ZDM-Mathematics Education

Papers
(The H4-Index of ZDM-Mathematics Education is 20. 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 2020-11-01 to 2024-11-01.)
ArticleCitations
Mathematics teacher learning to notice: a systematic review of studies of video-based programs108
Expanding on prior conceptualizations of teacher noticing101
Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research68
Teacher noticing from a sociopolitical perspective: the FAIR framework for anti-deficit noticing60
Exploring the terrains of mathematics teacher noticing54
Empirical research on problem solving and problem posing: a look at the state of the art50
Towards a more comprehensive model of teacher noticing40
Mathematics textbooks and curriculum resources as instruments for change37
Examining primary students’ mathematical problem-solving in a programming context: towards computationally enhanced mathematics education35
Teaching mathematics through problem posing: insights from an analysis of teaching cases27
Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences27
Emotions and motivation in mathematics education: Where we are today and where we need to go27
Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project26
Mathematical problem posing of elementary school students: the impact of task format and its relationship to problem solving25
Ideas foundational to calculus learning and their links to students’ difficulties23
Creativity as a function of problem-solving expertise: posing new problems through investigations22
Preservice teachers’ mathematical understanding exhibited in problem posing and problem solving21
A descriptive phase model of problem-solving processes21
Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review20
Exploring underprepared undergraduate students’ mathematical problem posing20
An attempt to evaluate STEAM project-based instruction from a school mathematics perspective20
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