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 2020-03-01 to 2024-03-01.)

Article	Citations
The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers	14
Analysis of the final comments provided by a knowledgeable other in lesson study	13
Exploring prospective teachers’ noticing of students' understanding through micro-case videos	12
Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter writing initiative	12
The role of teacher identity in teacher self-efficacy development: the case of Katie	10
I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake?	10
(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs	10
Teacher time outs in rehearsals: in-service teachers learning ambitious mathematics teaching practices	8
Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation	8
“It was smart when:” Supporting prospective teachers’ noticing of students’ mathematical strengths	8
Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers	8
An emerging community in online mathematics teacher professional development: an interactional perspective	8
Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning	8
High school mathematics teachers' changes in beliefs and knowledge during lesson study	7
The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development	7
How linguistic features and patterns of discourse moves influence authority structures in the mathematics classroom	6
Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation	6
Leveraging prospective teachers’ knowledge through their participation in lesson study	6
Prospective Elementary Mathematics Specialists’ developing instructional practices: support and mentorship during an authentic residency	6
The mathematics teacher in shadow education: a new area of focus in teacher education	6
Doing the math together: coaches’ professional learning through engagement in mathematics	6
Processes of decision-making by mathematics PD facilitators: the role of resources, orientations, goals, and identities	6
Teacher voices from an online elementary mathematics community: examining perceptions of professional learning	6
Using scripting tasks to reveal mathematics teacher candidates' resources for responding to student errors	5
Conducting research in the time of pandemic: A pause or an opportunity?	5

The dimensions of prospective elementary and middle school teachers’ problem posing for integer addition and subtraction	5
Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment	5
Critical moments: pre-service mathematics teachers’ narrative arcs and mathematical orientations over 20 years	5
Who teaches mathematics content courses for prospective elementary teachers in the USA? Results of a second national survey	5
Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth	5
Teachers’ knowledge of student mathematical thinking in written instructional products	5
How elementary prospective teachers use three fraction models: their perceptions and difficulties	5
Productive ambiguity in unconventional representations: “what the fraction is going on?”	5
Modelling lessons for more than imitation: investigating teachers’ reactions and decompositions of unfamiliar practices	5
Factor analysis and psychometric evaluation of the mathematical modeling attitude scale for teachers of mathematics	4
Self-efficacy, practices, and their relationships; the impact of a professional development program for mathematics teachers	4
Prospective elementary mathematics teachers’ noticing of childrens’ mathematics: a focus on extending moves	4
Interactional production of deficit talk in a professional development for mathematics teachers	4
Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking	4
Special educators’ knowledge of student mathematical thinking	4
A framework for selecting strategies for whole-class discussions	4
Coach learning to help teachers learn to enact conceptually rich, student-focused mathematics lessons	4
Preservice mathematics teachers’ conceptions of mathematically rich and contextually realistic problems	4
Investigating peer-assessment strategies for mathematics pre-service teacher learning on formative assessment	4
Kyouzaikenkyuu: an exploration of Japanese mathematics teachers’ daily planning practices	4
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	4
Finding the boundary of kindergarteners’ subtraction understanding: prospective teachers’ problem development and questioning	3
Instructional quality of mathematics teaching and mathematics teacher education	3
Providing a video-case-based professional development environment for prospective mathematics teachers to notice students’ misconceptions in measurement	3
US and Chinese elementary teachers’ noticing of cross-cultural mathematics videos	3
The time is out of joint. Teacher subjectivity during COVID-19	3
Conceptualizing content-related PD facilitator expertise	3
Commognitive conflicts as a learning mechanism towards explorative pedagogical discourse	3
On the alignment of teachers’ mathematical content knowledge assessments with the common core state standards	3
Bridging the gap between observation protocols and formative feedback	3
What might diversity mean in JMTE?	3
Mathematics teacher educator noticing: examining interpretations and evidence of students’ thinking	2
Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching	2
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining	2
An asset-based perspective on prospective teacher education	2
Tensions and strengths in the research on Mathematics Teacher Education and Mathematics Teacher practices	2
From mistakes, we learn? Mathematics teachers’ epistemological and positional framing of mistakes	2
Building on student mathematical thinking in whole-class discourse: exploring teachers’ in-the-moment decision-making, interpretation, and underlying conceptions	2
Contradictions and their manifestations in professional learning communities in mathematics	2
Primary teachers’ preferred fraction models and manipulatives for solving fraction tasks and for teaching	2
Prospective teachers’ analysis of a mathematics lesson: examining their claims and supporting evidence	2
Teachers’ noticing to promote students’ mathematical dialogue in group work	2
An analysis of elementary prospective teachers’ noticing of student pattern generalization strategies in mathematics	2
Handling the diversity of research on mathematics teacher education	2
Tools for supporting teacher noticing about classroom video in online professional development	2
Investigating how secondary prospective teachers plan to launch cognitively demanding tasks	2
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?	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
Using MKT measures for cross-national comparisons of teacher knowledge: case of Slovakia and Norway	1

Editorial	1
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	1
Validating psychometric classification of teachers’ fraction arithmetic reasoning	1
Responding to students: dependencies on mathematical knowledge and vision	1
Computational thinking practices as tools for creating high cognitive demand 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
Some mathematicians’ perceived and envisioned instructional relationships in secondary teaching and teaching secondary teachers	1
Preservice elementary teachers’ mathematical achievement and attitudes: A study of blended learning	1
The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson	1
Transformation of preservice mathematics teachers' teacher identity orientations through a video club	1
Examining technology-supported teacher responding and students’ written mathematical explanations	1
Knowledge-in-action for crafting mathematics problems in realistic contexts	1
What do mathematicians wish to teach teachers about the discipline of mathematics?	1
Teachers’ perceptions of less successfully organized professional development practices in mathematics: A study of nine secondary schools in Shanghai, China	1
The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning	1
Culturally crafted Lesson Study to improve teachers' professional development in mathematics: a case study in Italian secondary school	1
How early career elementary teachers vary in planning mathematics instruction	1
Investigating teachers’ understanding through topic modeling: a promising approach to studying teachers’ knowledge	1
Teachers’ press for contextualization to ground students’ mathematical understanding of ratio	1
Mathematics teacher professional learning and teacher education practices	1
Increase in self-efficacy in prospective teachers through theory-based lesson study	1
Evaluating mathematics lessons for cognitive demand: Applying a discursive lens to the process of achieving inter-rater reliability	1
Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program	1
Lakatos, Columbus and the expectations of research impact on practice	1
Secondary mathematics teachers learning to do and teach mathematical modeling: a trajectory	1
Lesson study beyond its initial adaptation: a case without external support	1