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 2020-11-01 to 2024-11-01.)

Article	Citations
Mathematics teacher learning to notice: a systematic review of studies of video-based programs	108
Expanding on prior conceptualizations of teacher noticing	101
Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research	68
Teacher noticing from a sociopolitical perspective: the FAIR framework for anti-deficit noticing	60
Exploring the terrains of mathematics teacher noticing	54
Empirical research on problem solving and problem posing: a look at the state of the art	50
Towards a more comprehensive model of teacher noticing	40
Mathematics textbooks and curriculum resources as instruments for change	37
Examining primary students’ mathematical problem-solving in a programming context: towards computationally enhanced mathematics education	35
Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences	27
Emotions and motivation in mathematics education: Where we are today and where we need to go	27
Teaching mathematics through problem posing: insights from an analysis of teaching cases	27
Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project	26
Mathematical problem posing of elementary school students: the impact of task format and its relationship to problem solving	25
Ideas foundational to calculus learning and their links to students’ difficulties	23
Creativity as a function of problem-solving expertise: posing new problems through investigations	22
Preservice teachers’ mathematical understanding exhibited in problem posing and problem solving	21
A descriptive phase model of problem-solving processes	21
Exploring underprepared undergraduate students’ mathematical problem posing	20
An attempt to evaluate STEAM project-based instruction from a school mathematics perspective	20
Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review	20
Create your own problem! When given descriptions of real-world situations, do students pose and solve modelling problems?	18
Towards a research base for implementation strategies addressing mathematics teachers and facilitators	17
Elementary teachers’ reflections on their use of digital instructional resources in four educational contexts: Belgium, Finland, Sweden, and U.S.	17
Multivariable calculus results in different countries	16

Will we ever teach mathematics again in the way we used to before the pandemic?	16
Transferability of teacher noticing	16
Connectivity in support of student co-design of innovative mathematics curriculum trajectories	16
How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies	16
Students’ suspension of sense making in problem solving	14
Student values and wellbeing in mathematics education: perspectives of Chinese primary students	14
Empirical research on creativity in mathematics (education): from the wastelands of psychology to the current state of the art	14
Implementation-related research in mathematics education: the search for identity	14
Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project	13
Collaborative problem solving in a choice-affluent environment	13
When practice needs more research: the nature and nurture of mathematical giftedness	13
Supporting teacher learning about argumentation through adaptive, school-based professional development	13
Designing learning environments to promote academic literacy in mathematics in multilingual secondary mathematics classrooms	13
Not just “implementation”: the synergy of research and practice in an engineering research approach to educational design and development	13
The multi-dimensionality of early algebraic thinking: background, overarching dimensions, and new directions	13
How prospective kindergarten teachers develop their noticing skills: the instrumentation of a learning trajectory	12
Levering change: the contributory role of a mathematics teaching framework	12
Chinese junior high school students’ mathematical problem-posing performance	11
Productive teacher noticing and affordances of typical problems	11
Ways of thinking in STEM-based problem solving	11
Mathematical modelling and discrete mathematics: opportunities for modern mathematics teaching	11
The learning and teaching of multivariable calculus: a DNR perspective	11
Assessing impact of a Teacher professional development program on student problem-solving performance	11
Implementation as interaction of research, practice, and policy. Considerations from the Austrian initiative IMST	11
Competencies and behaviors observed when students solve geometry proof problems: an interview study with smartpen technology	10
A comparison of meaning negotiation during collaborative problem solving in mathematics between students in China and Australia	10
Micro-analysis of noticing: a lens on prospective teachers’ trajectories of learning to notice	10
Does private supplementary tutoring matter in Chinese students’ learning of mathematics: a longitudinal study	10
What role does professional noticing play? Examining connections with affect and mathematical knowledge for teaching among preservice teachers	10
How context specific is teachers’ analysis of how representations are dealt with in classroom situations? Approaching a context-aware measure for teacher noticing	10
Creativity in problem solving: integrating two different views of insight	10
Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis	10
Language-responsive support for multiplicative thinking as unitizing: results of an intervention study in the second grade	10
Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest	9
Success factors for a national problem-driven program aimed at enhancing affective performance in mathematics learning	9
Can mathematical modelling work as a creativity-demanding activity? An empirical study in China	9
The relation between creativity and students’ performance on different types of geometrical problems in elementary education	9
Futures for Post-Pandemic Mathematics Teacher Education: responsiveness and responsibility in the Face of a Crisis	9
Making university mathematics matter for secondary teacher preparation	9
What does it mean to make implementation integral to research?	9
Implementation of a developmental model of teachers' and didacticians’ learning through inquiry: design, operationalisation and outcomes	9
Introducing equations in early algebra	9
Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M)	9
Phases of collaborative mathematical problem solving and joint attention: a case study utilizing mobile gaze tracking	9
Relevant mathematical modelling efforts for understanding COVID-19 dynamics: an educational challenge	9
Profiles of Chinese mathematics teachers’ teaching beliefs and their effects on students’ achievement	9
70 Years of problem posing in Chinese primary mathematics textbooks	9
Analysing mathematical modelling tasks in light of citizenship education using the COVID-19 pandemic as a case study	8
History of mathematics in mathematics education: Recent developments in the field	8
Implementing professional development programs for mathematics teachers at scale: what counts as success?	8

The role of algebraic thinking in dealing with negative numbers	8
Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews	8
The connections between citizenship education and mathematics education	8
Conceptualizing teachers’ interactions with resources in crossing languages and cultures	8
Mathematical creativity and mathematical giftedness in the primary school age range: an interview study on creating figural patterns	8
Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools	8
The role of digital technologies in mathematics education: purposes and perspectives	8
Equity in mathematics education	8
When research met policy: a history of innovation and a complicated relationship in three Swedish development projects in mathematics education, 1960–2018	8
Mathematics and interdisciplinary STEM education: recent developments and future directions	8
Strategy creativity and outcome creativity when solving open tasks: focusing on problem posing through investigations	8
A story of the national calculus curriculum: how culture, research, and policy compete and compromise in shaping the calculus curriculum in South Korea	7
Mathematicians’, mathematics educators’, and mathematics teachers’ professional conceptions of the school learning of mathematical modelling in China	7
Illustrating the need for a ‘Theory of Change’ in implementation processes	7
Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement	7
Empirical research on teacher competence in mathematics lesson planning: recent developments	7
Mathematics learning in Chinese contexts	7
Intelligent tutoring systems for word problem solving in COVID-19 days: could they have been (part of) the solution?	7
Variables in early algebra: exploring didactic potentials in programming activities	7
Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the internat	7
Who-Is-Right tasks as a means for supporting collective looking-back practices	7
Creativity in engineering mathematical models through programming	7
Teacher noticing in mathematics education: a review of recent developments	7
On understanding mathematical problem-posing processes	7
Coordinating invisible and visible sameness within equivalence transformations of numerical equalities by 10- to 12-year-olds in their movement from computational to structural approaches	7
Three past mathematicians’ views on history in mathematics teaching and learning: Poincaré, Klein, and Freudenthal	7
The role of textbook quality in first graders’ ability to solve quantitative comparisons: a multilevel analysis	7
Analysing the citizenship agenda in Mathematical Literacy school exit assessments	6
Theoretical approaches to teachers’ lesson designs involving the adaptation of mathematics textbooks: two cases from kyouzai kenkyuu in Japan	6
Seeds of algebraic thinking: a Knowledge in Pieces perspective on the development of algebraic thinking	6
Primary students’ learning about citizenship through data science	6
The use of cultural contexts for patterning tasks: supporting young diverse students to identify structures and generalise	6
Basic mental models of integrals: theoretical conception, development of a test instrument, and first results	6
The role of variables in relational thinking: an interview study with kindergarten and primary school children	6
Structures and representations used by 6th graders when working with quadratic functions	6
Creating an educational tool that uses interactive representations to provide a new approach to mathematics learning	6
School students’ preparation for calculus in the United States	6
The trajectory of Chinese mathematics textbook development for supporting students’ interest within the curriculum reform: a grade eight example	6
Towards an international lexicon	6
First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study	6
Technology-supported innovations in mathematics education during the last 30 years: Russian perspective	6
Mathematics education research on language and on communication including some distinctions: Where are we now?	6
Introduction to calculus through an open-ended task in the context of speed: representations and actions by students in action	6
Designing meta-resources for mathematics teachers in the context of curriculum reforms: the case of digital technology use and student autonomy in France	6
Supporting prospective teachers to notice and name student language resources as mathematical strengths	6
The role of M (mathematical worlds) in HPM (history and pedagogy of Mathematics) and in STEM (science, technology, engineering, mathematics)	6