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 2021-02-01 to 2025-02-01.)

Article	Citations
Analyzing the development of children’s thinking: a review of “learning and teaching early math: the learning trajectories approach”	20
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model	20
Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter writing initiative	14
Providing a video-case-based professional development environment for prospective mathematics teachers to notice students’ misconceptions in measurement	13
Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources	11
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	11
Tensions and strengths in the research on Mathematics Teacher Education and Mathematics Teacher practices	10
Evaluating mathematics lessons for cognitive demand: Applying a discursive lens to the process of achieving inter-rater reliability	9
Open mathematical tasks conceived, designed, and reflected upon by preservice elementary teachers	9
Studying a mathematics teacher’s documentational and identity trajectories over time	8
What do mathematicians wish to teach teachers about the discipline of mathematics?	8
Teacher attitudes towards streaming in mathematics education	8
Conceptualizing content-related PD facilitator expertise	8
Investigating how secondary prospective teachers plan to launch cognitively demanding tasks	8
First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification	8
Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education	8
High school mathematics teachers' noticing of inequitable talk	8
Coach learning to help teachers learn to enact conceptually rich, student-focused mathematics lessons	7
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	7
Correction to: Political conocimiento in teaching mathematics: mathematics teacher candidates enacting their ethical identities	7
What might diversity mean in JMTE?	7
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers	6
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure	6
Mathematics teacher professional learning and teacher education practices	5
The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson	5

Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs	5
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice	5
Examining technology-supported teacher responding and students’ written mathematical explanations	5
Promoting teachers’ awareness about mathematics, its teaching and learning	5
An asset-based perspective on prospective teacher education	5
Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools	5
Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers	5
Reflecting on the aims and scopes of JMTE: Considerations for prospective authors	5
Tools and resources for mathematics teaching and mathematics teacher education	5
Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning	5
Preservice elementary teachers’ mathematical achievement and attitudes: A study of blended learning	4
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction	4
Interactional production of deficit talk in a professional development for mathematics teachers	4
Embracing local insights for global advancement	4
Secondary mathematics preservice teachers’ perceptions of program (in)coherence	4
Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers	4
Teachers’ press for contextualization to ground students’ mathematical understanding of ratio	4
Doing the math together: coaches’ professional learning through engagement in mathematics	4
The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers	4
Tools for supporting teacher noticing about classroom video in online professional development	4
Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions	4
The role of teacher identity in teacher self-efficacy development: the case of Katie	3
Using MKT measures for cross-national comparisons of teacher knowledge: case of Slovakia and Norway	3
How early career elementary teachers vary in planning mathematics instruction	3
Leveraging prospective teachers’ knowledge through their participation in lesson study	3
Acknowledgement of reviewers	3
Promotion and offering in professional development programmes for mathematics teachers: What happens when there’s a mismatch?	3
Mathematics teacher educators’ documents, praxeologies, and beliefs: a holistic model	3
Contradicting activity systems–learning from large-scale interventions that fail to change mathematics teaching practice as intended	3
Raising the standards by standardization?	2
Productive ambiguity in unconventional representations: “what the fraction is going on?”	2
Listening to learn: investigating how teacher leaders elicit and attend to students’ mathematical thinking in clinical interviews	2
LGBTQ+ Life conditions: a landscape of investigation in mathematics education	2
Multidimensionality as a feature of the research in mathematics teacher education: different targets to be noticed and different lenses to describe and explain	2
How often and when teachers should teach with challenging tasks: the role of motivational beliefs	2
Investigating teachers’ understanding through topic modeling: a promising approach to studying teachers’ knowledge	2
The learning and teaching of algebra. Ideas, insights, and activities: Abraham Arcavi, Paul Drjvers, and Kaye Stacey (2017)	2
A framework for selecting strategies for whole-class discussions	2
Learning to teach ambitiously: a multiple case study of practicing teachers’ experimentation with enablers and extenders	2
An exploratory study of the relation between teachers’ implicit theories and teacher noticing	2
The role of mathematics teachers' previous professional experiences in their collaborative sensemaking: an ecological perspective	2
A prospective teacher’s conceptions about the nature of mathematical tasks and professional knowledge within task unfolding	2
Reviewing the theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning, by Luis Radford	2
Centering on power relations in collaboration among mathematics teacher educator-researchers	2
Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment	2
Primary teachers’ preferred fraction models and manipulatives for solving fraction tasks and for teaching	2
Salience and feasibility of enacting rough draft math: Teachers’ voices about productive and powerful variations	1
Who teaches mathematics content courses for prospective elementary teachers in the USA? Results of a second national survey	1
Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms	1
Modelling lessons for more than imitation: investigating teachers’ reactions and decompositions of unfamiliar practices	1

Handling the diversity of research on mathematics teacher education	1
Contradictions and their manifestations in professional learning communities in mathematics	1
Reasoning with ratios as multiplicative comparisons	1
Developing practice-based educative mentoring with secondary mathematics mentor teachers	1
Political Conocimiento in Teaching Mathematics: mathematics teacher candidates enacting their ethical identities	1
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis	1
On designing better structures for feedback in practice-based professional development: Using “failure” to innovate	1
Facilitating collaborative inquiry into practice around artifacts of mathematics teaching	1
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining	1
On the alignment of teachers’ mathematical content knowledge assessments with the common core state standards	1
Noticing struggle during collaborative problem-solving in the middle-school mathematics classroom	1
(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs	1
The mathematics teacher in shadow education: a new area of focus in teacher education	1
Relating chains of instrumental orchestrations to teacher decision-making	1
Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth	1
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity	1
Culturally crafted Lesson Study to improve teachers' professional development in mathematics: a case study in Italian secondary school	1
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies	1
Some mathematicians’ perceived and envisioned instructional relationships in secondary teaching and teaching secondary teachers	1
The time is out of joint. Teacher subjectivity during COVID-19	1
Objects of study in research on mathematics teacher education	1
Kyouzaikenkyuu: an exploration of Japanese mathematics teachers’ daily planning practices	1
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?	1
Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation	1
One university’s story on teacher preparation in elementary mathematics: examining opportunities to learn	1
Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language	1
Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation	1