Educational Studies in Mathematics

Article	Citations
Telling the story of a diagram: affective and aesthetic mathematical experiences	118
The role of examples in proving and disproving: extending an existing framework	85
Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies	76
Understanding student errors in comparing data sets with boxplots	59
How transition students relearn school mathematics to construct multiply quantified statements	57
Micro classes as a primary school–level mathematics education response to COVID-19 pandemic in China: students’ degree of approval and perception of digital equity	46
Between global forces and local values: a Bakhtinian perspective on Mexican mathematics education research	45
Editorial: paper collections, research retrieval, serendipity	39
Numerical magnitude understanding of natural and rational numbers in secondary-school students: a number line estimation study	38
Activity systems analysis of classroom teaching and learning of mathematics: a case study of Japanese secondary schools	33
Clustering eye-movement data uncovers students’ strategies for coordinating equations and diagrams of vector fields	33
The chimera of the competency-based approach to teaching mathematics: a study of carpentry purchases for home projects	32
Fostering mathematical modelling competency of South African engineering students: which influence does the teaching design have?	32
Affect graphing: leveraging graphical representations in the study of students’ affect in mathematics	27
The Framework for Posing Elementary Mathematics Problems (F-PosE): Supporting Teachers to Evaluate and Select Problems for Use in Elementary Mathematics	25
Mis-in and mis-out concept images: the case of even numbers	25
Fourth-graders’ justifications in early algebra tasks involving a functional relationship	20
How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics	20
COVID-19, mathematics education, and the evaluation of expert knowledge	19
Towards an advanced mathematical language task for the early primary school years: preliminary results on reliability and validity	19
Unboxing mathematics: creating a culture of modeling as critic	18
Correction to: Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study	17
Rethinking anti-Asian racism in mathematics education: the hidden racism made visible through AsianCrit	17
Aligning school mathematics with a manufactured crisis: re-rendering neoliberal and neoconservative discourses as commonsensical in a rural place	17
Adapting Habermas’ construct of communicative rationality into a framework for analyzing students’ statistical literacy	16

Modelling mathematics for educational research and practice: a comparison of two theoretical approaches	15
Transitioning to proof via writing scripts on the rules of a new discourse	15
Teachers’ learning from addressing the challenges of online teaching in a time of pandemic: a case in Shanghai	14
Seeing number relations when solving a three-digit subtraction task	14
Teaching math in real time	14
What mathematicians learn from attending other mathematicians’ lectures	14
A methodological critique of research on parent-initiated mathematics activities and young children’s attainment	14
Correction to: Weaving together the threads of Indigenous knowledge and mathematics	13
The relation between attitudes towards mathematics and dropout from university mathematics—the mediating role of satisfaction and achievement	13
Creating equal groups from n items: mathematical creativity in kindergarten	13
Social (justice) mathematics: racializing effects of ordering pedagogies and their inherited regimes of truth	13
“I’ll just try to mimic that”: an exploration of students’ analogical structure creation in abstract algebra	12
Unpacking discourses about the transition from school to university mathematics: an intensive reading	12
Assessing the quality of conceptual knowledge through dynamic constructions	12
Children’s subtraction by addition strategy use and their subtraction-related conceptual knowledge	12
Multiple pathways for developing functional thinking in elementary mathematics textbooks: a case study in China	12
A framework for reasoning in school mathematics: analyzing the development of mathematical claims	12
Racialized deviance as an axiom in the mathematics education equity genre	11
Constructing a system of covariational relationships: two contrasting cases	11
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning	11
Habermas’ construct of rationality in the analysis of the mathematical problem-solving process	10
Correction to: Interactional practices of inviting minoritized students to whole‑class mathematics discussions	10
Pre-paring for ambitious mathematics teaching: examining the role of video in supporting mathematics teacher educators	10
A boundary of the second multiplicative concept: the case of Milo	10
Extrema points: concept images, mis-in and mis-out examples	10
The sensory politics of mathematics: aestheticizing multiplication	10
Book review: mapping mathematics education research in Asia: insights across diverse countries. Bill Atweh, Lianghuo Fan, Catherine P.Vistro-Yu (Eds.) (2023) Asian research in mathematics education: m	10
Pre-service primary teachers’ shame experiences during their schooling time: characteristics and effects on their subject-choices at university	10
Study of modeling questions in a first-year university mathematics online course	10
Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition	9
Analysing senior secondary mathematics teaching using the Knowledge Quartet	9
Model method drawing acts as a double-edged sword for solving inconsistent word problems	9
The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review	9
Students’ voices of inclusion in mathematics education	9
Unleashing the potential: spatializing middle school mathematics for enhanced learning	9
Looking for “us”: power reimagined in mathematics learning for Black communities in the pandemic	9
Correction to: Assessing mathematical thinking as part of curriculum reform in the Netherlands	9
Difficulties in semantically congruent translation of verbally and symbolically represented algebraic statements	9
Deciphering the cognitive and non-cognitive competencies of Chinese students’ mathematics through a critical lens of PISA	9
Shame, entitlement, and the systemic racism of mathematics “ability” grouping in Aotearoa New Zealand	9
The servants of two discourses: how novice facilitators draw on their mathematics teaching experience	8
Improvements in learning addition and subtraction when using a structural approach in first grade	8
The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things	8
There is more to algebra than meets the eye: the case of blindness	8
Pre-service teachers’ flexibility and performance in solving Fermi problems	8
Modeling presentations: toward an assessment of emerging classroom cultures of modeling	8
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown	8
Book Review: M. A. (Ken) Clements, Berinderjeet Kaur, Thomas Lowrie, Vilma Mesa, and Johan Prytz (Eds.) (2024) Fourth international handbook of mathematics education	7
Figure reproduction as a step towards theoretical geometry: analysis of the didactical and a-didactical processes in a classroom setting	7
Editorial	7

Writing reviews: perspectives from the editors of Educational Studies in Mathematics	7
Book Review: A direct link between the language of mathematics and teacher preparation programs. Patrick M. Jenlink (Ed.) (2020) The language of mathematics: how the teacher’s knowledge of mathematics	7
Examining the role of contextual factors in dosage calculation	7
Mathematical induction in education research: a systematic review	7
The relationships between student content-specific grouping and teachers-students’ interactions during online collaborative mathematical task solving	7
Book Review: Catherine P. Vistro-Yu & Tin Lam Toh (eds.) (2019) School mathematics curricula – Asian perspectives and glimpses of reform	6
Exploring adults’ awareness of and suggestions for early childhood numerical activities	6
Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education	6
“You can’t just check the box”: the mathematics of ethnoracial contortions at a California high school	6
Secondary mathematics teachers’ descriptions of student engagement	6
Prospective primary teachers’ efficacy to teach mathematics: measuring efficacy beliefs and identifying the factors that influence them	6
Learning from English and Kuwaiti children’s transcoding errors: how might number names be temporarily adapted to assist learning of place value?	6
Mathematics in the informal setting of an art studio: students’ visuospatial thinking processes in a studio thinking-based environment	6
The development and assessment of counting-based cardinal number concepts	6
Book Review: The new mathematics education of new Europe. Alexander Karp (Ed.) (2020) Eastern European mathematics education in the decades of change	6
School mathematics as context: examining discourses about the subject in district policymaking	6
Narrative characteristics of captivating secondary mathematics lessons	6
The COVID-19 epidemic in Brazil: how statistics education may contribute to unravel the reality behind the charts	6
Mathematical modelling as a vehicle for eliciting algorithmic thinking	6
The role of the partitioning and coset algorithm quotient group partial meanings in comprehending the First Isomorphism Theorem and its proof	6
Health and pathology: a brief history of the biopolitics of US mathematics education	6
A commentary on the Special Issue “Innovations in measuring and fostering mathematical modelling competencies”	5
Teaching practices that support revising definition drafts to adhere to mathematical norms	5
Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education	5
“Tell me about”: a logbook of teachers’ changes from face-to-face to distance mathematics education	5
Students’ geometric understanding of partial derivatives and the locally linear approach	5
The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis	5
Self-schematic students in mathematics and their contrasting coping responses to mathematical challenges: a cluster analytic investigation	5
Abstraction and embodiment: exploring the process of grasping a general	5
Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning	5
Mathematics education in a time of crisis—a viral pandemic	5
Theorizing university mathematics teaching: the Teaching Triad within an Activity Theory perspective	5
Evolution of teachers’ professional learning when using a technological resource: a case study of a Tunisian primary school teacher	5
Socio-ecological gestures of mathematics education	5
It is probably a pattern: does spontaneous focusing on regularities in preschool predict reasoning about randomness four years later?	5
Development of affect at the transition to university mathematics and its relation to dropout — identifying related learning situations and deriving possible support measures	5
Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’	5
Book Review: Learning from the history of mathematics education. Alexander Karp (Ed.) (2022). Advances in the history of mathematics education	5
Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?	5
Editorial	4
Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic	4
Teaching mathematics with technology: a multidimensional analysis of teacher beliefs	4
Exploring modes of engagement within reform-oriented primary mathematics textbooks in India	4
Meta-mathematical aspects of definitions	4
Pre-service teacher planning for differentiation of instruction in mathematics classrooms	4
Mathematical strategies and emergence of socially mediated metacognition within a multi-touch Dynamic Geometry Environment	4
The process of problem posing: development of a descriptive phase model of problem posing	4
Book Review: From planning to publishing: navigating the researcher’s journey. James Hiebert, Jinfa Cai, Stephen Hwang, Anne K Morris, Charles Hohensee (2023) Doing Research: A New Researcher’s Guide	4
Correction to: Secondary school students’ strategies when interpreting histograms and case‑value plots: an eye‑tracking study	4
“I’m a bit out of place here.”—Preservice teachers’ positioning in the figured world of university mathematics	4
Inferences, mastery, and objectivity: examining student understanding of mathematical concepts with inferentialism	4
How are parental expectations related to students’ beliefs and their perceived achievement?	4
Developing a task design and implementation framework for fostering mathematical modelling competencies	4
Strongly didactic contracts and mathematical work	4
Heuristics and semantic spaces for the analysis of students’ work in mathematical problem solving	4
Connecting algorithmics to mathematics learning: a design study of the intermediate value theorem and the bisection algorithm	4
Book Review: Supporting mathematics educators through and towards online learning. Karen Hollebrands, Robin Anderson, and Kevin Oliver (Eds). (2021) Online learning in mathematics education	3
Undergraduate students’ attitudes towards mathematical proving in an introduction to proof course	3
Norms of mathematical definitions: imposing constraints, permitting choice, or both?	3
Book Review: Transforming mathematics education: from embodied experiences to an ethical commitment. Luis Radford (2021) The theory of objectification: a Vygotskian perspective on knowing and becoming	3
Formatively assessing prospective teachers’ skills in leading mathematics discussions	3
Conceptions of span in linear algebra: from textbook examples to student responses	3
Algebraic and fractional thinking in collective mathematical reasoning	3
Explorative mathematical argumentation: a theoretical framework for identifying and analysing argumentation processes in early mathematics learning	3
When is less more? Investigating gap-filling in proofs without words activities	3
Interactional practices of inviting minoritized students to whole-class mathematics discussions	3
Cultivating mindfulness through conditional tasks in mathematics classrooms	3
Analyzing the written discourse in calculus textbooks over 42 years: the case of primary objects, concrete discursive objects, and a realization tree of the derivative at a point	3
Emergent curriculum in basic education for the new normality in Peru: orientations proposed from mathematics education	3
Teachers’ beliefs on integrating children’s literature in mathematics teaching and learning in Indonesia	3
Slow emergencies of racism in mathematics education	3
Investigating students’ reasoning in generalization of deconstructive figural patterns	3
What if I was harmful? Reflecting on the ethical tensions associated with teaching the dominant mathematics	3
Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis	3
Seeing the continuity behind “double discontinuity”: investigating Hong Kong prospective mathematics teachers’ secondary–tertiary transition	3
Correction to: Who benefits most from language‑responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms	3
Embodied mathematical pedagogy to liberate racialized and multilingual bodies	3
Teacherly response-ability: ethical relationality as protest against mathematical violence	3
Competencies and fighting syllabusism	3
Beyond categories: dynamic qualitative analysis of visuospatial representation in arithmetic	3

Preschool children’s conceptions of the meanings and use of written numerals in everyday life: a phenomenographic study of the nature and structure of qualitative variation	3
Different complex word problems require different combinations of cognitive skills	3
Hybrids between rituals and explorative routines: opportunities to learn through guided and recreated exploration	2
How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching	2
How eye tracking may advance the field of mathematics education: a commentary on the ESM Special Issue on eye-tracking research in mathematics education	2
How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?	2
Supporting English non-dominant language authors’ efforts to publish: perspectives from the editors-in-chief of highly recognised journals in Mathematics Education	2
Student approaches to generating mathematical examples: comparing e-assessment and paper-based tasks	2
Generalizing actions with the subtraction-compensation property: primary students’ algebraic thinking with tasks involving vertical towers of blocks	2
Twenty years of research on technology in mathematics education at CERME: a literature review based on a data science approach	2
Alan J. Bishop 1937–2023	2
Teachers’ use of rational questioning strategies to promote student participation in collective argumentation	2
Mathematical discussion in classrooms as a technologically-supported activity fostering participation and inclusion	2
Development of local theories in design-based research in mathematics education	2
Student visual attention during group instruction phases in collaborative geometry problem solving	2
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument	2
Book Review: Exploring how to teach multiplication through the Japanese and Ibero-American theories. Masami Isoda & Raimundo Olfos (Eds.). (2021) Teaching multiplication with lesson study: Japanes	2
Definitional ambiguity in mathematics: three cases	2
Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms	2
Assessing covariation as a form of conceptual understanding through comparative judgement	2
Do mathematicians and undergraduates agree about explanation quality?	2
The instructional situations in which mathematics teachers provide substantive feedback	2
Covariational reasoning in Bayesian situations	2
Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling	2
Patterning strategies in grade 1 students with low and high number sense proficiency	2
On metaphors in thinking about preparing mathematics for teaching	2
Semiotic mediation of gestures in the teaching of early algebra: the case of the equal sign	2
Book review: Charting a career and its influence. Jinfa Cai, Gabriel J. Stylianides, and Patricia Ann Kenney (Eds.) (2023) Research studies on learning and teaching of mathematics: dedicated to Edward	2
Collaborating with mathematicians to use active learning in university mathematics courses: the importance of attending to mathematicians’ obligations	2
The algebraic learning of middle school students’ evolution during a school year: a statistical large-scale study based on results in mathematics didactics	2