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 2020-03-01 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
The role of instructional materials in the relationship between the official curriculum and the enacted curriculum	12
Curricular approaches to algebra in Estonia, Finland and Sweden – a comparative study	12
Kindergarten students’ mathematics knowledge at work: the mathematics for programming robot toys	11
Preschoolers’ reasoning about numbers in picture books	11
Decentering framework: A characterization of graduate student instructors’ actions to understand and act on student thinking	9
Modeling from a cognitive perspective: theoretical considerations and empirical contributions	9
What counts in number books? A content-domain specific typology to evaluate children’s books for mathematics	8
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
Informal statistical models and modeling	7
Exploring undergraduate engineering students’ mathematical problem-posing: the case of integral-area relationships in integral calculus	7
Students’ opposing conceptions of equations with two equal signs	6
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

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