Educational Studies in Mathematics

Article	Citations
Future themes of mathematics education research: an international survey before and during the pandemic	101
The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things	73
Affect in mathematical problem posing: conceptualization, advances, and future directions for research	64
A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering	60
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown	52
The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom	46
Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity	42
Developing a task design and implementation framework for fostering mathematical modelling competencies	41
How are motivation and self-efficacy interacting in problem-solving and problem-posing?	40
Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system	36
Teaching mathematics with technology: a multidimensional analysis of teacher beliefs	34
Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling	31
Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers	29
Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers	28
Creativity in students’ modelling competencies: conceptualisation and measurement	27
Mathematics education in a time of crisis—a viral pandemic	26
The process of problem posing: development of a descriptive phase model of problem posing	26
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan	25
Welcome to the era of vague news: a study of the demands of statistical and mathematical products in the COVID-19 pandemic media	24
Mathematics and crises	24
Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education	22
Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching	20
Fostering mathematical modelling competency of South African engineering students: which influence does the teaching design have?	20
Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic	19
Graphs in the COVID-19 news: a mathematics audit of newspapers in Korea	18

COVID-19, mathematics education, and the evaluation of expert knowledge	18
What mathematical competencies does a citizen need to interpret Mexico’s official information about the COVID-19 pandemic?	18
To tell a story, you need a protagonist: how dynamic interactive mediators can fulfill this role and foster explorative participation to mathematical discourse	16
Mathematical modeling of tech-related real-world problems for secondary school-level mathematics	16
What is to be learnt? Critical aspects of elementary arithmetic skills	15
On forms of geometric work: a study with pre-service teachers based on the theory of Mathematical Working Spaces	14
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument	14
People use math as a weapon: critical mathematics consciousness in the time of COVID-19	14
Releasing the conceptual spring to construct multiplicative reasoning	14
Generating mathematical knowledge in the classroom through proof, refutation, and abductive reasoning	14
A critical mathematics perspective on reading data visualizations: reimagining through reformatting, reframing, and renarrating	13
Algebraic and fractional thinking in collective mathematical reasoning	13
Unboxing mathematics: creating a culture of modeling as critic	13
Contextualization of mathematics: which and whose world?	13
The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis	13
The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review	13
Tales from three countries: reflections during COVID-19 for mathematical education in the future	13
“Tell me about”: a logbook of teachers’ changes from face-to-face to distance mathematics education	13
Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling	12
What if I was harmful? Reflecting on the ethical tensions associated with teaching the dominant mathematics	12
Styles of reasoning for mathematics education	12
Health and pathology: a brief history of the biopolitics of US mathematics education	12
The instructional situations in which mathematics teachers provide substantive feedback	11
Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study	11
Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis	11
Seeing quadratics in a new light: secondary mathematics pre-service teachers’ creation of figural growing patterns	11
What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?	11
The COVID-19 epidemic in Brazil: how statistics education may contribute to unravel the reality behind the charts	11
Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks	10
Instructions and recipes in mathematical proofs	10
A longitudinal study of the gender gap in mathematics achievement: evidence from Chile	10
Enjoyment in learning mathematics: its role as a potential barrier to children’s perseverance in mathematical reasoning	10
Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: an exploratory framework and study	10
On metaphors in thinking about preparing mathematics for teaching	10
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
Teachers’ use of rational questioning strategies to promote student participation in collective argumentation	9
Inductive and deductive justification of knowledge: epistemological beliefs and critical thinking at the beginning of studying mathematics	9
From speck to story: relating history of mathematics to the cognitive demand level of tasks	9
Early childhood mathematical development: the association between patterning and proportional reasoning	9
Teaching toddlers the meaning of numbers—connecting modes of mathematical representations in book reading	9
Statistical modeling processes through the lens of instrumental genesis	9
Embodied instrumentation in a dynamic geometry environment: eleven-year-old students’ dragging schemes	8
Networking frameworks: a method for analyzing the complexities of classroom cultures focusing on justifying	8
Relating students’ emotions during argumentative discourse to their learning of real-life functional situations	8
Emergent curriculum in basic education for the new normality in Peru: orientations proposed from mathematics education	8
Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education	8
Students’ voices of inclusion in mathematics education	8
Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths	8
Numbers don’t speak for themselves: strategies of using numbers in public policy discourse	8

Different complex word problems require different combinations of cognitive skills	8
Jewish culture, Chinese culture, and mathematics education	8
Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning	8
The Framework for Posing Elementary Mathematics Problems (F-PosE): Supporting Teachers to Evaluate and Select Problems for Use in Elementary Mathematics	8
Examining English language learners’ learning needs through the lens of algebra curriculum materials	8
Exploring the relationship between teachers’ values and their choice of tasks: the case of occasioning mathematical creativity	8
Primary school students’ understanding of polygons and the relationships between polygons	8
Writing reviews: perspectives from the editors of Educational Studies in Mathematics	8
Looking for “us”: power reimagined in mathematics learning for Black communities in the pandemic	8
Fourth-graders’ justifications in early algebra tasks involving a functional relationship	7
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	7
Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study	7
Teaching math in real time	7
Pre-service mathematics teachers’ professional modeling competencies: a comparative study between Germany, Mainland China, and Hong Kong	7
How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching	7
A boundary of the second multiplicative concept: the case of Milo	7
The development of relational thinking: a study of Measure Up first-grade students’ thinking and their symbolic understandings	7
Teaching as a system: COVID-19 as a lens into teacher change	7
Exploring Israeli high school graduates’ explanations for the spread of the coronavirus	6
Concept maps as assessment for learning in university mathematics	6
School students’ confidence when answering diagnostic questions online	6
Formatively assessing prospective teachers’ skills in leading mathematics discussions	6
The chimera of the competency-based approach to teaching mathematics: a study of carpentry purchases for home projects	6
Two conceptions of fraction equivalence	6
Insider accounts of dyslexia from research mathematicians	6
Shape-shifting Davydov’s ideas for early number learning in South Africa	6
Seeing the continuity behind “double discontinuity”: investigating Hong Kong prospective mathematics teachers’ secondary–tertiary transition	6
How are parental expectations related to students’ beliefs and their perceived achievement?	6
Pre-service teachers’ flexibility and performance in solving Fermi problems	6
Analyzing a teacher’s learning through cross-cultural collaboration: a praxeological perspective of mathematical knowledge for teaching	6
“How to meme it”: reverse engineering the creative process of mathematical Internet memes	6
Types of mathematical tasks in lower secondary classrooms in Germany	6
Connecting algorithmics to mathematics learning: a design study of the intermediate value theorem and the bisection algorithm	6
The role of generic examples in teachers’ proving activities	6
Learning probability in the Kingdom of Tonga: the influence of language and culture	5
Mathematics in the informal setting of an art studio: students’ visuospatial thinking processes in a studio thinking-based environment	5
Pre-service primary teachers’ shame experiences during their schooling time: characteristics and effects on their subject-choices at university	5
Racialized deviance as an axiom in the mathematics education equity genre	5
Irrational gap: sensemaking trajectories of irrational exponents	5
A bridging study analyzing mathematical model construction through a quantities-oriented lens	5
Online example-based assessment as a resource for teaching about quadrilaterals	5
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	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
Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition	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
Pre-service teachers’ difficulties in reasoning about sampling variability	5
The development of sociomathematical norms in the transition to tertiary exam-oriented individualistic mathematics education in an East Asian context	5
The development and assessment of counting-based cardinal number concepts	5
Subject choice and perezhivanie in mathematics: a longitudinal case study	5
The role of appropriation in guided reinvention: establishing and preserving devolved authority with low-attaining students	5
Commentary on a special issue: Davydov’s approach in the XXI century	5
Learning actions indicating algebraic thinking in multilingual classrooms	5
Storylines in public news media about mathematics education and minoritized students	5
High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment	4
Transition from school into university mathematics: experiences across educational contexts	4
Teacher agency for integrating history into teaching mathematics in a performance-driven context: a case study of a beginning teacher in China	4
Supporting English non-dominant language authors’ efforts to publish: perspectives from the editors-in-chief of highly recognised journals in Mathematics Education	4
Narrative characteristics of captivating secondary mathematics lessons	4
The relation between attitudes towards mathematics and dropout from university mathematics—the mediating role of satisfaction and achievement	4
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	4
“I am part of the group, the others listen to me”: theorising productive listening in mathematical group work	4
Sameness in algebra: views of isomorphism and homomorphism	4
Do mathematicians and undergraduates agree about explanation quality?	4
Norms of mathematical definitions: imposing constraints, permitting choice, or both?	4
Hands, Head and Heart (3H) framework for curriculum review: emergence and nesting phenomena	4
Using large-scale data to determine pupils’ strategies and errors in missing value number equations	4
New insights about the secondary–tertiary transition in mathematics	4
Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations	4
Development and evolution of instrumented schemes: a case study of learning programming for mathematical investigations	4
Hybrids between rituals and explorative routines: opportunities to learn through guided and recreated exploration	4
Abstraction and embodiment: exploring the process of grasping a general	4
Teachers’ learning from addressing the challenges of online teaching in a time of pandemic: a case in Shanghai	4
Activity systems analysis of classroom teaching and learning of mathematics: a case study of Japanese secondary schools	3
Analysing senior secondary mathematics teaching using the Knowledge Quartet	3
The role of relational preference in word-problem solving in 6- to 7-year-olds	3
Parents’ experiences of mathematics learning at home during the COVID-19 pandemic: a typology of parental engagement in mathematics education	3
Unfettering discussions about social justice: the role of conversational prompts in discussions about mathematics education for Indigenous students	3
Is it all about the setting? — A comparison of mathematical modelling with real objects and their representation	3
Assessing covariation as a form of conceptual understanding through comparative judgement	3
Embodied mathematical pedagogy to liberate racialized and multilingual bodies	3

An introduction to multiple perspectives on Davydov’s approach in the XXI century	3
The servants of two discourses: how novice facilitators draw on their mathematics teaching experience	3
Constructing a system of covariational relationships: two contrasting cases	3
Student sensemaking of proofs at various distances: the role of epistemic, rhetorical, and ontological distance in the peer review process	3
The interplay between the guidance from the digital learning environment and the teacher in supporting folding back	3
Unpacking hidden views: seven ways to treat your formula	3
Collaboration between Mathematicians and Mathematics Educators: dialogical inquiry as a methodological tool in Mathematics Education research	3
Instructional quality of two beginning mathematics teachers for three years: what professional competency makes a difference?	3
Beyond categories: dynamic qualitative analysis of visuospatial representation in arithmetic	3
Mathematical strategies and emergence of socially mediated metacognition within a multi-touch Dynamic Geometry Environment	3
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning	3
Mis-in and mis-out concept images: the case of even numbers	3
A framework for analysing the relationships between peer interactions and learners’ mathematical identities: accounting for personal and social identities	3
Stories of devoted university students: the mathematical experience as a form of ascesis	3
Discourses of risk and hope in research on mathematical learning difficulties	3
Making sense of student mathematical thinking: the role of teacher mathematical thinking	3
Explorative mathematical argumentation: a theoretical framework for identifying and analysing argumentation processes in early mathematics learning	3
A commentary on the Special Issue “Innovations in measuring and fostering mathematical modelling competencies”	3
Prospective primary teachers’ efficacy to teach mathematics: measuring efficacy beliefs and identifying the factors that influence them	3
“Wait—it’s a math problem, right?”: negotiating school frames in out-of-school places	2
A systematic review of factors associated with high schoolers’ algebra achievement according to HSLS:09 results	2
Undergraduates’ conceptions of mathematics teaching and learning: an empirical study	2
Professional development for teaching mathematics with technology: a comparative study of facilitators’ beliefs and practices in China and Germany	2
Teacherly response-ability: ethical relationality as protest against mathematical violence	2
Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?	2
Habermas’ construct of rationality in the analysis of the mathematical problem-solving process	2
How transition students relearn school mathematics to construct multiply quantified statements	2
The language of mathematics teaching: a text mining approach to explore the zeitgeist of US mathematics education	2
Teachers pose and design context-based mathematics tasks: what can be learned from product evolution?	2
Shame, entitlement, and the systemic racism of mathematics “ability” grouping in Aotearoa New Zealand	2
“This cannot be”—refutation feedback and its potential affordances for proof comprehension	2
Open modelling problems: cognitive barriers and instructional prompts	2
Exploring modes of engagement within reform-oriented primary mathematics textbooks in India	2
Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education	2
Difficulties in semantically congruent translation of verbally and symbolically represented algebraic statements	2
A methodological critique of research on parent-initiated mathematics activities and young children’s attainment	2
When teachers construct tests for assessing students’ competencies: a taxonomy	2
Construction of subitized units is related to the construction of arithmetic units	2
Using theoretical and empirical background information to affect noticing of geometrical thinking	2
Modeling presentations: toward an assessment of emerging classroom cultures of modeling	2
Pre-service teacher planning for differentiation of instruction in mathematics classrooms	2
The role of the partitioning and coset algorithm quotient group partial meanings in comprehending the First Isomorphism Theorem and its proof	2
Model method drawing acts as a double-edged sword for solving inconsistent word problems	2
What mathematicians learn from attending other mathematicians’ lectures	2