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 2021-11-01 to 2025-11-01.)

Article	Citations
Investigating how secondary prospective teachers plan to launch cognitively demanding tasks	24
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure	23
Processes of recontextualizing a curriculum reform into mathematics teacher education	19
Noticing-as-design: generating new possibilities for teacher noticing	19
Elementary teachers’ noticing of equitable practices through lesson study	17
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model	15
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	13
Researching the expertise of mathematics teacher educators in initial teacher education settings	13
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice	12
The effect of multiple representations-based and problem-based instruction in linear algebra on pre-service teachers' dimensions of understanding and self-efficacy perceptions	12
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles	11
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction	11
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs	10
Secondary mathematics preservice teachers’ perceptions of program (in)coherence	10
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective	10
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity	9
Exploring teacher educators’ selection of critical events to support noticing for equity	9
Moving forward while looking back	8
Developing practice-based educative mentoring with secondary mathematics mentor teachers	8
How elementary prospective teachers use three fraction models: their perceptions and difficulties	8
Teachers’ perceptions of less successfully organized professional development practices in mathematics: A study of nine secondary schools in Shanghai, China	8
JMTE, 27(6), November 2024 The knowing-doing duality: a characteristic of mathematics teachers' professional work	8
Supporting prospective mathematics teachers in noticing students' proportional reasoning	8
Exploring the identities of hybrid mathematics teacher educators	8
Studying complex phenomena in mathematics teacher education	8

Preparing middle and high school teachers for teaching mathematical modeling: building curriculum vision and trust through curricular and professional noticing	7
Teachers’ noticing to promote students’ mathematical dialogue in group work	7
Mathematics teacher persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility	7
Correction: On designing better structures for feedback in practice‑based professional development: Using “failure” to innovate	6
Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions	6
Teacher attitudes towards streaming in mathematics education	6
Examining preservice teachers’ bar model representations for solving word problems involving fractions	6
Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia	6
The professional identities of prospective mathematics teachers who teach through programming	6
High school mathematics teachers' noticing of inequitable talk	6
Creating a space for them through autoethnography	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
Tools and resources for mathematics teaching and mathematics teacher education	5
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	5
Handling the diversity of research on mathematics teacher education	5
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers	5
Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers	5
The interplay between teachers’ goals and instructional moves in supporting students’ mathematical reasoning	5
The learning and teaching of algebra. Ideas, insights, and activities: Abraham Arcavi, Paul Drjvers, and Kaye Stacey (2017)	5
Knowledge, disposition and the capacity for instruction: An optional mathematics course for preservice teachers	5
Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers	5
Mathematics teacher educator noticing: developing computer-assisted, ecological investigation of critical environmental cues	5
Mathematics teacher educators’ self-identifications and cross-disciplinary research tendencies: implications for boundary crossing and identity transformations	5
Teacher noticing of students’ mathematical thinking through a silent video task in the context of slope	4
Learning to teach ambitiously: a multiple case study of practicing teachers’ experimentation with enablers and extenders	4
Centering on power relations in collaboration among mathematics teacher educator-researchers	4
Investigating teachers’ understanding through topic modeling: a promising approach to studying teachers’ knowledge	4
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining	4
Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation	4
Listening to learn: investigating how teacher leaders elicit and attend to students’ mathematical thinking in clinical interviews	4
Promoting access to learning: the experiences of early-career teachers in the USA	4
Revisiting “Radical Equations: Civil Rights from Mississippi to the Algebra Project" by Robert P. Moses and Charles E. Cobb, Jr.	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
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies	4