Journal of Mathematics Teacher Education

Papers
(The H4-Index of Journal of Mathematics Teacher Education is 12. 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 2022-06-01 to 2026-06-01.)
ArticleCitations
Elementary teachers’ noticing of equitable practices through lesson study35
Processes of recontextualizing a curriculum reform into mathematics teacher education29
Exploring preservice teachers’ problem-solving with fractopia: A dynamic digital tool developed to support semiotic mediation in fraction learning22
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure19
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback19
Researching the expertise of mathematics teacher educators in initial teacher education settings17
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model16
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice15
Noticing-as-design: generating new possibilities for teacher noticing15
The effect of multiple representations-based and problem-based instruction in linear algebra on pre-service teachers' dimensions of understanding and self-efficacy perceptions15
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction13
Exploring teacher educators’ selection of critical events to support noticing for equity12
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles12
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs12
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity12
Secondary mathematics preservice teachers’ perceptions of program (in)coherence12
0.072257995605469