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 2022-08-01 to 2026-08-01.)

Article	Citations
Elementary teachers’ noticing of equitable practices through lesson study	39
Exploring preservice teachers’ problem-solving with fractopia: A dynamic digital tool developed to support semiotic mediation in fraction learning	31
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure	20
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model	19
Researching the expertise of mathematics teacher educators in initial teacher education settings	19
Processes of recontextualizing a curriculum reform into mathematics teacher education	16
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	15
The role of technology in mathematics teacher noticing: an evolutionary review from video clubs to virtual classrooms	15
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction	15
Noticing-as-design: generating new possibilities for teacher noticing	15
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles	14
The effect of multiple representations-based and problem-based instruction in linear algebra on pre-service teachers' dimensions of understanding and self-efficacy perceptions	13
Secondary mathematics preservice teachers’ perceptions of program (in)coherence	13
Correction: From data to insight: teachers’ noticing of mathematical thinking through learning analytics	12
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice	12
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs	12
Framing connections between secondary and advanced mathematics in ways that help teachers reflect on the potential utility of disciplinary knowledge	11
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity	11
Developing practice-based educative mentoring with secondary mathematics mentor teachers	11
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective	10
Moving forward while looking back	10
Exploring teacher educators’ selection of critical events to support noticing for equity	10
Exploring the identities of hybrid mathematics teacher educators	10
Teachers’ perceptions of less successfully organized professional development practices in mathematics: A study of nine secondary schools in Shanghai, China	9
Customized on-site professional development: empowering a primary math teacher to teach mental math skills	9

TPACK-based professional development for the AI era: fostering pre-service teachers’ acceptance of generative AI in mathematics classrooms	9
JMTE, 27(6), November 2024 The knowing-doing duality: a characteristic of mathematics teachers' professional work	9
Supporting prospective mathematics teachers in noticing students' proportional reasoning	9
Studying complex phenomena in mathematics teacher education	9
The professional identities of prospective mathematics teachers who teach through programming	8
Examining preservice teachers’ bar model representations for solving word problems involving fractions	8
Preparing middle and high school teachers for teaching mathematical modeling: building curriculum vision and trust through curricular and professional noticing	8
Correction: On designing better structures for feedback in practice‑based professional development: Using “failure” to innovate	8
Creating a space for them through autoethnography	8
Mathematics teacher persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility	7
Revealing and refining teachers’ instructional vision: noticing strengths in video records of practice	7
Knowledge, disposition and the capacity for instruction: An optional mathematics course for preservice teachers	7
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	7
Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia	7
High school mathematics teachers' noticing of inequitable talk	7
Theorizing critical events to support mathematics teachers’ noticing	7
Out-of-field and in-field teachers’ professional learning gains on fostering understanding of multiplication: A randomized controlled trial	7
Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions	7
Mathematics teachers using generative AI to pose math problems related to students’ interests	7
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
The interplay between teachers’ goals and instructional moves in supporting students’ mathematical reasoning	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
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers	6
Mathematics teacher educator noticing: developing computer-assisted, ecological investigation of critical environmental cues	6
Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers	6
Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers	5
Centering on power relations in collaboration among mathematics teacher educator-researchers	5
Listening to learn: investigating how teacher leaders elicit and attend to students’ mathematical thinking in clinical interviews	5
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies	5
Handling the diversity of research on mathematics teacher education	5
Promoting access to learning: the experiences of early-career teachers in the USA	5
Chinese expert teachers’ implementation of U.S. mathematics textbook lessons	4
Considering theoretical and methodological eclecticism within JMTE	4
Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation	4
Introducing the role of being an advocate in mathematics teacher education	4
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?	4
Computational thinking practices as tools for creating high cognitive demand mathematics instruction	4
Teacher noticing of students’ mathematical thinking through a silent video task in the context of slope	4
Correction to: Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers	4
Whose frameworks travel? Towards epistemological reciprocity in mathematics teacher education research	4
Lesson study beyond its initial adaptation: a case without external support	4
Cultivating responsive teaching with AI: exploring preservice teachers’ questioning patterns with student-emulating agents	4
Revisiting “Radical Equations: Civil Rights from Mississippi to the Algebra Project" by Robert P. Moses and Charles E. Cobb, Jr.	4
A routine for supporting mathematics teacher educators’ collective inquiry into their teaching practices	3
How can teachers learn to teach effectively and equitably?	3
The effects of functional moves in teacher questioning on students’ contextualization of mathematical word problem solving	3
Teaching 3D geometry with dynamic environments in upper secondary classes: How to help students combine empirical perception and theoretical deduction?	3
Open mathematical tasks conceived, designed, and reflected upon by preservice elementary teachers	3

Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment	3
Emergent mathematical worlds from teacher knowing in whole-class discourse: using an enactivist lens on the teaching of exponential functions	3
Mathematics teacher educators’ discussion practice	3
Supporting and documenting advances in preservice elementary teachers’ hierarchical geometric discourse	3
Unlocking potential in the midst of constraints: a praxeological–ecological analysis of meta-didactical practices in mathematics teacher education in Ghana	3
Exploring a mathematics teacher educator’s knowledge and learning in designing and implementing a teacher training course on digital resource design	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
Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness	3
Investigating the interrelationships of technological pedagogical readiness using PLS-SEM: A study of primary mathematics teachers in China	3
Studying a mathematics teacher’s documentational and identity trajectories over time	3
Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study	3
Objects of study in research on mathematics teacher education	2
A framework for conceptualising pre-service mathematics teachers’ learning across the contexts of coursework and school placement	2
Acknowledgement of reviewers	2
Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools	2
Networking two theoretical frames of variation in a problem-solving-based mathematics instruction task design	2
Examining professional development grounded in collaborative teaching: resources that inservice and preservice teachers contribute to analysis of practice	2
Mathematics teachers’ noticing of critical events associated with argumentation	2
Exploring the differences between what teachers notice individually and collaboratively	2
Facilitating collaborative inquiry into practice around artifacts of mathematics teaching	2
Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms	2
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis	2
The influence of teachers’ dispositions on their use of mathematical problem-solving tasks: a Qualitative Comparative Analysis based on teachers’ pedagogical content knowledge and beliefs	2
Learning to teach across departments: an ecological perspective on the learning experiences of mathematics pre-service teachers	2
Emotional experiences during experimenting with tasks and pedagogies: investigating secondary mathematics teachers’ collective and individual expressions	2
Theorising context in mathematics teaching and teacher education	2
Primary school teachers’ practices for fostering embodied abstraction in geometry	2
Preservice teachers’ belief development in a course on mathematical modeling with MathCityMap	2
Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma	2
Shifting from a deficit to an asset-based perspective for all teachers: Why is it necessary and what might it entail?	2
On designing better structures for feedback in practice-based professional development: Using “failure” to innovate	2
Building a thinking classroom: a case study of implementation and professional growth	2
How often and when teachers should teach with challenging tasks: the role of motivational beliefs	2
Salience and feasibility of enacting rough draft math: Teachers’ voices about productive and powerful variations	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
Teacher support of collective argumentation in mathematics classrooms: insights from an afterschool program	2
Teachers’ noticing of proportional reasoning	2
The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning	2
Using a productive disciplinary engagement framework to analyze early childhood teachers’ implementations of student-centered mathematics routines	2
Out-of-field mathematics teachers: an investigation into their confidence, knowledge and understanding of rational numbers	2
LGBTQ+ Life conditions: a landscape of investigation in mathematics education	2
Teacher actions that shape mathematical argumentation in the classroom	2
Reasoning with ratios as multiplicative comparisons	2
Exploring the unique and diverse global contexts of teacher learning and practice	2