OOIR: Observatory of International Research

Papers

(The median citation count of Mathematical Thinking and Learning is 1. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Exploring the nature of math anxiety in young children: Intensity, prevalence, reasons	29
The role of instructional materials in the relationship between the official curriculum and the enacted curriculum	18
Kindergarten students’ mathematics knowledge at work: the mathematics for programming robot toys	18
Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial	13
Length measurement in the early years: teaching and learning with learning trajectories	12
Metacognition in mathematical modeling: the connection between metacognitive individual strategies, metacognitive group strategies and modeling competencies	11
Learning through explaining and engaging with others’ mathematical ideas	11
Is counting hindering learning? An investigation into children’s proficiency with simple addition and their flexibility with mental computation strategies	10
Informal statistical models and modeling	10
Connecting mathematical modeling and social justice through problem posing	10
Embodied learning at a distance: from sensory-motor experience to constructing and understanding a sine graph	10
Decentering framework: A characterization of graduate student instructors’ actions to understand and act on student thinking	10
Modeling from a cognitive perspective: theoretical considerations and empirical contributions	9
Examining how middle grade mathematics students seize learning opportunities through conflict in small groups	8
Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study	8
Students’ informal statistical inferences through data modeling with a large multivariate dataset	8
Exploring undergraduate engineering students’ mathematical problem-posing: the case of integral-area relationships in integral calculus	8
Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using Scratch	7
Rethinking Learning Trajectories in Light of Student Linguistic Diversity	7
Between expert and student perspectives: on the intersection of affect and heuristic-didactic discourse in the undergraduate classroom	6
Professional noticing coherence: exploring relationships between component processes	6
Authenticity of elementary teacher designed and implemented mathematical modeling tasks	6
Introducing teachers who use GUI-driven tools for the randomization test to code-driven tools	6
Statistical modeling in teacher education	5
Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation	5

Exploring variability during data preparation: a way to connect data, chance, and context when working with complex public datasets	5
Modeling the phenomenon versus modeling the data set	5
Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry	4
The complexity of supporting reasoning in a mathematics classroom of shared authority	4
Promoting elements of mathematical knowledge for teaching related to the notion of assumptions	3
Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions	3
New ways of interacting with data, context, and chance in statistical modeling processes	3
Profiles in understanding operations with rational numbers	3
Young children’s actions on length measurement tasks: strategies and cognitive attributes	3
Elementary students’ fraction reasoning: a measurement approach to fractions in a dynamic environment	3
Sequencing & selecting solutions in a gendered world	3
About time: Syntactically-guided reasoning with analog and digital clocks	3
Interpreting literal symbols in algebra under the effects of the natural number bias	3
Mathematical thinking about systems – students modeling a biometrics identity verification system	3
Randomness and probability: exploring student teachers’ conceptions	3
Construction of the cardinality principle through counting: critique and conjecture	3
The double-edged sword of conjecturing	2
Differences in grade 7 students’ understanding of the equal sign	2
Models and Modelling: The Fine Balance between Mathematics, Practice, and Research	2
Progressions in young learners’ understandings of parity arguments	2
Counting the stars: advancing mathematical activity in a scripting journey	2
Third grade students’ multimodal mathematical reasoning when collaboratively solving combinatorial problems in small groups	2
The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study	1
Gestures, embodiment, and learning the rate of change	1
Spatial training using game play in preschoolers improves computational skills	1
Noticing for Equity in Written Work: Exploring One Teacher’s Student Work Analysis Practices	1
Students’ participation in mathematics in inclusive classrooms: a study of the enacted mathematical and relational knowing of teachers	1
Undergraduate students’ interpretations of expressions from calculus statements within the graphical register	1
Does the Use of Concept Maps Affect the Defining and the Understanding of Inclusion Relationships?	1
Design principles for simulation-based learning of hypothesis testing in secondary school	1
A game-based approach to promoting adaptive rational number knowledge	1
The role of contextual knowledge in noticing students’ strategies in-the-moment	1
Young children’s self-initiated pattern-making during free play	1
Modeling Actions Foregrounded in Whole-Class Modeling Discourse: A Case Study of a Model-Eliciting Activity and a Three-Act Task	1
Revealing students’ stories as they construct and use a statistical model in TinkerPlots to conduct a randomization test for comparing two groups	1
Characteristics of mathematics coaches’ suggestions to teachers	1