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 2020-10-01 to 2024-10-01.)

Article	Citations
The role of teacher identity in teacher self-efficacy development: the case of Katie	20
The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers	20
Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter writing initiative	14
How elementary prospective teachers use three fraction models: their perceptions and difficulties	13
An emerging community in online mathematics teacher professional development: an interactional perspective	11
(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs	11
Processes of decision-making by mathematics PD facilitators: the role of resources, orientations, goals, and identities	10
The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development	9
Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning	9
High school mathematics teachers' changes in beliefs and knowledge during lesson study	8
The mathematics teacher in shadow education: a new area of focus in teacher education	8
Productive ambiguity in unconventional representations: “what the fraction is going on?”	8
Leveraging prospective teachers’ knowledge through their participation in lesson study	8
Preservice mathematics teachers’ conceptions of mathematically rich and contextually realistic problems	8
Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth	8
Coach learning to help teachers learn to enact conceptually rich, student-focused mathematics lessons	8
Building on student mathematical thinking in whole-class discourse: exploring teachers’ in-the-moment decision-making, interpretation, and underlying conceptions	7
Teachers’ noticing to promote students’ mathematical dialogue in group work	7
Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation	7
Critical moments: pre-service mathematics teachers’ narrative arcs and mathematical orientations over 20 years	7
Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment	6
Conceptualizing content-related PD facilitator expertise	6
Modelling lessons for more than imitation: investigating teachers’ reactions and decompositions of unfamiliar practices	6
Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking	6
Doing the math together: coaches’ professional learning through engagement in mathematics	6

Using scripting tasks to reveal mathematics teacher candidates' resources for responding to student errors	5
Who teaches mathematics content courses for prospective elementary teachers in the USA? Results of a second national survey	5
Tools for supporting teacher noticing about classroom video in online professional development	5
Providing a video-case-based professional development environment for prospective mathematics teachers to notice students’ misconceptions in measurement	5
Mathematics teacher educator noticing: examining interpretations and evidence of students’ thinking	5
Kyouzaikenkyuu: an exploration of Japanese mathematics teachers’ daily planning practices	5
Interactional production of deficit talk in a professional development for mathematics teachers	5
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	5
Self-efficacy, practices, and their relationships; the impact of a professional development program for mathematics teachers	5
A framework for selecting strategies for whole-class discussions	5
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	5
The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson	4
Addressing equity, diversity and inclusion in academic publishing: key initiatives from JMTE	4
Special educators’ knowledge of student mathematical thinking	4
The time is out of joint. Teacher subjectivity during COVID-19	4
What do mathematicians wish to teach teachers about the discipline of mathematics?	4
Commognitive conflicts as a learning mechanism towards explorative pedagogical discourse	4
US and Chinese elementary teachers’ noticing of cross-cultural mathematics videos	4
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining	4
Bridging the gap between observation protocols and formative feedback	4
What might diversity mean in JMTE?	4
Factor analysis and psychometric evaluation of the mathematical modeling attitude scale for teachers of mathematics	4
An analysis of elementary prospective teachers’ noticing of student pattern generalization strategies in mathematics	4
On the alignment of teachers’ mathematical content knowledge assessments with the common core state standards	4
Finding the boundary of kindergarteners’ subtraction understanding: prospective teachers’ problem development and questioning	3
Contradictions and their manifestations in professional learning communities in mathematics	3
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?	3
Investigating how secondary prospective teachers plan to launch cognitively demanding tasks	3
Secondary mathematics teachers learning to do and teach mathematical modeling: a trajectory	3
Handling the diversity of research on mathematics teacher education	3
Investigating teachers’ understanding through topic modeling: a promising approach to studying teachers’ knowledge	3
From mistakes, we learn? Mathematics teachers’ epistemological and positional framing of mistakes	3
Instructional quality of mathematics teaching and mathematics teacher education	3
Primary teachers’ preferred fraction models and manipulatives for solving fraction tasks and for teaching	3
Mathematics teacher professional learning and teacher education practices	3
Teachers’ perceptions of less successfully organized professional development practices in mathematics: A study of nine secondary schools in Shanghai, China	2
Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation	2
Culturally crafted Lesson Study to improve teachers' professional development in mathematics: a case study in Italian secondary school	2
An asset-based perspective on prospective teacher education	2
Publishing mathematics education research in English: amplifying voices from the field	2
Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program	2
Process over product: associations among math anxiety, feelings about math, and instructional beliefs in early childhood preservice teachers	2
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies	2
Using MKT measures for cross-national comparisons of teacher knowledge: case of Slovakia and Norway	2
Tensions and strengths in the research on Mathematics Teacher Education and Mathematics Teacher practices	2
Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study	2
Knowledge-in-action for crafting mathematics problems in realistic contexts	2
The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning	2
Computational thinking practices as tools for creating high cognitive demand mathematics instruction	2
Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching	2

Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction	2
Increase in self-efficacy in prospective teachers through theory-based lesson study	2
I find this task interesting, so do you? Preservice teachers’ judgments of students’ enjoyment, boredom, and situational interest regarding tasks with and without a connection to reality	2
Editorial	1
Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers	1
Relationships between elementary mathematics specialist certification, knowledge, beliefs, and classroom learning environments	1
Multidimensionality as a feature of the research in mathematics teacher education: different targets to be noticed and different lenses to describe and explain	1
Political Conocimiento in Teaching Mathematics: mathematics teacher candidates enacting their ethical identities	1
A prospective teacher’s conceptions about the nature of mathematical tasks and professional knowledge within task unfolding	1
Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language	1
How often and when teachers should teach with challenging tasks: the role of motivational beliefs	1
Examining technology-supported teacher responding and students’ written mathematical explanations	1
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs	1
Evaluating mathematics lessons for cognitive demand: Applying a discursive lens to the process of achieving inter-rater reliability	1
Transformation of preservice mathematics teachers' teacher identity orientations through a video club	1
Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners	1
Introducing the role of being an advocate in mathematics teacher education	1
Validating psychometric classification of teachers’ fraction arithmetic reasoning	1
Lesson study beyond its initial adaptation: a case without external support	1
Centering on power relations in collaboration among mathematics teacher educator-researchers	1
Some mathematicians’ perceived and envisioned instructional relationships in secondary teaching and teaching secondary teachers	1
Learning to teach ambitiously: a multiple case study of practicing teachers’ experimentation with enablers and extenders	1
Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions	1
Secondary mathematics preservice teachers’ perceptions of program (in)coherence	1
Inquiry-based approaches to mathematics learning, teaching, and mathematics education research	1
Mental processes underlying a mathematics teacher’s learning from student thinking	1
Correction to: Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation	1
What motivates and demotivates Estonian mathematics teachers to continue teaching? The roles of self-efficacy, work satisfaction, and work experience	1
Exploring prospective teachers’ stances in making sense of students’ mathematical ideas	1
Relating chains of instrumental orchestrations to teacher decision-making	1
LGBTQ+ Life conditions: a landscape of investigation in mathematics education	1
How early career elementary teachers vary in planning mathematics instruction	1
Multidimensionality as a feature of the research in mathematics teacher education: different targets to be noticed and different lenses to describe and explain	1
Preservice elementary teachers’ mathematical achievement and attitudes: A study of blended learning	1
Teachers’ press for contextualization to ground students’ mathematical understanding of ratio	1
Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment	1