Educational Studies in Mathematics

Article	Citations
Eye-tracking methodology in mathematics education research: A systematic literature review	89
Future themes of mathematics education research: an international survey before and during the pandemic	77
The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things	58
Affect in mathematical problem posing: conceptualization, advances, and future directions for research	52
A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering	42
Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity	36
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown	36
How are motivation and self-efficacy interacting in problem-solving and problem-posing?	36
The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom	34
Developing a task design and implementation framework for fostering mathematical modelling competencies	31
Opening mathematical problems for posing open mathematical tasks: what do teachers do and feel?	25
Teaching mathematics with technology: a multidimensional analysis of teacher beliefs	24
Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system	24
Affective field during collaborative problem posing and problem solving: a case study	24
Creativity in students’ modelling competencies: conceptualisation and measurement	22
Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education	21
Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling	21
The process of problem posing: development of a descriptive phase model of problem posing	21
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan	20
“So what are we working on?”: how student authority relations shift during collaborative mathematics activity	20
Learning to teach mathematics through problem posing: teachers’ beliefs and performance on problem posing	20
Problem-posing triggers or where do mathematics competition problems come from?	18
Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic	18
Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers	18
Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers	18

Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching	17
Mathematics education in a time of crisis—a viral pandemic	17
Girls are still being ‘counted out’: teacher expectations of high-level mathematics students	17
Graphs in the COVID-19 news: a mathematics audit of newspapers in Korea	17
Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest	17
Affective determinants of mathematical problem posing: the case of Chinese Miao students	16
Mathematics and crises	16
Mathematical modeling of tech-related real-world problems for secondary school-level mathematics	15
Fostering mathematical modelling competency of South African engineering students: which influence does the teaching design have?	15
The relationship between domain- and task-specific self-efficacy and mathematical problem posing: a large-scale study of eighth-grade students in China	15
COVID-19, mathematics education, and the evaluation of expert knowledge	15
Scaling-continuous variation: supporting students’ algebraic reasoning	14
Welcome to the era of vague news: a study of the demands of statistical and mathematical products in the COVID-19 pandemic media	14
To tell a story, you need a protagonist: how dynamic interactive mediators can fulfill this role and foster explorative participation to mathematical discourse	14
The effects of culture on mathematics lessons: an international comparative study of a collaboratively designed lesson	14
Body motion, early algebra, and the colours of abstraction	14
Metaphors for learning and doing mathematics in advanced mathematics lectures	13
A critical mathematics perspective on reading data visualizations: reimagining through reformatting, reframing, and renarrating	12
Generating mathematical knowledge in the classroom through proof, refutation, and abductive reasoning	12
“Tell me about”: a logbook of teachers’ changes from face-to-face to distance mathematics education	12
People use math as a weapon: critical mathematics consciousness in the time of COVID-19	12
Third-graders’ predictive reasoning strategies	12
Dealing with opposing theoretical perspectives: knowledge in structures or knowledge in pieces?	12
What mathematical competencies does a citizen need to interpret Mexico’s official information about the COVID-19 pandemic?	12
What is to be learnt? Critical aspects of elementary arithmetic skills	12
What can we do against racism in mathematics education research?	11
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument	11
Releasing the conceptual spring to construct multiplicative reasoning	11
Health and pathology: a brief history of the biopolitics of US mathematics education	11
On forms of geometric work: a study with pre-service teachers based on the theory of Mathematical Working Spaces	11
Comparative judgement, proof summaries and proof comprehension	11
The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review	11
Individual and group mathematical creativity among post–high school students	10
The lived experience of linear algebra: a counter-story about women of color in mathematics	10
Tales from three countries: reflections during COVID-19 for mathematical education in the future	10
Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study	10
Algebraic and fractional thinking in collective mathematical reasoning	10
The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis	9
Seeing quadratics in a new light: secondary mathematics pre-service teachers’ creation of figural growing patterns	9
Early childhood mathematical development: the association between patterning and proportional reasoning	9
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	9
Improving rational number knowledge using the NanoRoboMath digital game	9
The COVID-19 epidemic in Brazil: how statistics education may contribute to unravel the reality behind the charts	9
Unboxing mathematics: creating a culture of modeling as critic	9
Some multiplicative structures in elementary education: a view from relational paradigm	8
Teaching toddlers the meaning of numbers—connecting modes of mathematical representations in book reading	8
Adapting a professional development program for cognitively demanding instruction across shifting contexts	8
Primary school students’ understanding of polygons and the relationships between polygons	8
Davydov’s concept of the concept and its dialectical materialist background	8
Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: an exploratory framework and study	8

Styles of reasoning for mathematics education	8
Enjoyment in learning mathematics: its role as a potential barrier to children’s perseverance in mathematical reasoning	8
Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis	8
From speck to story: relating history of mathematics to the cognitive demand level of tasks	8
What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?	8
Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling	8
On metaphors in thinking about preparing mathematics for teaching	7
A longitudinal study of the gender gap in mathematics achievement: evidence from Chile	7
Writing reviews: perspectives from the editors of Educational Studies in Mathematics	7
The Framework for Posing Elementary Mathematics Problems (F-PosE): Supporting Teachers to Evaluate and Select Problems for Use in Elementary Mathematics	7
The instructional situations in which mathematics teachers provide substantive feedback	7
Instructions and recipes in mathematical proofs	7
Looking for “us”: power reimagined in mathematics learning for Black communities in the pandemic	7
Teaching as a system: COVID-19 as a lens into teacher change	7
Emergent curriculum in basic education for the new normality in Peru: orientations proposed from mathematics education	7
Exploring the relationship between teachers’ values and their choice of tasks: the case of occasioning mathematical creativity	7
Inductive and deductive justification of knowledge: epistemological beliefs and critical thinking at the beginning of studying mathematics	7
Examining English language learners’ learning needs through the lens of algebra curriculum materials	6
Features of modeling processes that elicit mathematical models represented at different semiotic registers	6
Relating students’ emotions during argumentative discourse to their learning of real-life functional situations	6
Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning	6
A boundary of the second multiplicative concept: the case of Milo	6
Why indigenous languages matter for mathematics education: a case study of Ichishkíin	6
Exploring Israeli high school graduates’ explanations for the spread of the coronavirus	6
Contextualization of mathematics: which and whose world?	6
Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study	6
Jewish culture, Chinese culture, and mathematics education	6
Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education	6
Fourth-graders’ justifications in early algebra tasks involving a functional relationship	6
Teaching math in real time	6
University student understanding of the gradient of a function of two variables: an approach from the perspective of the theory of semiotic representation registers	6
From action to symbols: giving meaning to the symbolic representation of the distributive law in primary school	6
Shape-shifting Davydov’s ideas for early number learning in South Africa	6
Formatively assessing prospective teachers’ skills in leading mathematics discussions	6
The role of generic examples in teachers’ proving activities	6
Students’ voices of inclusion in mathematics education	6
The development of relational thinking: a study of Measure Up first-grade students’ thinking and their symbolic understandings	6
Pre-service mathematics teachers’ professional modeling competencies: a comparative study between Germany, Mainland China, and Hong Kong	5
What counts as a “good” argument in school?—how teachers grade students’ mathematical arguments	5
Learning actions indicating algebraic thinking in multilingual classrooms	5
What if I was harmful? Reflecting on the ethical tensions associated with teaching the dominant mathematics	5
Different complex word problems require different combinations of cognitive skills	5
The chimera of the competency-based approach to teaching mathematics: a study of carpentry purchases for home projects	5
Two conceptions of fraction equivalence	5
Out of proportion or out of context? Comparing 8- to 9-year-olds’ proportional reasoning abilities across fair-sharing, mixtures, and probability contexts	5
Analyzing a teacher’s learning through cross-cultural collaboration: a praxeological perspective of mathematical knowledge for teaching	5
Numbers don’t speak for themselves: strategies of using numbers in public policy discourse	5
Examining socio-mathematical norms related to problem posing: a case of a gifted and talented mathematics classroom	5
The challenge of proportion: does it require rethinking of the measurement paradigm?	5
The role of appropriation in guided reinvention: establishing and preserving devolved authority with low-attaining students	5
Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks	5
Commentary on a special issue: Davydov’s approach in the XXI century	5
Closing the gap on the map: Davydov’s contribution to current early algebra discourse in light of the 1960s Soviet debates over word-problem solving	5
The discursive construction of mathematics teacher self-efficacy	5
Seeing the continuity behind “double discontinuity”: investigating Hong Kong prospective mathematics teachers’ secondary–tertiary transition	5
Subject choice and perezhivanie in mathematics: a longitudinal case study	5
How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching	4
Mathematics in the informal setting of an art studio: students’ visuospatial thinking processes in a studio thinking-based environment	4
On students’ understanding of implicit differentiation based on APOS theory	4
Deleuzian actualizations of the multiplicative concept: a study of perceptual flow and the transformation of learning assemblages	4
A bridging study analyzing mathematical model construction through a quantities-oriented lens	4
Pre-service teachers’ difficulties in reasoning about sampling variability	4
School students’ confidence when answering diagnostic questions online	4
Teachers’ use of rational questioning strategies to promote student participation in collective argumentation	4
Development of affect at the transition to university mathematics and its relation to dropout — identifying related learning situations and deriving possible support measures	4
College developmental math students’ knowledge of the equal sign	4
Racialized deviance as an axiom in the mathematics education equity genre	4
To add or to multiply in open problems? Unraveling children’s relational preference using a mixed-method approach	4
Statistical modeling processes through the lens of instrumental genesis	4
Learning probability in the Kingdom of Tonga: the influence of language and culture	4
Directions of intentionalities in special needs education in mathematics	4
Narrative characteristics of captivating secondary mathematics lessons	4
Using large-scale data to determine pupils’ strategies and errors in missing value number equations	4
Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition	4
High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment	4
Storylines in public news media about mathematics education and minoritized students	4
The development of sociomathematical norms in the transition to tertiary exam-oriented individualistic mathematics education in an East Asian context	4
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	4
Transition from school into university mathematics: experiences across educational contexts	3
Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations	3

New insights about the secondary–tertiary transition in mathematics	3
Student sensemaking of proofs at various distances: the role of epistemic, rhetorical, and ontological distance in the peer review process	3
Online example-based assessment as a resource for teaching about quadrilaterals	3
Norms of mathematical definitions: imposing constraints, permitting choice, or both?	3
How are parental expectations related to students’ beliefs and their perceived achievement?	3
Teachers’ learning from addressing the challenges of online teaching in a time of pandemic: a case in Shanghai	3
Hands, Head and Heart (3H) framework for curriculum review: emergence and nesting phenomena	3
The role of relational preference in word-problem solving in 6- to 7-year-olds	3
“How to meme it”: reverse engineering the creative process of mathematical Internet memes	3
Insider accounts of dyslexia from research mathematicians	3
How history of mathematics can help to face a crisis situation: the case of the polemic between Bernoulli and d’Alembert about the smallpox epidemic	3
Networking frameworks: a method for analyzing the complexities of classroom cultures focusing on justifying	3
Sameness in algebra: views of isomorphism and homomorphism	3
Beyond categories: dynamic qualitative analysis of visuospatial representation in arithmetic	3
An introduction to multiple perspectives on Davydov’s approach in the XXI century	3
Constructing a system of covariational relationships: two contrasting cases	3
Activity systems analysis of classroom teaching and learning of mathematics: a case study of Japanese secondary schools	3
Is it all about the setting? — A comparison of mathematical modelling with real objects and their representation	3
Unpacking hidden views: seven ways to treat your formula	3
“I am part of the group, the others listen to me”: theorising productive listening in mathematical group work	3
A framework for analysing the relationships between peer interactions and learners’ mathematical identities: accounting for personal and social identities	3
Assessing covariation as a form of conceptual understanding through comparative judgement	3
Connecting algorithmics to mathematics learning: a design study of the intermediate value theorem and the bisection algorithm	3
Teacher agency for integrating history into teaching mathematics in a performance-driven context: a case study of a beginning teacher in China	3
Abstraction and embodiment: exploring the process of grasping a general	3
Pre-service primary teachers’ shame experiences during their schooling time: characteristics and effects on their subject-choices at university	3
Irrational gap: sensemaking trajectories of irrational exponents	3
New approaches for two-variable inequality graphs utilizing the Cartesian Connection and the APOS theory	2
Modeling presentations: toward an assessment of emerging classroom cultures of modeling	2
The language of mathematics teaching: a text mining approach to explore the zeitgeist of US mathematics education	2
Concept maps as assessment for learning in university mathematics	2
Instructional quality of two beginning mathematics teachers for three years: what professional competency makes a difference?	2
Teacher community for high school mathematics instruction: strengths and challenges	2
Explorative mathematical argumentation: a theoretical framework for identifying and analysing argumentation processes in early mathematics learning	2
Prospective primary teachers’ efficacy to teach mathematics: measuring efficacy beliefs and identifying the factors that influence them	2
Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education	2
A commentary on the Special Issue “Innovations in measuring and fostering mathematical modelling competencies”	2
The relation between attitudes towards mathematics and dropout from university mathematics—the mediating role of satisfaction and achievement	2
Parents’ experiences of mathematics learning at home during the COVID-19 pandemic: a typology of parental engagement in mathematics education	2
How transition students relearn school mathematics to construct multiply quantified statements	2
Embodied instrumentation in a dynamic geometry environment: eleven-year-old students’ dragging schemes	2
Discourses of risk and hope in research on mathematical learning difficulties	2
Types of mathematical tasks in lower secondary classrooms in Germany	2
The relation between graphing formulas by hand and students’ symbol sense	2
Supporting English non-dominant language authors’ efforts to publish: perspectives from the editors-in-chief of highly recognised journals in Mathematics Education	2
Exploring modes of engagement within reform-oriented primary mathematics textbooks in India	2
The role of the partitioning and coset algorithm quotient group partial meanings in comprehending the First Isomorphism Theorem and its proof	2
Learner-generated graphic representations for word problems: an intervention and evaluation study in grade 3	2
Pre-service teachers’ flexibility and performance in solving Fermi problems	2
Analysing senior secondary mathematics teaching using the Knowledge Quartet	2
Stories of devoted university students: the mathematical experience as a form of ascesis	2
A methodological critique of research on parent-initiated mathematics activities and young children’s attainment	2
Prospective secondary mathematics teachers read Clairaut: professional knowledge and original sources	2
Undergraduates’ conceptions of mathematics teaching and learning: an empirical study	2
A joke on precision? Revisiting “precision” in the school mathematics discourse	2
Making sense of student mathematical thinking: the role of teacher mathematical thinking	2
Hybrids between rituals and explorative routines: opportunities to learn through guided and recreated exploration	2
Do mathematicians and undergraduates agree about explanation quality?	2
The development and assessment of counting-based cardinal number concepts	2
Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?	2
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning	2
When teachers construct tests for assessing students’ competencies: a taxonomy	2
What mathematicians learn from attending other mathematicians’ lectures	2