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 2022-06-01 to 2026-06-01.)

Article	Citations
Elementary teachers’ noticing of equitable practices through lesson study	35
Processes of recontextualizing a curriculum reform into mathematics teacher education	29
Exploring preservice teachers’ problem-solving with fractopia: A dynamic digital tool developed to support semiotic mediation in fraction learning	22
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure	19
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	19
Researching the expertise of mathematics teacher educators in initial teacher education settings	17
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model	16
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice	15
Noticing-as-design: generating new possibilities for teacher noticing	15
The effect of multiple representations-based and problem-based instruction in linear algebra on pre-service teachers' dimensions of understanding and self-efficacy perceptions	15
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction	13
Exploring teacher educators’ selection of critical events to support noticing for equity	12
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles	12
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs	12
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity	12
Secondary mathematics preservice teachers’ perceptions of program (in)coherence	12
TPACK-based professional development for the AI era: fostering pre-service teachers’ acceptance of generative AI in mathematics classrooms	11
Developing practice-based educative mentoring with secondary mathematics mentor teachers	11
Exploring the identities of hybrid mathematics teacher educators	11
Framing connections between secondary and advanced mathematics in ways that help teachers reflect on the potential utility of disciplinary knowledge	11
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective	11
Supporting prospective mathematics teachers in noticing students' proportional reasoning	10
Moving forward while looking back	10
Customized on-site professional development: empowering a primary math teacher to teach mental math skills	9
Teachers’ perceptions of less successfully organized professional development practices in mathematics: A study of nine secondary schools in Shanghai, China	9

Studying complex phenomena in mathematics teacher education	9
Teachers’ noticing to promote students’ mathematical dialogue in group work	8
Creating a space for them through autoethnography	8
Correction: On designing better structures for feedback in practice‑based professional development: Using “failure” to innovate	8
JMTE, 27(6), November 2024 The knowing-doing duality: a characteristic of mathematics teachers' professional work	8
The professional identities of prospective mathematics teachers who teach through programming	8
Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia	7
Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions	7
Examining preservice teachers’ bar model representations for solving word problems involving fractions	7
Revealing and refining teachers’ instructional vision: noticing strengths in video records of practice	7
Preparing middle and high school teachers for teaching mathematical modeling: building curriculum vision and trust through curricular and professional noticing	7
Mathematics teacher persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility	7
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	6
Teacher attitudes towards streaming in mathematics education	6
Mathematics teacher educators’ self-identifications and cross-disciplinary research tendencies: implications for boundary crossing and identity transformations	6
The interplay between teachers’ goals and instructional moves in supporting students’ mathematical reasoning	6
Tools and resources for mathematics teaching and mathematics teacher education	6
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers	6
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
Theorizing critical events to support mathematics teachers’ noticing	6
Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers	6
Mathematics teacher educator noticing: developing computer-assisted, ecological investigation of critical environmental cues	6
High school mathematics teachers' noticing of inequitable talk	6
Knowledge, disposition and the capacity for instruction: An optional mathematics course for preservice teachers	6
Mathematics teachers using generative AI to pose math problems related to students’ interests	6
Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers	6
Handling the diversity of research on mathematics teacher education	6
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies	5
The learning and teaching of algebra. Ideas, insights, and activities: Abraham Arcavi, Paul Drjvers, and Kaye Stacey (2017)	5
Promoting access to learning: the experiences of early-career teachers in the USA	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
Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation	4
Chinese expert teachers’ implementation of U.S. mathematics textbook lessons	4
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining	4
Computational thinking practices as tools for creating high cognitive demand mathematics instruction	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
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?	4
Considering theoretical and methodological eclecticism within JMTE	4
A routine for supporting mathematics teacher educators’ collective inquiry into their teaching practices	3
Cultivating responsive teaching with AI: exploring preservice teachers’ questioning patterns with student-emulating agents	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
How can teachers learn to teach effectively and equitably?	3
Mathematics teacher educators’ discussion practice	3
Supporting and documenting advances in preservice elementary teachers’ hierarchical geometric discourse	3
Revisiting “Radical Equations: Civil Rights from Mississippi to the Algebra Project" by Robert P. Moses and Charles E. Cobb, Jr.	3
Introducing the role of being an advocate in mathematics teacher education	3
Emergent mathematical worlds from teacher knowing in whole-class discourse: using an enactivist lens on the teaching of exponential functions	3
Investigating the interrelationships of technological pedagogical readiness using PLS-SEM: A study of primary mathematics teachers in China	3

Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment	3
Conceptions of teaching and justice as pivotal to mathematics teacher educators’ thinking about mathematical knowledge for teaching	3
Teacher noticing of students’ mathematical thinking through a silent video task in the context of slope	3
Knowledge-in-action for crafting mathematics problems in realistic contexts	3
Teaching 3D geometry with dynamic environments in upper secondary classes: How to help students combine empirical perception and theoretical deduction?	3
The effects of functional moves in teacher questioning on students’ contextualization of mathematical word problem solving	3
Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study	3
Teacher leaders' noticing of argumentative orchestration	2
The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning	2
Building a thinking classroom: a case study of implementation and professional growth	2
Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms	2
Facilitating collaborative inquiry into practice around artifacts of mathematics teaching	2
Learning to teach across departments: an ecological perspective on the learning experiences of mathematics pre-service teachers	2
How often and when teachers should teach with challenging tasks: the role of motivational beliefs	2
Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools	2
A framework for conceptualising pre-service mathematics teachers’ learning across the contexts of coursework and school placement	2
‘Things haven’t gone the way I thought they’d go’: secondary mathematics teachers talk about trialling a problem-solving pedagogy	2
Exploring the unique and diverse global contexts of teacher learning and practice	2
Teachers’ noticing of proportional reasoning	2
Primary school teachers’ practices for fostering embodied abstraction in geometry	2
Shifting from a deficit to an asset-based perspective for all teachers: Why is it necessary and what might it entail?	2
Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma	2
Preservice teachers’ belief development in a course on mathematical modeling with MathCityMap	2
Theorising context in mathematics teaching and teacher education	2
Networking two theoretical frames of variation in a problem-solving-based mathematics instruction task design	2
LGBTQ+ Life conditions: a landscape of investigation in mathematics education	2
Teacher actions that shape mathematical argumentation in the classroom	2
Acknowledgement of reviewers	2
Exploring a mathematics teacher educator’s knowledge and learning in designing and implementing a teacher training course on digital resource design	2
Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions	2
Salience and feasibility of enacting rough draft math: Teachers’ voices about productive and powerful variations	2
Using a productive disciplinary engagement framework to analyze early childhood teachers’ implementations of student-centered mathematics routines	2
Mathematics teachers’ noticing of critical events associated with argumentation	2
Out-of-field mathematics teachers: an investigation into their confidence, knowledge and understanding of rational numbers	2
Teacher support of collective argumentation in mathematics classrooms: insights from an afterschool program	2
Reasoning with ratios as multiplicative comparisons	2
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis	2
Objects of study in research on mathematics teacher education	2
Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness	2
Open mathematical tasks conceived, designed, and reflected upon by preservice elementary teachers	2
Studying a mathematics teacher’s documentational and identity trajectories over time	2
On designing better structures for feedback in practice-based professional development: Using “failure” to innovate	2