OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Mathematics Teacher Education 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 2021-10-01 to 2025-10-01.)

Article	Citations
Processes of recontextualizing a curriculum reform into mathematics teacher education	24
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure	21
Investigating how secondary prospective teachers plan to launch cognitively demanding tasks	21
Noticing-as-design: generating new possibilities for teacher noticing	19
Elementary teachers’ noticing of equitable practices through lesson study	18
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	17
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs	12
Researching the expertise of mathematics teacher educators in initial teacher education settings	12
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model	12
Secondary mathematics preservice teachers’ perceptions of program (in)coherence	11
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles	11
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice	11
The effect of multiple representations-based and problem-based instruction in linear algebra on pre-service teachers' dimensions of understanding and self-efficacy perceptions	11
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction	10
The mathematics teacher in shadow education: a new area of focus in teacher education	9
Exploring teacher educators’ selection of critical events to support noticing for equity	9
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity	9
Developing practice-based educative mentoring with secondary mathematics mentor teachers	9
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective	9
Exploring the identities of hybrid mathematics teacher educators	8
Supporting prospective mathematics teachers in noticing students' proportional reasoning	8
Teachers’ perceptions of less successfully organized professional development practices in mathematics: A study of nine secondary schools in Shanghai, China	8
Moving forward while looking back	7
Processes of decision-making by mathematics PD facilitators: the role of resources, orientations, goals, and identities	7
Teachers’ noticing to promote students’ mathematical dialogue in group work	7

Studying complex phenomena in mathematics teacher education	7
Mathematics teacher persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility	7
JMTE, 27(6), November 2024 The knowing-doing duality: a characteristic of mathematics teachers' professional work	7
How elementary prospective teachers use three fraction models: their perceptions and difficulties	7
Preparing middle and high school teachers for teaching mathematical modeling: building curriculum vision and trust through curricular and professional noticing	7
Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions	6
Correction: On designing better structures for feedback in practice‑based professional development: Using “failure” to innovate	6
Creating a space for them through autoethnography	6
The professional identities of prospective mathematics teachers who teach through programming	6
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers	6
Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia	6
Teacher attitudes towards streaming in mathematics education	5
Theorizing critical events to support mathematics teachers’ noticing	5
Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers	5
The interplay between teachers’ goals and instructional moves in supporting students’ mathematical reasoning	5
First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification	5
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	5
Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers	5
Tools and resources for mathematics teaching and mathematics teacher education	5
High school mathematics teachers' noticing of inequitable talk	5
Knowledge, disposition and the capacity for instruction: An optional mathematics course for preservice teachers	5
Mathematics teacher educators’ self-identifications and cross-disciplinary research tendencies: implications for boundary crossing and identity transformations	5
Handling the diversity of research on mathematics teacher education	4
Mathematics teacher educator noticing: developing computer-assisted, ecological investigation of critical environmental cues	4
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies	4
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?	4
Centering on power relations in collaboration among mathematics teacher educator-researchers	4
The learning and teaching of algebra. Ideas, insights, and activities: Abraham Arcavi, Paul Drjvers, and Kaye Stacey (2017)	4
Listening to learn: investigating how teacher leaders elicit and attend to students’ mathematical thinking in clinical interviews	4
Revisiting “Radical Equations: Civil Rights from Mississippi to the Algebra Project" by Robert P. Moses and Charles E. Cobb, Jr.	4
Promoting access to learning: the experiences of early-career teachers in the USA	4
Leveraging prospective teachers’ knowledge through their participation in lesson study	4
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining	4
Investigating teachers’ understanding through topic modeling: a promising approach to studying teachers’ knowledge	4
Learning to teach ambitiously: a multiple case study of practicing teachers’ experimentation with enablers and extenders	4
“So I don’t have to switch up who I am”: Experiences and perspectives of Black Language-speaking mathematics teachers on teaching that supports Black linguistic justice	3
Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation	3
Introducing the role of being an advocate in mathematics teacher education	3
Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study	3
Knowledge-in-action for crafting mathematics problems in realistic contexts	3
Computational thinking practices as tools for creating high cognitive demand mathematics instruction	3
Teacher noticing of students’ mathematical thinking through a silent video task in the context of slope	3
Teaching 3D geometry with dynamic environments in upper secondary classes: How to help students combine empirical perception and theoretical deduction?	3
Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment	3
Lesson study beyond its initial adaptation: a case without external support	3
Considering theoretical and methodological eclecticism within JMTE	3
A routine for supporting mathematics teacher educators’ collective inquiry into their teaching practices	3
Mathematics teacher educators’ discussion practice	3
LGBTQ+ Life conditions: a landscape of investigation in mathematics education	2
Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms	2

Studying a mathematics teacher’s documentational and identity trajectories over time	2
Conceptions of teaching and justice as pivotal to mathematics teacher educators’ thinking about mathematical knowledge for teaching	2
Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness	2
Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions	2
The effects of functional moves in teacher questioning on students’ contextualization of mathematical word problem solving	2
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis	2
How often and when teachers should teach with challenging tasks: the role of motivational beliefs	2
Doing the math together: coaches’ professional learning through engagement in mathematics	2
Analyzing the development of children’s thinking: a review of “learning and teaching early math: the learning trajectories approach”	2
Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools	2
Emergent mathematical worlds from teacher knowing in whole-class discourse: using an enactivist lens on the teaching of exponential functions	2
A framework for conceptualising pre-service mathematics teachers’ learning across the contexts of coursework and school placement	2
Theorising context in mathematics teaching and teacher education	2
Salience and feasibility of enacting rough draft math: Teachers’ voices about productive and powerful variations	2
Objects of study in research on mathematics teacher education	2
‘Things haven’t gone the way I thought they’d go’: secondary mathematics teachers talk about trialling a problem-solving pedagogy	2
Teacher actions that shape mathematical argumentation in the classroom	2
Open mathematical tasks conceived, designed, and reflected upon by preservice elementary teachers	2
Acknowledgement of reviewers	2
Investigating the interrelationships of technological pedagogical readiness using PLS-SEM: A study of primary mathematics teachers in China	2
Facilitating collaborative inquiry into practice around artifacts of mathematics teaching	2
Teacher support of collective argumentation in mathematics classrooms: insights from an afterschool program	1
On designing better structures for feedback in practice-based professional development: Using “failure” to innovate	1
Developing mathematical thinking skills through technology-based learning: a review of “technology-enabled mathematics education: optimising student engagement”	1
A framework for selecting strategies for whole-class discussions	1
Mathematics teachers’ interpretations of students’ perceptions of the classroom learning environment: opportunities for inquiry	1
A bibliometric review of studies on mathematics teacher professional development with an emphasis on mathematics coaching research	1
Editorial	1
Enacting multilingual learner core practices: a PST’s approximations of practice of mathematics language routines	1
US and Chinese elementary teachers’ noticing of cross-cultural mathematics videos	1
A mixed method quasi-experimental study on transforming preservice teachers’ mathematics anxiety and teaching self-efficacy beliefs	1
Building a thinking classroom: a case study of implementation and professional growth	1
Networking two theoretical frames of variation in a problem-solving-based mathematics instruction task design	1
Teacher leaders' noticing of argumentative orchestration	1
Mathematics teachers’ noticing of critical events associated with argumentation	1
From a classroom situation to teacher interaction: a multilayered conceptualization of representations of practice for mathematics teacher learning	1
Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources	1
The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson	1
Review of the book “Inquiry in university mathematics teaching and learning: the PLATINIUM project”	1
Exploring teachers’ eye-tracking data and professional noticing when viewing a 360 video of elementary mathematics	1
Correction to: Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective	1
Missing link: how teachers’ understanding of student common struggles is key to their instructional response	1
Teachers’ noticing of proportional reasoning	1
Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma	1
The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning	1
Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers	1
Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education	1
Correction to: Political conocimiento in teaching mathematics: mathematics teacher candidates enacting their ethical identities	1
From mistakes, we learn? Mathematics teachers’ epistemological and positional framing of mistakes	1
Pre-service mathematics teachers’ competencies in designing mathematical modeling tasks	1
The landscape of US elementary mathematics teacher education: course requirements for mathematics content and methods	1
Primary school teachers’ practices for fostering embodied abstraction in geometry	1
Reasoning with ratios as multiplicative comparisons	1