book Review: The new mathematics education of new Europe. Alexander Karp (Ed.) (2020) Eastern European mathematics education in the decades of change	6
The COVID-19 epidemic in Brazil: how statistics education may contribute to unravel the reality behind the charts	6
Learning from English and Kuwaiti children’s transcoding errors: how might number names be temporarily adapted to assist learning of place value?	6
“You can’t just check the box”: the mathematics of ethnoracial contortions at a California high school	6
A commentary on the Special Issue “Innovations in measuring and fostering mathematical modelling competencies”	6
Theorizing university mathematics teaching: the Teaching Triad within an Activity Theory perspective	6
Evolution of teachers’ professional learning when using a technological resource: a case study of a Tunisian primary school teacher	6
How are parental expectations related to students’ beliefs and their perceived achievement?	6
Self-schematic students in mathematics and their contrasting coping responses to mathematical challenges: a cluster analytic investigation	5
Editorial	5
Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic	5
Students’ geometric understanding of partial derivatives and the locally linear approach	5
Graphs in the COVID-19 news: a mathematics audit of newspapers in Korea	5
Development of affect at the transition to university mathematics and its relation to dropout — identifying related learning situations and deriving possible support measures	5
The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis	5
Figure reproduction as a step towards theoretical geometry: analysis of the didactical and a-didactical processes in a classroom setting	5
Mathematical strategies and emergence of socially mediated metacognition within a multi-touch Dynamic Geometry Environment	5
Teaching practices that support revising definition drafts to adhere to mathematical norms	5
Mathematical induction in education research: a systematic review	5
Mathematics education in a time of crisis—a viral pandemic	5
Narrative characteristics of captivating secondary mathematics lessons	5
“Tell me about”: a logbook of teachers’ changes from face-to-face to distance mathematics education	5
Abstraction and embodiment: exploring the process of grasping a general	4
Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning	4
The process of problem posing: development of a descriptive phase model of problem posing	4
Book Review: Catherine P. Vistro-Yu & Tin Lam Toh (eds.) (2019) School mathematics curricula – Asian perspectives and glimpses of reform	4
Book Review: Exploring how to teach multiplication through the Japanese and Ibero-American theories. Masami Isoda & Raimundo Olfos (Eds.). (2021) Teaching multiplication with lesson study: Japanes	4
Prospective primary teachers’ efficacy to teach mathematics: measuring efficacy beliefs and identifying the factors that influence them	4
Teaching mathematics with technology: a multidimensional analysis of teacher beliefs	4
Book Review: A direct link between the language of mathematics and teacher preparation programs. Patrick M. Jenlink (Ed.) (2020) The language of mathematics: how the teacher’s knowledge of mathematics	4
The relationships between student content-specific grouping and teachers-students’ interactions during online collaborative mathematical task solving	4
The development and assessment of counting-based cardinal number concepts	4
What is to be learnt? Critical aspects of elementary arithmetic skills	4
Writing reviews: perspectives from the editors of Educational Studies in Mathematics	4
Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study	4
Editorial	4
How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching	3
When is less more? Investigating gap-filling in proofs without words activities	3
Teacherly response-ability: ethical relationality as protest against mathematical violence	3
Semiotic mediation of gestures in the teaching of early algebra: the case of the equal sign	3
“I’m a bit out of place here.”—Preservice teachers’ positioning in the figured world of university mathematics	3
Student visual attention during group instruction phases in collaborative geometry problem solving	3
Book Review: Supporting mathematics educators through and towards online learning. Karen Hollebrands, Robin Anderson, and Kevin Oliver (Eds). (2021) Online learning in mathematics education	3
Conceptions of span in linear algebra: from textbook examples to student responses	3
Do mathematicians and undergraduates agree about explanation quality?	3
Mathematics and crises	3
Hybrids between rituals and explorative routines: opportunities to learn through guided and recreated exploration	3
Supporting English non-dominant language authors’ efforts to publish: perspectives from the editors-in-chief of highly recognised journals in Mathematics Education	3
Emergent curriculum in basic education for the new normality in Peru: orientations proposed from mathematics education	3
Generalizing actions with the subtraction-compensation property: primary students’ algebraic thinking with tasks involving vertical towers of blocks	3
Beyond categories: dynamic qualitative analysis of visuospatial representation in arithmetic	3
Meta-mathematical aspects of definitions	3
Book Review: Transforming mathematics education: from embodied experiences to an ethical commitment. Luis Radford (2021) The theory of objectification: a Vygotskian perspective on knowing and becoming	3
Book Review: From planning to publishing: navigating the researcher’s journey. James Hiebert, Jinfa Cai, Stephen Hwang, Anne K Morris, Charles Hohensee (2023) Doing Research: A New Researcher’s Guide	3
Strongly didactic contracts and mathematical work	3
Norms of mathematical definitions: imposing constraints, permitting choice, or both?	3
Definitional ambiguity in mathematics: three cases	3
Heuristics and semantic spaces for the analysis of students’ work in mathematical problem solving	3
Formatively assessing prospective teachers’ skills in leading mathematics discussions	3
Competencies and fighting syllabusism	3
Slow emergencies of racism in mathematics education	3
Exploring modes of engagement within reform-oriented primary mathematics textbooks in India	3
The instructional situations in which mathematics teachers provide substantive feedback	2
What if I was harmful? Reflecting on the ethical tensions associated with teaching the dominant mathematics	2
Different complex word problems require different combinations of cognitive skills	2
Teachers’ use of rational questioning strategies to promote student participation in collective argumentation	2
Pre-service teacher planning for differentiation of instruction in mathematics classrooms	2
Investigating students’ reasoning in generalization of deconstructive figural patterns	2

Patterning strategies in grade 1 students with low and high number sense proficiency	2
Cultivating mindfulness through conditional tasks in mathematics classrooms	2
Jewish culture, Chinese culture, and mathematics education	2
Undergraduate students’ attitudes towards mathematical proving in an introduction to proof course	2
Preschool children’s conceptions of the meanings and use of written numerals in everyday life: a phenomenographic study of the nature and structure of qualitative variation	2
Explorative mathematical argumentation: a theoretical framework for identifying and analysing argumentation processes in early mathematics learning	2
Connecting algorithmics to mathematics learning: a design study of the intermediate value theorem and the bisection algorithm	2
Inferences, mastery, and objectivity: examining student understanding of mathematical concepts with inferentialism	2
Correction to: Who benefits most from language‑responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms	2
Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis	2
Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling	2
Seeing the continuity behind “double discontinuity”: investigating Hong Kong prospective mathematics teachers’ secondary–tertiary transition	2
Embodied mathematical pedagogy to liberate racialized and multilingual bodies	2
Algebraic and fractional thinking in collective mathematical reasoning	2
Teachers’ beliefs on integrating children’s literature in mathematics teaching and learning in Indonesia	2
Correction to: Secondary school students’ strategies when interpreting histograms and case‑value plots: an eye‑tracking study	2
Interactional practices of inviting minoritized students to whole-class mathematics discussions	2
Analyzing the written discourse in calculus textbooks over 42 years: the case of primary objects, concrete discursive objects, and a realization tree of the derivative at a point	2
Covariational reasoning in Bayesian situations	2
Open modelling problems: cognitive barriers and instructional prompts	1
Racialization through coloniality in mathematics curricula: problematizing the Cambridge Assessment International Examination in Sub-Saharan Africa	1
Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms	1
Students’ local vs. global views of data distributions: a cross-grade-level analysis using eye-tracking	1
How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?	1
Relating students’ emotions during argumentative discourse to their learning of real-life functional situations	1
Learners’ beliefs about the functions of proof: building an argument for validity	1
Using critical incidents as a tool for promoting prospective teachers’ noticing during reflective discussions in a fieldwork-based university course	1
Instructions and recipes in mathematical proofs	1
Alan J. Bishop 1937–2023	1
Interrogating the equity promise for Black immigrant students in reformed mathematics classrooms	1
Statistical modeling processes through the lens of instrumental genesis	1
Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching	1
Book review: Alan Schoenfeld, Heather Fink, Sandra Zuñiga-Ruiz, Siqi Huang, Xinyu Wei, and Brantina Chirinda (2023) Helping students become powerful thinkers: case studies of teaching for robust under	1
“Mathematics is a battle, but I’ve learned to survive”: becoming a disabled student in university mathematics	1
Assessing covariation as a form of conceptual understanding through comparative judgement	1
Online example-based assessment as a resource for teaching about quadrilaterals	1
Book Review: A common ground of mathematics and mathematics education for the classroom and for researchers. Erich Christian Wittmann (2021) Connecting mathematics and mathematics education. Collected	1
Unpacking foreshadowing in mathematics teachers’ planned practices	1
Cheap plot tricks and plot holes in mathematical stories	1
Student approaches to generating mathematical examples: comparing e-assessment and paper-based tasks	1
Types of mathematical tasks in lower secondary classrooms in Germany	1
Using theoretical and empirical background information to affect noticing of geometrical thinking	1
The integration of undergraduate students’ informal and formal inferential reasoning	1
Mathematical structures of simple and compound interest: An analysis of secondary teachers’ relational thinking	1
Book review response. Who wants to know? Author’s response to review of A Contemporary Theory of Mathematics Education Research	1
Learning probability in the Kingdom of Tonga: the influence of language and culture	1
The development of sociomathematical norms in the transition to tertiary exam-oriented individualistic mathematics education in an East Asian context	1
The algebraic learning of middle school students’ evolution during a school year: a statistical large-scale study based on results in mathematics didactics	1
Book Review: International and diverse. Failed but seminal. Dirk de Bock (Ed.). (2023) Modern Mathematics. An International Movement?	1
Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study	1
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument	1
Professional development for teaching mathematics with technology: a comparative study of facilitators’ beliefs and practices in China and Germany	1
Sameness in algebra: views of isomorphism and homomorphism	1
On metaphors in thinking about preparing mathematics for teaching	1
Development and evolution of instrumented schemes: a case study of learning programming for mathematical investigations	1
Book review: Charting a career and its influence. Jinfa Cai, Gabriel J. Stylianides, and Patricia Ann Kenney (Eds.) (2023) Research studies on learning and teaching of mathematics: dedicated to Edward	1
Collaboration between Mathematicians and Mathematics Educators: dialogical inquiry as a methodological tool in Mathematics Education research	1
Instructional quality of two beginning mathematics teachers for three years: what professional competency makes a difference?	1
School students’ confidence when answering diagnostic questions online	1
Students’ understanding and development of the definition of circle in Taxicab and Euclidean geometries: an APOS perspective with schema interaction	1
Making sense of student mathematical thinking: the role of teacher mathematical thinking	1
Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers	1
A long-term shift to include students’ first language in the mathematics teaching practice: socialization events and learning opportunities	1
Twenty years of research on technology in mathematics education at CERME: a literature review based on a data science approach	1
Students’ techniques for approaching defining properties of functions	1
Proposing and testing a model relating students’ graph selection and graph reasoning for dynamic situations	1
Correction to: Book Review: A direct link between the language of mathematics and teacher preparation programs. Patrick M. Jenlink (Ed.) (2020) The language of mathematics: how the teacher’s knowledge	1
Exploring the relationship between teachers’ values and their choice of tasks: the case of occasioning mathematical creativity	1