Educational Studies in Mathematics

Papers
(The TQCC of Educational Studies in Mathematics is 5. 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 2021-09-01 to 2025-09-01.)
ArticleCitations
Analysing senior secondary mathematics teaching using the Knowledge Quartet89
Correction to: Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study60
Micro classes as a primary school–level mathematics education response to COVID-19 pandemic in China: students’ degree of approval and perception of digital equity55
Deciphering the cognitive and non-cognitive competencies of Chinese students’ mathematics through a critical lens of PISA55
Promoting caregiver engagement processes through the codesign of translanguaging mathematics activities38
Unpacking discourses about the transition from school to university mathematics: an intensive reading34
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: m31
Between global forces and local values: a Bakhtinian perspective on Mexican mathematics education research26
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown25
The sensory politics of mathematics: aestheticizing multiplication24
Model method drawing acts as a double-edged sword for solving inconsistent word problems19
What mathematicians learn from attending other mathematicians’ lectures18
Social (justice) mathematics: racializing effects of ordering pedagogies and their inherited regimes of truth17
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning17
There is more to algebra than meets the eye: the case of blindness16
Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?16
Teaching practices that support revising definition drafts to adhere to mathematical norms15
It is probably a pattern: does spontaneous focusing on regularities in preschool predict reasoning about randomness four years later?15
Failure to teach/learn mathematics: a complexity-discursive perspective15
Book Review: Meeting the challenge of mathematical challenge in mathematics education. Roza Leikin (Ed.) (2023) Mathematical Challenges for All15
Narrative characteristics of captivating secondary mathematics lessons15
Strongly didactic contracts and mathematical work14
Heuristics and semantic spaces for the analysis of students’ work in mathematical problem solving14
Patterning strategies in grade 1 students with low and high number sense proficiency14
Book Review: Supporting mathematics educators through and towards online learning. Karen Hollebrands, Robin Anderson, and Kevin Oliver (Eds). (2021) Online learning in mathematics education14
Inferences, mastery, and objectivity: examining student understanding of mathematical concepts with inferentialism14
How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching13
Conceptions of span in linear algebra: from textbook examples to student responses13
Teacherly response-ability: ethical relationality as protest against mathematical violence13
Representations and generalization in early algebra: a comparative study of autistic students and their non-autistic peers13
The integration of undergraduate students’ informal and formal inferential reasoning12
Students’ understanding and development of the definition of circle in Taxicab and Euclidean geometries: an APOS perspective with schema interaction12
Book Review: International and diverse. Failed but seminal. Dirk de Bock (Ed.). (2023) Modern Mathematics. An International Movement?12
Instructional quality of two beginning mathematics teachers for three years: what professional competency makes a difference?12
Mathematical structures of simple and compound interest: An analysis of secondary teachers’ relational thinking11
The role of everyday mathematics in parent and caregiver experiences of alienation from school mathematics11
Interrogating the equity promise for Black immigrant students in reformed mathematics classrooms11
Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms11
Becoming exceptional: the role of capital in the development and mediation of mathematics identity and degree trajectories11
How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?10
Undergraduates’ conceptions of mathematics teaching and learning: an empirical study10
Open modelling problems: cognitive barriers and instructional prompts10
Book Review: One hundred years of mathematics education seen through the lens of ICMI. Fulvia Furinghetti & Livia Giacardi (Eds.) (2022). The International Commission on Mathematical Instruction, 10
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument10
The role of an online learning environment in teacher care for secondary mathematics students9
Eye movements in conceptual and non-conceptual thinking9
Book Review: Historical influences, present problems, and futuristic solutions in African countries. Brantina Chirinda, Kakoma Luneta, and Alphonse Uworabayeho (Eds.). (2022). Mathematics education in9
Student noticing of collaborative practices: exploring how college students notice during small group interactions in math9
Book Review: A fruitful resource emerging from collaboration within an ERME topic conference. Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Jana Trgalová and Hans-Georg Weigand (Eds.)9
Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly9
Teaching Thales’s theorem: relations between suitable mathematical working spaces and specialised knowledge8
Correction to: Construction of subitized units is related to the construction of arithmetic units8
Lessons in paradise: envisioning a Black liberatory mathematics education8
“What makes it eigen-esque-ish?”: A form-function analysis of the development of eigentheory concepts in a quantum mechanics course8
Shifts in student attention on algorithmic and creative practice tasks8
The role of relational preference in word-problem solving in 6- to 7-year-olds8
Using the onto-semiotic approach to analyze novice algebra learners’ meaning-making processes with different representations8
Developing a diagnostic framework for primary and secondary students’ reasoning difficulties during mathematical problem solving8
A systematic review of factors associated with high schoolers’ algebra achievement according to HSLS:09 results8
Insider accounts of dyslexia from research mathematicians8
Meaning(s) of a student perspective in mathematics education research8
Young children’s notations for representing ordinal position and quantity: a longitudinal study of cross-task and within-task qualitative variations7
Race, racism, and racialization in mathematics education: global perspectives7
Pre-service teachers’ flexibility and performance in solving Fermi problems7
Clustering eye-movement data uncovers students’ strategies for coordinating equations and diagrams of vector fields7
Unfolding algebraic thinking from a cognitive perspective7
Investigating a learning progression of functional thinking for elementary students7
A framework for reasoning in school mathematics: analyzing the development of mathematical claims7
A bridging study analyzing mathematical model construction through a quantities-oriented lens7
Correction to: Interactional practices of inviting minoritized students to whole‑class mathematics discussions7
Seeing number relations when solving a three-digit subtraction task7
“I’ll just try to mimic that”: an exploration of students’ analogical structure creation in abstract algebra6
Unboxing mathematics: creating a culture of modeling as critic6
Writing reviews: perspectives from the editors of Educational Studies in Mathematics6
Teachers’ use of rational questioning strategies to promote student participation in collective argumentation6
Aligning school mathematics with a manufactured crisis: re-rendering neoliberal and neoconservative discourses as commonsensical in a rural place6
Book Review: Yiming Cao (ed.) (2024). Students’ collaborative problem solving in mathematics classrooms: an empirical study6
Students’ geometric understanding of partial derivatives and the locally linear approach6
Slow emergencies of racism in mathematics education6
Transitioning to proof via writing scripts on the rules of a new discourse6
Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition6
Mathematical modelling as a vehicle for eliciting algorithmic thinking6
Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education6
Relating students’ emotions during argumentative discourse to their learning of real-life functional situations5
Unpacking hidden views: seven ways to treat your formula5
“This cannot be”—refutation feedback and its potential affordances for proof comprehension5
Using positioning theory to think about mathematics classroom talk5
Development and evolution of instrumented schemes: a case study of learning programming for mathematical investigations5
Introduction to eye tracking in mathematics education: interpretation, potential, and challenges5
Online example-based assessment as a resource for teaching about quadrilaterals5
Effect of algebraic language and problem text wording on problem model accuracy when solving age word problems5
Is it all about the setting? — A comparison of mathematical modelling with real objects and their representation5
Book Review: Collaboration against postcolonialism. Patricia Paraide, Kay Owens, Charly Muke, Philip Clarkson, & Christopher Owens (2022) Mathematics education in a neocolonial country: The case o5
The construction of mathematical reasoning as a pedagogical object5
Spontaneous focusing on numerical order and numerical skills of 3- to 4-year-old children5
Competencies and fighting syllabusism5
Decision making in managing semiotic conflicts in curriculum materials: a training program with prospective teachers in Costa Rica5
Inquiry-based learning in Grade 9 mathematics: assessing outcomes across Gagné’s taxonomy5
A long-term shift to include students’ first language in the mathematics teaching practice: socialization events and learning opportunities5
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