OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Mathematics Teacher Education is 2. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Elementary teachers’ noticing of equitable practices through lesson study	35
Processes of recontextualizing a curriculum reform into mathematics teacher education	29
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model	23
Exploring preservice teachers’ problem-solving with fractopia: A dynamic digital tool developed to support semiotic mediation in fraction learning	22
Noticing-as-design: generating new possibilities for teacher noticing	19
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure	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	15
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice	15
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles	15
Researching the expertise of mathematics teacher educators in initial teacher education settings	15
Secondary mathematics preservice teachers’ perceptions of program (in)coherence	13
Framing connections between secondary and advanced mathematics in ways that help teachers reflect on the potential utility of disciplinary knowledge	12
The effect of multiple representations-based and problem-based instruction in linear algebra on pre-service teachers' dimensions of understanding and self-efficacy perceptions	12
Exploring teacher educators’ selection of critical events to support noticing for equity	12
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction	12
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity	12
Developing practice-based educative mentoring with secondary mathematics mentor teachers	11
Supporting prospective mathematics teachers in noticing students' proportional reasoning	11
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective	11
Exploring the identities of hybrid mathematics teacher educators	11
TPACK-based professional development for the AI era: fostering pre-service teachers’ acceptance of generative AI in mathematics classrooms	9
Customized on-site professional development: empowering a primary math teacher to teach mental math skills	9
Moving forward while looking back	9
Teachers’ perceptions of less successfully organized professional development practices in mathematics: A study of nine secondary schools in Shanghai, China	8

Creating a space for them through autoethnography	8
Teachers’ noticing to promote students’ mathematical dialogue in group work	8
Examining preservice teachers’ bar model representations for solving word problems involving fractions	8
Studying complex phenomena in mathematics teacher education	8
Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions	8
JMTE, 27(6), November 2024 The knowing-doing duality: a characteristic of mathematics teachers' professional work	8
Correction: On designing better structures for feedback in practice‑based professional development: Using “failure” to innovate	7
The professional identities of prospective mathematics teachers who teach through programming	7
Revealing and refining teachers’ instructional vision: noticing strengths in video records of practice	7
Mathematics teacher persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility	7
Preparing middle and high school teachers for teaching mathematical modeling: building curriculum vision and trust through curricular and professional noticing	7
Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia	7
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	6
Teacher attitudes towards streaming in mathematics education	6
Tools and resources for mathematics teaching and mathematics teacher education	6
Mathematics teacher educators’ self-identifications and cross-disciplinary research tendencies: implications for boundary crossing and identity transformations	6
Theorizing critical events to support mathematics teachers’ noticing	6
First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification	6
Mathematics teachers using generative AI to pose math problems related to students’ interests	6
Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers	6
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers	6
High school mathematics teachers' noticing of inequitable talk	6
Knowledge, disposition and the capacity for instruction: An optional mathematics course for preservice teachers	6
Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers	6
The interplay between teachers’ goals and instructional moves in supporting students’ mathematical reasoning	6
Centering on power relations in collaboration among mathematics teacher educator-researchers	5
Mathematics teacher educator noticing: developing computer-assisted, ecological investigation of critical environmental cues	5
The learning and teaching of algebra. Ideas, insights, and activities: Abraham Arcavi, Paul Drjvers, and Kaye Stacey (2017)	5
Listening to learn: investigating how teacher leaders elicit and attend to students’ mathematical thinking in clinical interviews	5
Handling the diversity of research on mathematics teacher education	5
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?	4
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining	4
Teacher noticing of students’ mathematical thinking through a silent video task in the context of slope	4
Promoting access to learning: the experiences of early-career teachers in the USA	4
Chinese expert teachers’ implementation of U.S. mathematics textbook lessons	4
Revisiting “Radical Equations: Civil Rights from Mississippi to the Algebra Project" by Robert P. Moses and Charles E. Cobb, Jr.	4
Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation	4
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies	4
Lesson study beyond its initial adaptation: a case without external support	4
Computational thinking practices as tools for creating high cognitive demand mathematics instruction	4
Mathematics teacher educators’ discussion practice	3
How can teachers learn to teach effectively and equitably?	3
Cultivating responsive teaching with AI: exploring preservice teachers’ questioning patterns with student-emulating agents	3
“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
Conceptions of teaching and justice as pivotal to mathematics teacher educators’ thinking about mathematical knowledge for teaching	3
Investigating the interrelationships of technological pedagogical readiness using PLS-SEM: A study of primary mathematics teachers in China	3
Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment	3
Considering theoretical and methodological eclecticism within JMTE	3
Teaching 3D geometry with dynamic environments in upper secondary classes: How to help students combine empirical perception and theoretical deduction?	3
Knowledge-in-action for crafting mathematics problems in realistic contexts	3

The effects of functional moves in teacher questioning on students’ contextualization of mathematical word problem solving	3
Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study	3
Emergent mathematical worlds from teacher knowing in whole-class discourse: using an enactivist lens on the teaching of exponential functions	3
Introducing the role of being an advocate in mathematics teacher education	3
A routine for supporting mathematics teacher educators’ collective inquiry into their teaching practices	3
Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness	3
Reasoning with ratios as multiplicative comparisons	2
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis	2
Out-of-field mathematics teachers: an investigation into their confidence, knowledge and understanding of rational numbers	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
Exploring the unique and diverse global contexts of teacher learning and practice	2
Teacher actions that shape mathematical argumentation in the classroom	2
Exploring a mathematics teacher educator’s knowledge and learning in designing and implementing a teacher training course on digital resource design	2
Studying a mathematics teacher’s documentational and identity trajectories over time	2
Acknowledgement of reviewers	2
Networking two theoretical frames of variation in a problem-solving-based mathematics instruction task design	2
Theorising context in mathematics teaching and teacher education	2
Facilitating collaborative inquiry into practice around artifacts of mathematics teaching	2
On designing better structures for feedback in practice-based professional development: Using “failure” to innovate	2
Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools	2
Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms	2
Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions	2
‘Things haven’t gone the way I thought they’d go’: secondary mathematics teachers talk about trialling a problem-solving pedagogy	2
Supporting and documenting advances in preservice elementary teachers’ hierarchical geometric discourse	2
How often and when teachers should teach with challenging tasks: the role of motivational beliefs	2
Teachers’ noticing of proportional reasoning	2
Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma	2
Teacher support of collective argumentation in mathematics classrooms: insights from an afterschool program	2
Building a thinking classroom: a case study of implementation and professional growth	2
Learning to teach across departments: an ecological perspective on the learning experiences of mathematics pre-service teachers	2
A framework for conceptualising pre-service mathematics teachers’ learning across the contexts of coursework and school placement	2
Open mathematical tasks conceived, designed, and reflected upon by preservice elementary teachers	2
LGBTQ+ Life conditions: a landscape of investigation in mathematics education	2