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 2020-10-01 to 2024-10-01.)

Article	Citations
The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers	20
The role of teacher identity in teacher self-efficacy development: the case of Katie	20
Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter writing initiative	14
How elementary prospective teachers use three fraction models: their perceptions and difficulties	13
(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs	11
An emerging community in online mathematics teacher professional development: an interactional perspective	11
Processes of decision-making by mathematics PD facilitators: the role of resources, orientations, goals, and identities	10
Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning	9
The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development	9
Productive ambiguity in unconventional representations: “what the fraction is going on?”	8
Leveraging prospective teachers’ knowledge through their participation in lesson study	8
Preservice mathematics teachers’ conceptions of mathematically rich and contextually realistic problems	8
Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth	8
Coach learning to help teachers learn to enact conceptually rich, student-focused mathematics lessons	8
High school mathematics teachers' changes in beliefs and knowledge during lesson study	8
The mathematics teacher in shadow education: a new area of focus in teacher education	8
Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation	7
Critical moments: pre-service mathematics teachers’ narrative arcs and mathematical orientations over 20 years	7
Building on student mathematical thinking in whole-class discourse: exploring teachers’ in-the-moment decision-making, interpretation, and underlying conceptions	7
Teachers’ noticing to promote students’ mathematical dialogue in group work	7
Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking	6
Doing the math together: coaches’ professional learning through engagement in mathematics	6
Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment	6
Conceptualizing content-related PD facilitator expertise	6
Modelling lessons for more than imitation: investigating teachers’ reactions and decompositions of unfamiliar practices	6

Self-efficacy, practices, and their relationships; the impact of a professional development program for mathematics teachers	5
A framework for selecting strategies for whole-class discussions	5
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	5
Using scripting tasks to reveal mathematics teacher candidates' resources for responding to student errors	5
Who teaches mathematics content courses for prospective elementary teachers in the USA? Results of a second national survey	5
Tools for supporting teacher noticing about classroom video in online professional development	5
Providing a video-case-based professional development environment for prospective mathematics teachers to notice students’ misconceptions in measurement	5
Mathematics teacher educator noticing: examining interpretations and evidence of students’ thinking	5
Kyouzaikenkyuu: an exploration of Japanese mathematics teachers’ daily planning practices	5
Interactional production of deficit talk in a professional development for mathematics teachers	5
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	5
Commognitive conflicts as a learning mechanism towards explorative pedagogical discourse	4
US and Chinese elementary teachers’ noticing of cross-cultural mathematics videos	4
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining	4
Bridging the gap between observation protocols and formative feedback	4
What might diversity mean in JMTE?	4
Factor analysis and psychometric evaluation of the mathematical modeling attitude scale for teachers of mathematics	4
An analysis of elementary prospective teachers’ noticing of student pattern generalization strategies in mathematics	4
On the alignment of teachers’ mathematical content knowledge assessments with the common core state standards	4
The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson	4
Addressing equity, diversity and inclusion in academic publishing: key initiatives from JMTE	4
Special educators’ knowledge of student mathematical thinking	4
The time is out of joint. Teacher subjectivity during COVID-19	4
What do mathematicians wish to teach teachers about the discipline of mathematics?	4