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 2021-11-01 to 2025-11-01.)
ArticleCitations
The role and significance of the World Federation of National Mathematics Competitions in the International Mathematics Education Community57
Two students’ mathematical thinking and activity across representational registers in a combinatorial setting49
Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention47
Correction: Mathematics education research on language and on communication including some distinctions: where are we now?39
Dialogues Between Theoretical Approaches in Mathematics Education Research: A Systematic Review39
Mathematical creativity in modelling: further development of the construct, its measurement, and its empirical implementation39
Problem solving in mathematics education: tracing its foundations and current research-practice trends38
Encouraging research on recursive thinking through the lens of a model of the spread of contagious diseases33
Structured mathematical modelling in an authentic scientific-engineering context32
Public engagement of underserved students with open civic data30
International comparative studies in mathematics education: a scoping review of the literature from 2014 to 202327
Encountering ideas about teaching and learning mathematics in undergraduate mathematics courses27
Teaching tactics supporting beginner modelling in upper secondary26
The role of teacher professional networks in Egypt’s mathematics education reform25
Common spaces matter: curricular experiences through mathematics with young prisoners and prospective teachers25
Ways researchers can use teacher noticing to inform the conceptualization of a complex teaching practice24
Mathematics teachers’ noticing of argumentation within small groups23
Different lenses on distributions and the integration of context knowledge in data-ing processes of primary school students22
First encounter with constructing graphs in the functional thinking approach to school algebra in 3rd and 4th grades21
Different cognitive mechanisms for process-open and process-constrained problem solving21
History of mathematics in the context of mathematics teachers’ education: a dialogical/ethical perspective20
From the historical text to the classroom session: analysing the work of teachers-as-designers20
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