OOIR: Observatory of International Research

Papers

(The TQCC of ZDM-Mathematics Education is 6. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Transformation of the mathematics classroom with the internet	105
Mathematics teacher learning to notice: a systematic review of studies of video-based programs	86
Expanding on prior conceptualizations of teacher noticing	76
Teaching with digital technology	73
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 research	57
Teacher noticing from a sociopolitical perspective: the FAIR framework for anti-deficit noticing	45
Exploring the terrains of mathematics teacher noticing	42
Numeracy, adult education, and vulnerable adults: a critical view of a neglected field	41
Flipped classroom as a reform-oriented approach to teaching mathematics	40
Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices	37
Competence as a continuum in the COACTIV study: the “cascade model”	34
Empirical research on problem solving and problem posing: a look at the state of the art	34
Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning	31
Mathematics textbooks and curriculum resources as instruments for change	28
Towards a more comprehensive model of teacher noticing	27
When bibliometrics met mathematics education research: the case of instrumental orchestration	26
Lesson study in a blended approach to support isolated teachers in teaching with technology	25
Research on early childhood mathematics teaching and learning	25
Examining primary students’ mathematical problem-solving in a programming context: towards computationally enhanced mathematics education	25
Transition to digital resources as a critical process in teachers’ trajectories: the case of Anna’s documentation work	24
Preservice teachers’ beliefs and intentions about integrating mathematics teaching and learning ICTs in their classrooms	23
Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences	23
Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project	22
The relationship between mathematical practice and mathematics pedagogy in mathematics education research	22

Philosophy of mathematical practice: a primer for mathematics educators	21
Ideas foundational to calculus learning and their links to students’ difficulties	20
Mathematical practices, in theory and practice	20
Preservice teachers’ mathematical understanding exhibited in problem posing and problem solving	20
Learning about noticing, by, and through, noticing	19
Teaching mathematics through problem posing: insights from an analysis of teaching cases	18
An attempt to evaluate STEAM project-based instruction from a school mathematics perspective	18
Epistemic injustice in mathematics education	18
A descriptive phase model of problem-solving processes	18
Designing digital technology tasks for the development of functional thinking	18
Creativity as a function of problem-solving expertise: posing new problems through investigations	17
Create your own problem! When given descriptions of real-world situations, do students pose and solve modelling problems?	16
The strange role of calculus in the United States	16
Exploring underprepared undergraduate students’ mathematical problem posing	16
Blended learning in first year engineering mathematics	16
Mathematical problem posing of elementary school students: the impact of task format and its relationship to problem solving	15
Mathematics teaching has its own imperatives: mathematical practice and the work of mathematics instruction	15
Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review	14
Elementary teachers’ reflections on their use of digital instructional resources in four educational contexts: Belgium, Finland, Sweden, and U.S.	13
Using a technology tool to help pre-service teachers notice students’ reasoning and errors on a mathematics problem	13
Towards a research base for implementation strategies addressing mathematics teachers and facilitators	13
Professional development for digital technology task design by secondary mathematics teachers	13
Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking	13
Multivariable calculus results in different countries	12
Connectivity in support of student co-design of innovative mathematics curriculum trajectories	12
How specific can language as resource become for the teaching of algebraic concepts?	12
Emotions and motivation in mathematics education: Where we are today and where we need to go	12
Learning within MOOCs for mathematics teacher education	12
Disruptions in meanings: teachers’ experiences of multiplication in TouchTimes	12
Can digital technology change the way mathematics skills are assessed?	12
Students’ suspension of sense making in problem solving	12
How prospective kindergarten teachers develop their noticing skills: the instrumentation of a learning trajectory	11
Not just “implementation”: the synergy of research and practice in an engineering research approach to educational design and development	11
How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies	11
Supporting teacher learning about argumentation through adaptive, school-based professional development	11
Implementation-related research in mathematics education: the search for identity	11
Collaborative problem solving in a choice-affluent environment	11
Mathematical modelling and discrete mathematics: opportunities for modern mathematics teaching	10
A comparison of meaning negotiation during collaborative problem solving in mathematics between students in China and Australia	10
Competencies and behaviors observed when students solve geometry proof problems: an interview study with smartpen technology	10
Banality of mathematical expertise	10
Transferability of teacher noticing	10
Designing learning environments to promote academic literacy in mathematics in multilingual secondary mathematics classrooms	10
Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project	9
Will we ever teach mathematics again in the way we used to before the pandemic?	9
Empirical research on creativity in mathematics (education): from the wastelands of psychology to the current state of the art	9
The learning and teaching of multivariable calculus: a DNR perspective	9
Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology	9
When practice needs more research: the nature and nurture of mathematical giftedness	9
70 Years of problem posing in Chinese primary mathematics textbooks	9

Levering change: the contributory role of a mathematics teaching framework	9
Assessing impact of a Teacher professional development program on student problem-solving performance	9
Chinese junior high school students’ mathematical problem-posing performance	9
Profiles of Chinese mathematics teachers’ teaching beliefs and their effects on students’ achievement	9
How context specific is teachers’ analysis of how representations are dealt with in classroom situations? Approaching a context-aware measure for teacher noticing	9
From the static to the dynamic: teachers’ varying use of digital technology to support conceptual learning in a curricular activity system	8
Lesson hiccups during the development of teaching schemes: a novice technology-using mathematics teacher’s professional instrumental genesis of dynamic geometry	8
Phases of collaborative mathematical problem solving and joint attention: a case study utilizing mobile gaze tracking	8
Productive teacher noticing and affordances of typical problems	8
Implementation as interaction of research, practice, and policy. Considerations from the Austrian initiative IMST	8
Capturing teaching practices in language-responsive mathematics classrooms Extending the TRU framework “teaching for robust understanding” to L-TRU	8
What does it mean to make implementation integral to research?	8
What role does professional noticing play? Examining connections with affect and mathematical knowledge for teaching among preservice teachers	8
Yes, mathematicians do X so students should do X, but it’s not the X you think!	8
Student values and wellbeing in mathematics education: perspectives of Chinese primary students	8
Does private supplementary tutoring matter in Chinese students’ learning of mathematics: a longitudinal study	8
The role of textbook quality in first graders’ ability to solve quantitative comparisons: a multilevel analysis	7
Using task-based interviews to generate hypotheses about mathematical practice: mathematics education research on mathematicians’ use of examples in proof-related activities	7
Language-responsive support for multiplicative thinking as unitizing: results of an intervention study in the second grade	7
The multi-dimensionality of early algebraic thinking: background, overarching dimensions, and new directions	7
Success factors for a national problem-driven program aimed at enhancing affective performance in mathematics learning	7
Implementation of a developmental model of teachers' and didacticians’ learning through inquiry: design, operationalisation and outcomes	7
Micro-analysis of noticing: a lens on prospective teachers’ trajectories of learning to notice	7
Implementing professional development programs for mathematics teachers at scale: what counts as success?	7
Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis	7
Illustrating the need for a ‘Theory of Change’ in implementation processes	7
History of mathematics in mathematics education: Recent developments in the field	6
When research met policy: a history of innovation and a complicated relationship in three Swedish development projects in mathematics education, 1960–2018	6
Introduction to calculus through an open-ended task in the context of speed: representations and actions by students in action	6
Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement	6
Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools	6
Creativity in problem solving: integrating two different views of insight	6
Teaching calculus with infinitesimals and differentials	6
The trajectory of Chinese mathematics textbook development for supporting students’ interest within the curriculum reform: a grade eight example	6
Histories of mathematical practice: reconstruction, genealogy, and the unruly pasts of ruly knowledge	6
Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest	6
Three past mathematicians’ views on history in mathematics teaching and learning: Poincaré, Klein, and Freudenthal	6
Mathematical creativity and mathematical giftedness in the primary school age range: an interview study on creating figural patterns	6
The relation between creativity and students’ performance on different types of geometrical problems in elementary education	6
Using crowdsourced mathematics to understand mathematical practice	6
Strategy creativity and outcome creativity when solving open tasks: focusing on problem posing through investigations	6