Journal for Research in Mathematics Education

Papers
(The TQCC of Journal for Research in Mathematics Education 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 2020-04-01 to 2024-04-01.)
ArticleCitations
Multidimensional Noticing for Equity: Theorizing Mathematics Teachers’ Systems of Noticing to Disrupt Inequities28
Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom26
Black Women’s Counter-Stories of Resilience and Within-Group Tensions in the White, Patriarchal Space of Mathematics Education24
When Active Learning Is Inequitable: Women’s Participation Predicts Gender Inequities in Mathematical Performance22
Effects on Mathematics and Executive Function of a Mathematics and Play Intervention Versus Mathematics Alone20
Racialized and Gendered Labor in Students’ Responses to Precalculus and Calculus Instruction14
Teachers’ Mathematics Learning Opportunities During One-on-One Coaching Conversations13
Toward a Theory of Affective Pedagogical Goals for Social Justice Mathematics13
Young Students’ Functional Thinking Modes: The Relation Between Recursive Patterning, Covariational Thinking, and Correspondence Relations12
“Bold Problem Solving”: A New Construct for Understanding Gender Differences in Mathematics12
Emma’s Negotiation of Number: Implicit Intensive Intervention11
Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom11
Understanding the Impact of Racial Attitudes on Preservice Teachers’ Perceptions of Children’s Mathematical Thinking9
A Call for a Critical–Historical Framework in Addressing the Mathematical Experiences of Black Teachers and Students9
Dissertating Through Disruptions: COVID-19 and the Need for a Research Infrastructure9
Working Across Contexts: Scaling Up or Replicating With Variations?7
How Manuscripts Can Contribute to Research on Mathematics Education: An Expansive Look at Basic Research in Our Field7
How Textbooks Can Promote Inquiry: Using a Narrative Framework to Investigate the Design of Mathematical Content in a Lesson7
Improving the Impact of Research on Practice: Capitalizing on Technological Advances for Research7
A Spiritual Turn: Toward Desire-Based Research and Indigenous Futurity in Mathematics Education6
Teacher Support for Argumentation: An Examination of Beliefs and Practice6
Challenges to and Opportunities for Sustaining an Equity Focus in Mathematics Education Research6
Impact of Cooney, Shealy, and Arvold’s (1998) Belief Structures: A Literature Review and Citation Analysis6
Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience6
What Early Algebra Knowledge Persists 1 Year After an Elementary Grades Intervention?6
How Ms. Mayen and Her Students Co-Constructed Good-at-Math6
A Framework for Investigating Qualities of Procedural and Conceptual Knowledge in Mathematics—An Inferentialist Perspective6
Teacher Noticing of Mathematical Thinking in Young Children’s Representations of Counting6
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