OOIR: Observatory of International Research

Papers

(The median citation count of Mathematical Thinking and Learning 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 2020-03-01 to 2024-03-01.)

Article	Citations
Exploring the intersection of algebraic and computational thinking	21
Exploring the nature of math anxiety in young children: Intensity, prevalence, reasons	19
Understanding the unique contributions of home numeracy, inhibitory control, the approximate number system, and spontaneous focusing on number for children’s math abilities	17
Curricular approaches to algebra in Estonia, Finland and Sweden – a comparative study	12
The role of instructional materials in the relationship between the official curriculum and the enacted curriculum	12
Kindergarten students’ mathematics knowledge at work: the mathematics for programming robot toys	11
Preschoolers’ reasoning about numbers in picture books	11
Modeling from a cognitive perspective: theoretical considerations and empirical contributions	9
Decentering framework: A characterization of graduate student instructors’ actions to understand and act on student thinking	9
Task design for graphs: rethink multiple representations with variation theory	8
Length measurement in the early years: teaching and learning with learning trajectories	8
Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial	8
What counts in number books? A content-domain specific typology to evaluate children’s books for mathematics	8
Exploring undergraduate engineering students’ mathematical problem-posing: the case of integral-area relationships in integral calculus	7
Informal statistical models and modeling	7
Promoting spontaneous focusing on numerosity and cardinality-related skills at day care with one, two, how many and count, how many programs	6
Integrating math and science content through covariational reasoning: the case of gravity	6
Examining how middle grade mathematics students seize learning opportunities through conflict in small groups	6
Students’ informal statistical inferences through data modeling with a large multivariate dataset	6
Learning through explaining and engaging with others’ mathematical ideas	6
The role of balance scales in supporting productive thinking about equations among diverse learners	6
Metacognition in mathematical modeling: the connection between metacognitive individual strategies, metacognitive group strategies and modeling competencies	6
Figurative and operative partitioning activity: students’ meanings for amounts of change in covarying quantities	6
Characterizing reasoning about fraction arithmetic of middle grades teachers in three latent classes	6
Students’ opposing conceptions of equations with two equal signs	6

Embodied learning at a distance: from sensory-motor experience to constructing and understanding a sine graph	5
Is counting hindering learning? An investigation into children’s proficiency with simple addition and their flexibility with mental computation strategies	5
Authenticity of elementary teacher designed and implemented mathematical modeling tasks	5
Introducing teachers who use GUI-driven tools for the randomization test to code-driven tools	5
Implementing a structural approach in preschool number activities. Principles of an intervention program reflected in learning	5
Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation	4
Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study	4
Promoting insight into algebraic formulas through graphing by hand	4
Professional noticing coherence: exploring relationships between component processes	4
Connecting mathematical modeling and social justice through problem posing	4
Statistical modeling in teacher education	3
Between expert and student perspectives: on the intersection of affect and heuristic-didactic discourse in the undergraduate classroom	3
Spontaneous focusing on Arabic number symbols: A unique component of children’s early mathematical development?	3
Exploring variability during data preparation: a way to connect data, chance, and context when working with complex public datasets	3
Construction of the cardinality principle through counting: critique and conjecture	3
Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry	3
Interpreting literal symbols in algebra under the effects of the natural number bias	3
The complexity of supporting reasoning in a mathematics classroom of shared authority	3
Profiles in understanding operations with rational numbers	3
Can we count on early numerical abilities for early probabilistic reasoning abilities?	3
Young children’s actions on length measurement tasks: strategies and cognitive attributes	3
Spontaneous mathematical focusing tendencies in mathematical development	3
Rethinking Learning Trajectories in Light of Student Linguistic Diversity	3
About time: Syntactically-guided reasoning with analog and digital clocks	3
Teachers’ abilities to make sense of variable parts reasoning	3
The double-edged sword of conjecturing	2
Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions	2
Sequencing & selecting solutions in a gendered world	2
New ways of interacting with data, context, and chance in statistical modeling processes	2
Risks of aiming to kill two birds with one stone: the affect of mathematically gifted and talented students in the dual realities of special schooling	2
Attention to numerosity varies across individuals and task contexts	2
Mathematical thinking about systems – students modeling a biometrics identity verification system	2
Randomness and probability: exploring student teachers’ conceptions	2
Modeling the phenomenon versus modeling the data set	2
Promoting elements of mathematical knowledge for teaching related to the notion of assumptions	2
Differences in grade 7 students’ understanding of the equal sign	2
Progressions in young learners’ understandings of parity arguments	2
Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using Scratch	2