OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Mathematics Teacher Education is 4. 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
Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter writing initiative	12
Exploring prospective teachers’ noticing of students' understanding through micro-case videos	12
(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs	10
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
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
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
The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development	7
High school mathematics teachers' changes in beliefs and knowledge during lesson study	7
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
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
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
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
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
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