OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Mathematics Teacher Education is 5. 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
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
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	15
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles	14
Secondary mathematics preservice teachers’ perceptions of program (in)coherence	13
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
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
Correction: From data to insight: teachers’ noticing of mathematical thinking through learning analytics	12
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
Framing connections between secondary and advanced mathematics in ways that help teachers reflect on the potential utility of disciplinary knowledge	11
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
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective	10
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
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
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
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
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
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
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
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
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
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