Journal for Research in Mathematics Education

Papers
(The median citation count of Journal for Research in Mathematics Education is 2. 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 2022-05-01 to 2026-05-01.)
ArticleCitations
Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers57
Working Interinstitutionally to Apprentice Doctoral Students in Mathematics Education Research29
The Doctorate Is Part of the Infrastructure of Our Research Field22
Computer-Supported Assessment of Geometric Exploration Using Variation Theory17
Edgar J. Edmunds: A Historical Case Study of Race in Mathematics Education14
Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction13
Meta-Aggregation: Methodological Guidance and Lessons Learned on an Approach to Qualitative Synthesis for Mathematics Education Research13
How Students Understand Graphical Patterns: Fine-Grained, Intuitive Knowledge Used in Graphical Thinking8
Backward Transfer From Quadratic Functions Instruction Onto Different Levels of Development of Conceptions of Linear Function8
Interleaving in Mathematical Category Learning8
Classroom Supports for Generalizing7
Units Coordination in Composing and Decomposing Whole-Number Composite Units7
A Local Instruction Theory for Emergent Graphical Shape Thinking: A Middle School Case Study7
Acknowledgment7
Identity Work, Racialized Emotions, and Equity in Mathematics Education7
Middle School Students’ Meanings of Points From Quantitative and Covariational Reasoning Perspectives6
The Ethical Requirements of Mathematics Education Scholarship in an Unethical Time6
Continuing a Conversation About Equity-Focused Research in Mathematics Education6
When Active Learning Is Inequitable: Women’s Participation Predicts Gender Inequities in Mathematical Performance5
Reflecting From the Border Between Mathematics Education Research and Cognitive Psychology5
The Practice of Reviewing and Its Proactive Role in Building the Field of Mathematics Education Research5
Open-Mindedly Asking, “How Is This Submission a Report of Research on Mathematics Education?”5
The Prevalence of Teacher Tracking in High School Mathematics Departments5
Reproducing Research Capacity Through Interinstitutional Collaboration Around Doctoral Courses4
Fostering Flexibility Using Comparing Solution Strategies and Classroom Discussion: Effects of Two Professional Development Programs4
Acknowledgment4
A Leadership Bound by Mission in the Institutions of Our Field4
Investigating Problem Solving on Calculator Items in a Large-Scale Digitally Based Assessment: A Data Mining Approach4
Attending to Coherence Among Research Questions, Methods, and Claims in Coding Studies4
The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices4
Collaborative Interactions in Asynchronous Mathematics Teacher Professional Development: Findings and Implications4
How Manuscripts Can Contribute to Research on Mathematics Education: Possibilities for Applied Research3
Interrogating Whiteness in Mathematics Education Research: A Discourse Analysis of Storylines About Latiné Communities3
Long-Term Relationships Between Mathematics Instructional Time During Teacher Preparation and Specialized Content Knowledge3
Identity, Power, and Dignity: A Positional Analysis of Gisela in Her High School Mathematics Classroom3
Signs of Power and Dominance: The Logic of Elimination in Mathematics at Indian Boarding Schools2
The Role of Multiplicative Objects in Students’ Reasoning With Formulas2
Writing an Empirical Research Report in Mathematics Education: Understanding the Genre and Its Registers2
A Participatory Turn in Mathematics Education Research: Possibilities and Tensions2
Stewarding Our Commons for the Infinite Game of Research2
Access and Sense Making: Instructional Practices to Support Engagement With Grade-Level Mathematics for Students With Disabilities2
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