Journal of Mathematics Teacher Education

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 2021-05-01 to 2025-05-01.)
ArticleCitations
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback31
Processes of recontextualizing a curriculum reform into mathematics teacher education28
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model16
Researching the expertise of mathematics teacher educators in initial teacher education settings16
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure16
Investigating how secondary prospective teachers plan to launch cognitively demanding tasks15
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles14
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction14
Secondary mathematics preservice teachers’ perceptions of program (in)coherence12
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice12
The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers10
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs10
The mathematics teacher in shadow education: a new area of focus in teacher education10
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective10
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity10
Special educators’ knowledge of student mathematical thinking9
Teachers’ perceptions of less successfully organized professional development practices in mathematics: A study of nine secondary schools in Shanghai, China9
Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment9
How elementary prospective teachers use three fraction models: their perceptions and difficulties9
Moving forward while looking back9
Supporting prospective mathematics teachers in noticing students' proportional reasoning9
Developing practice-based educative mentoring with secondary mathematics mentor teachers9
Studying complex phenomena in mathematics teacher education8
Teachers’ noticing to promote students’ mathematical dialogue in group work8
JMTE, 27(6), November 2024 The knowing-doing duality: a characteristic of mathematics teachers' professional work8
Processes of decision-making by mathematics PD facilitators: the role of resources, orientations, goals, and identities8
Preparing middle and high school teachers for teaching mathematical modeling: building curriculum vision and trust through curricular and professional noticing7
The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development7
Mathematics teacher persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility7
Creating a space for them through autoethnography7
Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia6
Correction: On designing better structures for feedback in practice‑based professional development: Using “failure” to innovate6
Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions6
The professional identities of prospective mathematics teachers who teach through programming6
Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers5
First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification5
High school mathematics teachers' noticing of inequitable talk5
Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers5
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study5
Teacher attitudes towards streaming in mathematics education5
Tools and resources for mathematics teaching and mathematics teacher education5
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers5
Leveraging prospective teachers’ knowledge through their participation in lesson study4
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining4
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies4
Contradictions and their manifestations in professional learning communities in mathematics4
Handling the diversity of research on mathematics teacher education4
Learning to teach ambitiously: a multiple case study of practicing teachers’ experimentation with enablers and extenders4
Investigating teachers’ understanding through topic modeling: a promising approach to studying teachers’ knowledge4
Computational thinking practices as tools for creating high cognitive demand mathematics instruction4
Centering on power relations in collaboration among mathematics teacher educator-researchers4
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 interviews4
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?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 representation3
Conceptions of teaching and justice as pivotal to mathematics teacher educators’ thinking about mathematical knowledge for teaching3
Considering theoretical and methodological eclecticism within JMTE3
Introducing the role of being an advocate in mathematics teacher education3
“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 justice3
Lesson study beyond its initial adaptation: a case without external support3
Knowledge-in-action for crafting mathematics problems in realistic contexts3
Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions2
Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms2
Salience and feasibility of enacting rough draft math: Teachers’ voices about productive and powerful variations2
Studying a mathematics teacher’s documentational and identity trajectories over time2
Emergent mathematical worlds from teacher knowing in whole-class discourse: using an enactivist lens on the teaching of exponential functions2
The effects of functional moves in teacher questioning on students’ contextualization of mathematical word problem solving2
Using scripting tasks to reveal mathematics teacher candidates'  resources for responding to student errors2
Acknowledgement of reviewers2
Objects of study in research on mathematics teacher education2
Modelling lessons for more than imitation: investigating teachers’ reactions and decompositions of unfamiliar practices2
Investigating the interrelationships of technological pedagogical readiness using PLS-SEM: A study of primary mathematics teachers in China2
Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment2
Mathematics teacher educators’ discussion practice2
Open mathematical tasks conceived, designed, and reflected upon by preservice elementary teachers2
Doing the math together: coaches’ professional learning through engagement in mathematics2
Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma2
How often and when teachers should teach with challenging tasks: the role of motivational beliefs2
Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study2
Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness2
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 schools2
The landscape of US elementary mathematics teacher education: course requirements for mathematics content and methods1
The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning1
Mathematics teachers’ noticing of critical events associated with argumentation1
LGBTQ+ Life conditions: a landscape of investigation in mathematics education1
Teacher leaders' noticing of argumentative orchestration1
Mathematics teacher professional learning and teacher education practices1
Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers1
Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education1
Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning1
A mixed method quasi-experimental study on transforming preservice teachers’ mathematics anxiety and teaching self-efficacy beliefs1
Teacher support of collective argumentation in mathematics classrooms: insights from an afterschool program1
Facilitating collaborative inquiry into practice around artifacts of mathematics teaching1
Correction to: Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective1
Exploring teachers’ eye-tracking data and professional noticing when viewing a 360 video of elementary mathematics1
Editorial1
The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson1
Pre-service mathematics teachers’ competencies in designing mathematical modeling tasks1
Correction to: Political conocimiento in teaching mathematics: mathematics teacher candidates enacting their ethical identities1
Review of the book “Inquiry in university mathematics teaching and learning: the PLATINIUM project”1
US and Chinese elementary teachers’ noticing of cross-cultural mathematics videos1
Teachers’ noticing of proportional reasoning1
On designing better structures for feedback in practice-based professional development: Using “failure” to innovate1
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis1
Reasoning with ratios as multiplicative comparisons1
Developing mathematical thinking skills through technology-based learning: a review of “technology-enabled mathematics education: optimising student engagement”1
A bibliometric review of studies on mathematics teacher professional development with an emphasis on mathematics coaching research1
Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources1
Enacting multilingual learner core practices: a PST’s approximations of practice of mathematics language routines1
From mistakes, we learn? Mathematics teachers’ epistemological and positional framing of mistakes1
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