OOIR: Observatory of International Research

Papers

(The median citation count of Mathematical Thinking and Learning is 0. 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 2021-03-01 to 2025-03-01.)

Article	Citations
A contemporary theory of mathematics education research	18
Examining the effects of an intervention on mathematical modeling in problem solving at upper elementary grades: a cluster randomized trial study	16
The impact of kinesthetic instructional strategies and manipulatives on fourth grader’s self-efficacy and self-confidence toward multiplication	13
Third grade students’ multimodal mathematical reasoning when collaboratively solving combinatorial problems in small groups	11
Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using Scratch	10
Students’ informal statistical inferences through data modeling with a large multivariate dataset	10
Inscribing proportional relationships using partitioning, co-occurrence, and same extent	10
Mathematical literacy in context Learning and teaching for mathematical literacy: making mathematics useful for everyone , by Hugh Bur	10
Sustaining quantitatively-grounded meanings for definite integrals in high school calculus	10
Construction of the cardinality principle through counting: critique and conjecture	9
An examination of Japanese curriculum materials through quantitative and covariational reasoning: the treatment of linear functions	8
About time: Syntactically-guided reasoning with analog and digital clocks	8
Learning mathematics as occasioned by disturbanceMathematical encounters & pedagogical detours: stories of disturbance and learning opportunities in teacher education, by B. Koichu and R. Zazkis,	8
Metacognition in mathematical modeling: the connection between metacognitive individual strategies, metacognitive group strategies and modeling competencies	8
Examining how middle grade mathematics students seize learning opportunities through conflict in small groups	7
How numbers influence students when solving linear equations	7
Exploring variability during data preparation: a way to connect data, chance, and context when working with complex public datasets	6
Children’s mathematical engagement based on their awareness of coding toy design features	6
Exploring geometric reasoning development in early civil engineering education through structured problem-solving	5
Characteristics of mathematics coaches’ suggestions to teachers	5
Randomness and probability: exploring student teachers’ conceptions	5
Progressions in young learners’ understandings of parity arguments	5
Embodied learning at a distance: from sensory-motor experience to constructing and understanding a sine graph	4
Differences in grade 7 students’ understanding of the equal sign	4
Elements of instruction that motivate students with learning disabilities to learn fractions	4

Modeling the phenomenon versus modeling the data set	3
Sequencing & selecting solutions in a gendered world	3
New ways of interacting with data, context, and chance in statistical modeling processes	3
Authenticity of elementary teacher designed and implemented mathematical modeling tasks	3
Noticing for Equity in Written Work: Exploring One Teacher’s Student Work Analysis Practices	3
Revealing students’ stories as they construct and use a statistical model in TinkerPlots to conduct a randomization test for comparing two groups	3
A game-based approach to promoting adaptive rational number knowledge	3
Progression in units coordination: initial counterevidence for a transition that transcends mathematical domains	3
Mathematical tools for real-world applications: a gentle introduction for students and practitioners	3
Rethinking Learning Trajectories in Light of Student Linguistic Diversity	2
Editorial	2
Informal statistical models and modeling	2
The complexity of supporting reasoning in a mathematics classroom of shared authority	2
Design principles for simulation-based learning of hypothesis testing in secondary school	2
Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation	2
Care in mathematics education: alternative educational spaces and practices Care in mathematics education: alternative educational spaces and practices , by Anne Watson,	1
Exploring the linguistic factors influencing concept identification	1
Counting the stars: advancing mathematical activity in a scripting journey	1
Do quality criteria of instructional explanatory videos in algebra influence student choice? A feasibility study using conjoint analysis to assess implicit reasoning in educational contexts	1
Modern mathematics: an international movement?	1
Mathematical thinking about systems – students modeling a biometrics identity verification system	1
Elementary students’ fraction reasoning: a measurement approach to fractions in a dynamic environment	1
Between expert and student perspectives: on the intersection of affect and heuristic-didactic discourse in the undergraduate classroom	1
“Tia was the right one:” mathematical authority and trust among first graders	1
The role of contextual knowledge in noticing students’ strategies in-the-moment	0
Modeling from a cognitive perspective: theoretical considerations and empirical contributions	0
The double-edged sword of conjecturing	0
Structure recognition and generalization by second-graders in direct and inverse forms of a linear function	0
Charles Hohensee and Joanne Lobato (Eds.). Transfer of learning: progressive perspectives for mathematics education and related fields Charles Hohensee and Joanne Lobato (Eds.). Transfe	0
Identifying the types of collective engagement structures that manifest in middle-grade mathematics classrooms	0
Young children’s self-initiated pattern-making during free play	0
Toward an analytical model for noticing interaction patterns in creative collaborative mathematical reasoning	0
Does the Use of Concept Maps Affect the Defining and the Understanding of Inclusion Relationships?	0
Learning through explaining and engaging with others’ mathematical ideas	0
Measuring and Visualising Space in Elementary Mathematics Learning Measuring and Visualising Space in Elementary Mathematics Learning , Richard Lehrer and Leona Schauble	0
Transforming fifth graders’ misconceptions in solving probability comparison problems with purposefully designed instructional interventions	0
Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions	0
Introducing teachers who use GUI-driven tools for the randomization test to code-driven tools	0
Spatial training using game play in preschoolers improves computational skills	0
Interference of prototypical geometry representations in students’ construction of concepts and development of proofs	0
Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry	0
Views on concept in mathematics education	0
Students’ participation in mathematics in inclusive classrooms: a study of the enacted mathematical and relational knowing of teachers	0
Radian π: Concept images evoked by quantitative representations of radian angle measure	0
Connecting mathematical modeling and social justice through problem posing	0
Vygotskian hybridizing of motion and mapping: Learning about geometric transformations in block-based programming environments	0
Opportunity to learn flexible and adaptive strategy use in current and past Dutch mathematics textbooks	0
Modeling Actions Foregrounded in Whole-Class Modeling Discourse: A Case Study of a Model-Eliciting Activity and a Three-Act Task	0
The role of patterning skills in early mathematical development: an analysis of all dimensions of visual perception	0
Decentering framework: A characterization of graduate student instructors’ actions to understand and act on student thinking	0

The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study	0
Understanding the nature of arithmetical concepts–important content for the education of primary mathematics teachers	0
The mathematical neighborhoods of school mathematics and teachers’ horizon knowledge	0
The learning and teaching of number. Paths less travelled through well-trodden terrain	0
Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial	0
Critical mathematics education	0
Supporting students’ participation in collective argumentation: Use of displays in a secondary mathematics classroom	0
Statistical modeling in teacher education	0
Professional noticing coherence: exploring relationships between component processes	0
Building mathematical micro-identities through supporting productive struggle	0
The relationship between number talks and ambitious instruction: learning from beginning teachers	0
Undergraduate students’ interpretations of expressions from calculus statements within the graphical register	0
Teachers’ knowledge of different forms of complex numbers through quantitative reasoning	0
Second-order covariation: enlarging the theoretical framework of covariational reasoning	0
Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study	0
Transforming learning opportunities in linguistically diverse secondary classrooms through promoting discussions: results of an intervention	0
Kindergarten students’ mathematics knowledge at work: the mathematics for programming robot toys	0
Can we TRU-ly infrastructure instructional change? Book review of mathematics teaching on target and helping students become powerful mathematical thinker	0
Models and Modelling: The Fine Balance between Mathematics, Practice, and Research	0
Interpreting literal symbols in algebra under the effects of the natural number bias	0
Developing initial notions of variability when learning about box plots	0
Developing ‘deep mathematical thinking’ in geometry with 3- and 4-year-olds: a collaborative study between early years teachers and university-based mathematicians	0
Editorial	0
Radford’s theory of objectification: a cultural-historical theory of learning, knowing, and becoming The theory of objectification: a Vygotskian perspective on knowing and becoming in m	0
Promoting elements of mathematical knowledge for teaching related to the notion of assumptions	0