ZDM-Mathematics Education

Papers
(The H4-Index of ZDM-Mathematics Education is 22. 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.)
ArticleCitations
Transformation of the mathematics classroom with the internet104
Mathematics teacher learning to notice: a systematic review of studies of video-based programs84
Expanding on prior conceptualizations of teacher noticing72
Teaching with digital technology69
Will 2020 be remembered as the year in which education was changed?67
Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research54
Teacher noticing from a sociopolitical perspective: the FAIR framework for anti-deficit noticing44
Exploring the terrains of mathematics teacher noticing42
Flipped classroom as a reform-oriented approach to teaching mathematics40
Numeracy, adult education, and vulnerable adults: a critical view of a neglected field38
Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices36
Empirical research on problem solving and problem posing: a look at the state of the art34
Competence as a continuum in the COACTIV study: the “cascade model”31
Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning30
Towards a more comprehensive model of teacher noticing27
Mathematics textbooks and curriculum resources as instruments for change26
Examining primary students’ mathematical problem-solving in a programming context: towards computationally enhanced mathematics education25
When bibliometrics met mathematics education research: the case of instrumental orchestration24
Transition to digital resources as a critical process in teachers’ trajectories: the case of Anna’s documentation work24
Lesson study in a blended approach to support isolated teachers in teaching with technology24
Preservice teachers’ beliefs and intentions about integrating mathematics teaching and learning ICTs in their classrooms23
Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project22
The relationship between mathematical practice and mathematics pedagogy in mathematics education research22
Research on early childhood mathematics teaching and learning22
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