OOIR: Observatory of International Research

Papers

(The TQCC of Mathematical Thinking and Learning is 5. 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
Learning through explaining and engaging with others’ mathematical ideas	11
Metacognition in mathematical modeling: the connection between metacognitive individual strategies, metacognitive group strategies and modeling competencies	11
Decentering framework: A characterization of graduate student instructors’ actions to understand and act on student thinking	10
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
Modeling from a cognitive perspective: theoretical considerations and empirical contributions	9
Exploring undergraduate engineering students’ mathematical problem-posing: the case of integral-area relationships in integral calculus	8
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
Rethinking Learning Trajectories in Light of Student Linguistic Diversity	7
Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using Scratch	7
Introducing teachers who use GUI-driven tools for the randomization test to code-driven tools	6
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
Modeling the phenomenon versus modeling the data set	5
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