OOIR: Observatory of International Research

Papers

(The TQCC of Educational Studies in Mathematics is 6. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Analysing senior secondary mathematics teaching using the Knowledge Quartet	79
Between global forces and local values: a Bakhtinian perspective on Mexican mathematics education research	58
Correction to: Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study	47
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning	47
Deciphering the cognitive and non-cognitive competencies of Chinese students’ mathematics through a critical lens of PISA	40
Unpacking discourses about the transition from school to university mathematics: an intensive reading	38
Social (justice) mathematics: racializing effects of ordering pedagogies and their inherited regimes of truth	35
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	33
The sensory politics of mathematics: aestheticizing multiplication	33
Model method drawing acts as a double-edged sword for solving inconsistent word problems	32
What mathematicians learn from attending other mathematicians’ lectures	30
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	27
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown	26
Failure to teach/learn mathematics: a complexity-discursive perspective	22
Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?	21
It is probably a pattern: does spontaneous focusing on regularities in preschool predict reasoning about randomness four years later?	21
Exploring adults’ awareness of and suggestions for early childhood numerical activities	20
Teaching practices that support revising definition drafts to adhere to mathematical norms	19
Narrative characteristics of captivating secondary mathematics lessons	18
Strongly didactic contracts and mathematical work	17
There is more to algebra than meets the eye: the case of blindness	17
Algebraic and fractional thinking in collective mathematical reasoning	16
How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching	16
Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis	16
Book Review: Supporting mathematics educators through and towards online learning. Karen Hollebrands, Robin Anderson, and Kevin Oliver (Eds). (2021) Online learning in mathematics education	16

Patterning strategies in grade 1 students with low and high number sense proficiency	15
Teacherly response-ability: ethical relationality as protest against mathematical violence	15
Inferences, mastery, and objectivity: examining student understanding of mathematical concepts with inferentialism	15
Formatively assessing prospective teachers’ skills in leading mathematics discussions	15
Conceptions of span in linear algebra: from textbook examples to student responses	14
Heuristics and semantic spaces for the analysis of students’ work in mathematical problem solving	14
Instructional quality of two beginning mathematics teachers for three years: what professional competency makes a difference?	13
Students’ understanding and development of the definition of circle in Taxicab and Euclidean geometries: an APOS perspective with schema interaction	13
Interrogating the equity promise for Black immigrant students in reformed mathematics classrooms	13
The integration of undergraduate students’ informal and formal inferential reasoning	13
Mathematical structures of simple and compound interest: An analysis of secondary teachers’ relational thinking	13
Book Review: International and diverse. Failed but seminal. Dirk de Bock (Ed.). (2023) Modern Mathematics. An International Movement?	13
How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?	13
Becoming exceptional: the role of capital in the development and mediation of mathematics identity and degree trajectories	12
Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms	11
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,	11
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.)	11
Open modelling problems: cognitive barriers and instructional prompts	11
Meaning(s) of a student perspective in mathematics education research	11
Using the onto-semiotic approach to analyze novice algebra learners’ meaning-making processes with different representations	11
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument	11
Undergraduates’ conceptions of mathematics teaching and learning: an empirical study	11
Student noticing of collaborative practices: exploring how college students notice during small group interactions in math	10
Teaching Thales’s theorem: relations between suitable mathematical working spaces and specialised knowledge	10
Developing a diagnostic framework for primary and secondary students’ reasoning difficulties during mathematical problem solving	10
Book Review: Historical influences, present problems, and futuristic solutions in African countries. Brantina Chirinda, Kakoma Luneta, and Alphonse Uworabayeho (Eds.). (2022). Mathematics education in	10
Eye movements in conceptual and non-conceptual thinking	10
What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?	10
The role of an online learning environment in teacher care for secondary mathematics students	10
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan	10
“What makes it eigen-esque-ish?”: A form-function analysis of the development of eigentheory concepts in a quantum mechanics course	10
Unfolding algebraic thinking from a cognitive perspective	9
Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly	9
A systematic review of factors associated with high schoolers’ algebra achievement according to HSLS:09 results	9
Lessons in paradise: envisioning a Black liberatory mathematics education	9
Shifts in student attention on algorithmic and creative practice tasks	9
Investigating a learning progression of functional thinking for elementary students	9
Race, racism, and racialization in mathematics education: global perspectives	9
A bridging study analyzing mathematical model construction through a quantities-oriented lens	9
The role of relational preference in word-problem solving in 6- to 7-year-olds	8
Clustering eye-movement data uncovers students’ strategies for coordinating equations and diagrams of vector fields	8
A framework for reasoning in school mathematics: analyzing the development of mathematical claims	8
Correction to: Construction of subitized units is related to the construction of arithmetic units	8
Insider accounts of dyslexia from research mathematicians	8
Seeing number relations when solving a three-digit subtraction task	8
Book Review: Yiming Cao (ed.) (2024). Students’ collaborative problem solving in mathematics classrooms: an empirical study	8
Correction to: Interactional practices of inviting minoritized students to whole‑class mathematics discussions	8
Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition	8
Unboxing mathematics: creating a culture of modeling as critic	7
Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education	7

Writing reviews: perspectives from the editors of Educational Studies in Mathematics	7
“I’ll just try to mimic that”: an exploration of students’ analogical structure creation in abstract algebra	7
Transitioning to proof via writing scripts on the rules of a new discourse	7
Students’ geometric understanding of partial derivatives and the locally linear approach	7
Different complex word problems require different combinations of cognitive skills	7
Aligning school mathematics with a manufactured crisis: re-rendering neoliberal and neoconservative discourses as commonsensical in a rural place	7
Pre-service teachers’ flexibility and performance in solving Fermi problems	7
Mathematical modelling as a vehicle for eliciting algorithmic thinking	7
Competencies and fighting syllabusism	7
A long-term shift to include students’ first language in the mathematics teaching practice: socialization events and learning opportunities	6
“This cannot be”—refutation feedback and its potential affordances for proof comprehension	6
Relating students’ emotions during argumentative discourse to their learning of real-life functional situations	6
Book Review: Collaboration against postcolonialism. Patricia Paraide, Kay Owens, Charly Muke, Philip Clarkson, & Christopher Owens (2022) Mathematics education in a neocolonial country: The case o	6
Development and evolution of instrumented schemes: a case study of learning programming for mathematical investigations	6
Slow emergencies of racism in mathematics education	6
Online example-based assessment as a resource for teaching about quadrilaterals	6
Effect of algebraic language and problem text wording on problem model accuracy when solving age word problems	6
Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling	6
Teachers’ use of rational questioning strategies to promote student participation in collective argumentation	6
Using positioning theory to think about mathematics classroom talk	6