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 2021-08-01 to 2025-08-01.)

Article	Citations
Analysing senior secondary mathematics teaching using the Knowledge Quartet	89
Correction to: Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study	60
Deciphering the cognitive and non-cognitive competencies of Chinese students’ mathematics through a critical lens of PISA	55
Social (justice) mathematics: racializing effects of ordering pedagogies and their inherited regimes of truth	52
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	35
Promoting caregiver engagement processes through the codesign of translanguaging mathematics activities	34
Unpacking discourses about the transition from school to university mathematics: an intensive reading	31
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	26
Between global forces and local values: a Bakhtinian perspective on Mexican mathematics education research	25
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning	22
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown	21
The sensory politics of mathematics: aestheticizing multiplication	19
Model method drawing acts as a double-edged sword for solving inconsistent word problems	18
What mathematicians learn from attending other mathematicians’ lectures	17
Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?	16
It is probably a pattern: does spontaneous focusing on regularities in preschool predict reasoning about randomness four years later?	16
There is more to algebra than meets the eye: the case of blindness	16
Teaching practices that support revising definition drafts to adhere to mathematical norms	15
Strongly didactic contracts and mathematical work	15
Narrative characteristics of captivating secondary mathematics lessons	15
Failure to teach/learn mathematics: a complexity-discursive perspective	15
Book Review: Meeting the challenge of mathematical challenge in mathematics education. Roza Leikin (Ed.) (2023) Mathematical Challenges for All	15
Book Review: Supporting mathematics educators through and towards online learning. Karen Hollebrands, Robin Anderson, and Kevin Oliver (Eds). (2021) Online learning in mathematics education	14
Heuristics and semantic spaces for the analysis of students’ work in mathematical problem solving	14
How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching	14

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

Slow emergencies of racism in mathematics education	6
Relating students’ emotions during argumentative discourse to their learning of real-life functional situations	6
Students’ geometric understanding of partial derivatives and the locally linear approach	6
Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education	6
Teachers’ use of rational questioning strategies to promote student participation in collective argumentation	6
Online example-based assessment as a resource for teaching about quadrilaterals	6
Development and evolution of instrumented schemes: a case study of learning programming for mathematical investigations	6
Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition	6
Unboxing mathematics: creating a culture of modeling as critic	6
Writing reviews: perspectives from the editors of Educational Studies in Mathematics	6
A long-term shift to include students’ first language in the mathematics teaching practice: socialization events and learning opportunities	6
Competencies and fighting syllabusism	6