OOIR: Observatory of International Research

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 2020-04-01 to 2024-04-01.)

Article	Citations
Eye-tracking methodology in mathematics education research: A systematic literature review	89
Future themes of mathematics education research: an international survey before and during the pandemic	77
The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things	58
Affect in mathematical problem posing: conceptualization, advances, and future directions for research	52
A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering	42
Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity	36
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown	36
How are motivation and self-efficacy interacting in problem-solving and problem-posing?	36
The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom	34
Developing a task design and implementation framework for fostering mathematical modelling competencies	31
Opening mathematical problems for posing open mathematical tasks: what do teachers do and feel?	25
Affective field during collaborative problem posing and problem solving: a case study	24
Teaching mathematics with technology: a multidimensional analysis of teacher beliefs	24
Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system	24
Creativity in students’ modelling competencies: conceptualisation and measurement	22
The process of problem posing: development of a descriptive phase model of problem posing	21
Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education	21
Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling	21
Learning to teach mathematics through problem posing: teachers’ beliefs and performance on problem posing	20
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan	20
“So what are we working on?”: how student authority relations shift during collaborative mathematics activity	20
Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers	18
Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers	18
Problem-posing triggers or where do mathematics competition problems come from?	18
Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic	18

Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest	17
Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching	17
Mathematics education in a time of crisis—a viral pandemic	17
Girls are still being ‘counted out’: teacher expectations of high-level mathematics students	17
Graphs in the COVID-19 news: a mathematics audit of newspapers in Korea	17
Mathematics and crises	16
Affective determinants of mathematical problem posing: the case of Chinese Miao students	16
COVID-19, mathematics education, and the evaluation of expert knowledge	15
Mathematical modeling of tech-related real-world problems for secondary school-level mathematics	15
Fostering mathematical modelling competency of South African engineering students: which influence does the teaching design have?	15
The relationship between domain- and task-specific self-efficacy and mathematical problem posing: a large-scale study of eighth-grade students in China	15
Body motion, early algebra, and the colours of abstraction	14
Scaling-continuous variation: supporting students’ algebraic reasoning	14
Welcome to the era of vague news: a study of the demands of statistical and mathematical products in the COVID-19 pandemic media	14
To tell a story, you need a protagonist: how dynamic interactive mediators can fulfill this role and foster explorative participation to mathematical discourse	14
The effects of culture on mathematics lessons: an international comparative study of a collaboratively designed lesson	14
Metaphors for learning and doing mathematics in advanced mathematics lectures	13
What mathematical competencies does a citizen need to interpret Mexico’s official information about the COVID-19 pandemic?	12
What is to be learnt? Critical aspects of elementary arithmetic skills	12
A critical mathematics perspective on reading data visualizations: reimagining through reformatting, reframing, and renarrating	12
Generating mathematical knowledge in the classroom through proof, refutation, and abductive reasoning	12
“Tell me about”: a logbook of teachers’ changes from face-to-face to distance mathematics education	12
People use math as a weapon: critical mathematics consciousness in the time of COVID-19	12
Third-graders’ predictive reasoning strategies	12
Dealing with opposing theoretical perspectives: knowledge in structures or knowledge in pieces?	12
On forms of geometric work: a study with pre-service teachers based on the theory of Mathematical Working Spaces	11
Comparative judgement, proof summaries and proof comprehension	11
The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review	11
What can we do against racism in mathematics education research?	11
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument	11
Releasing the conceptual spring to construct multiplicative reasoning	11
Health and pathology: a brief history of the biopolitics of US mathematics education	11
Algebraic and fractional thinking in collective mathematical reasoning	10
Individual and group mathematical creativity among post–high school students	10
The lived experience of linear algebra: a counter-story about women of color in mathematics	10
Tales from three countries: reflections during COVID-19 for mathematical education in the future	10
Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study	10
Improving rational number knowledge using the NanoRoboMath digital game	9
The COVID-19 epidemic in Brazil: how statistics education may contribute to unravel the reality behind the charts	9
Unboxing mathematics: creating a culture of modeling as critic	9
The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis	9
Seeing quadratics in a new light: secondary mathematics pre-service teachers’ creation of figural growing patterns	9
Early childhood mathematical development: the association between patterning and proportional reasoning	9
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
From speck to story: relating history of mathematics to the cognitive demand level of tasks	8
What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?	8
Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling	8
Some multiplicative structures in elementary education: a view from relational paradigm	8
Teaching toddlers the meaning of numbers—connecting modes of mathematical representations in book reading	8
Adapting a professional development program for cognitively demanding instruction across shifting contexts	8

Primary school students’ understanding of polygons and the relationships between polygons	8
Davydov’s concept of the concept and its dialectical materialist background	8
Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: an exploratory framework and study	8
Styles of reasoning for mathematics education	8
Enjoyment in learning mathematics: its role as a potential barrier to children’s perseverance in mathematical reasoning	8
Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis	8
Teaching as a system: COVID-19 as a lens into teacher change	7
Exploring the relationship between teachers’ values and their choice of tasks: the case of occasioning mathematical creativity	7
Emergent curriculum in basic education for the new normality in Peru: orientations proposed from mathematics education	7
Inductive and deductive justification of knowledge: epistemological beliefs and critical thinking at the beginning of studying mathematics	7
A longitudinal study of the gender gap in mathematics achievement: evidence from Chile	7
On metaphors in thinking about preparing mathematics for teaching	7
Writing reviews: perspectives from the editors of Educational Studies in Mathematics	7
The Framework for Posing Elementary Mathematics Problems (F-PosE): Supporting Teachers to Evaluate and Select Problems for Use in Elementary Mathematics	7
Instructions and recipes in mathematical proofs	7
The instructional situations in which mathematics teachers provide substantive feedback	7
Looking for “us”: power reimagined in mathematics learning for Black communities in the pandemic	7