Educational Studies in Mathematics

Papers
(The TQCC of Educational Studies in Mathematics is 7. 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 2020-11-01 to 2024-11-01.)
ArticleCitations
Future themes of mathematics education research: an international survey before and during the pandemic101
The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things73
Affect in mathematical problem posing: conceptualization, advances, and future directions for research64
A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering60
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown52
The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom46
Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity42
Developing a task design and implementation framework for fostering mathematical modelling competencies41
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 system36
Teaching mathematics with technology: a multidimensional analysis of teacher beliefs34
Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling31
Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers29
Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers28
Creativity in students’ modelling competencies: conceptualisation and measurement27
Mathematics education in a time of crisis—a viral pandemic26
The process of problem posing: development of a descriptive phase model of problem posing26
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan25
Welcome to the era of vague news: a study of the demands of statistical and mathematical products in the COVID-19 pandemic media24
Mathematics and crises24
Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education22
Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching20
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 pandemic19
What mathematical competencies does a citizen need to interpret Mexico’s official information about the COVID-19 pandemic?18
Graphs in the COVID-19 news: a mathematics audit of newspapers in Korea18
COVID-19, mathematics education, and the evaluation of expert knowledge18
To tell a story, you need a protagonist: how dynamic interactive mediators can fulfill this role and foster explorative participation to mathematical discourse16
Mathematical modeling of tech-related real-world problems for secondary school-level mathematics16
What is to be learnt? Critical aspects of elementary arithmetic skills15
Releasing the conceptual spring to construct multiplicative reasoning14
Generating mathematical knowledge in the classroom through proof, refutation, and abductive reasoning14
On forms of geometric work: a study with pre-service teachers based on the theory of Mathematical Working Spaces14
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument14
People use math as a weapon: critical mathematics consciousness in the time of COVID-1914
Tales from three countries: reflections during COVID-19 for mathematical education in the future13
“Tell me about”: a logbook of teachers’ changes from face-to-face to distance mathematics education13
A critical mathematics perspective on reading data visualizations: reimagining through reformatting, reframing, and renarrating13
Algebraic and fractional thinking in collective mathematical reasoning13
Unboxing mathematics: creating a culture of modeling as critic13
Contextualization of mathematics: which and whose world?13
The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis13
The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review13
Styles of reasoning for mathematics education12
Health and pathology: a brief history of the biopolitics of US mathematics education12
Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling12
What if I was harmful? Reflecting on the ethical tensions associated with teaching the dominant mathematics12
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 charts11
The instructional situations in which mathematics teachers provide substantive feedback11
Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study11
Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis11
Seeing quadratics in a new light: secondary mathematics pre-service teachers’ creation of figural growing patterns11
Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: an exploratory framework and study10
On metaphors in thinking about preparing mathematics for teaching10
Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks10
Instructions and recipes in mathematical proofs10
A longitudinal study of the gender gap in mathematics achievement: evidence from Chile10
Enjoyment in learning mathematics: its role as a potential barrier to children’s perseverance in mathematical reasoning10
Teaching toddlers the meaning of numbers—connecting modes of mathematical representations in book reading9
Statistical modeling processes through the lens of instrumental genesis9
Micro classes as a primary school–level mathematics education response to COVID-19 pandemic in China: students’ degree of approval and perception of digital equity9
Improving rational number knowledge using the NanoRoboMath digital game9
Teachers’ use of rational questioning strategies to promote student participation in collective argumentation9
Inductive and deductive justification of knowledge: epistemological beliefs and critical thinking at the beginning of studying mathematics9
From speck to story: relating history of mathematics to the cognitive demand level of tasks9
Early childhood mathematical development: the association between patterning and proportional reasoning9
Examining English language learners’ learning needs through the lens of algebra curriculum materials8
Exploring the relationship between teachers’ values and their choice of tasks: the case of occasioning mathematical creativity8
Primary school students’ understanding of polygons and the relationships between polygons8
Writing reviews: perspectives from the editors of Educational Studies in Mathematics8
Looking for “us”: power reimagined in mathematics learning for Black communities in the pandemic8
Embodied instrumentation in a dynamic geometry environment: eleven-year-old students’ dragging schemes8
Networking frameworks: a method for analyzing the complexities of classroom cultures focusing on justifying8
Relating students’ emotions during argumentative discourse to their learning of real-life functional situations8
Emergent curriculum in basic education for the new normality in Peru: orientations proposed from mathematics education8
Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education8
Students’ voices of inclusion in mathematics education8
Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths8
Numbers don’t speak for themselves: strategies of using numbers in public policy discourse8
Different complex word problems require different combinations of cognitive skills8
Jewish culture, Chinese culture, and mathematics education8
Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning8
The Framework for Posing Elementary Mathematics Problems (F-PosE): Supporting Teachers to Evaluate and Select Problems for Use in Elementary Mathematics8
How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching7
A boundary of the second multiplicative concept: the case of Milo7
The development of relational thinking: a study of Measure Up first-grade students’ thinking and their symbolic understandings7
Teaching as a system: COVID-19 as a lens into teacher change7
Fourth-graders’ justifications in early algebra tasks involving a functional relationship7
Closing the gap on the map: Davydov’s contribution to current early algebra discourse in light of the 1960s Soviet debates over word-problem solving7
Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study7
Teaching math in real time7
Pre-service mathematics teachers’ professional modeling competencies: a comparative study between Germany, Mainland China, and Hong Kong7
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