Journal for Research in Mathematics Education

Papers
(The median citation count of Journal for Research in Mathematics Education is 2. 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 2021-04-01 to 2025-04-01.)
ArticleCitations
The Practice of Reviewing and Its Proactive Role in Building the Field of Mathematics Education Research43
From (and for) the Invisible 10%: Including Students With Learning Disabilities in Problem-Based Instruction29
The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices23
Acknowledgment21
The Relationship Between Proof and Certainty in Mathematical Practice18
Reimagining a Research–Teaching Nexus: Modern Infrastructure for a Future Vision16
Looking Inside the Black Box: Measuring Implementation and Detecting Group-Level Impact of Cognitively Guided Instruction11
Open-Mindedly Asking, “How Is This Submission a Report of Research on Mathematics Education?”10
Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers9
Computer-Supported Assessment of Geometric Exploration Using Variation Theory9
A Validity Argument for a Brief Assessment of Mature Number Sense9
Reproducing Research Capacity Through Interinstitutional Collaboration Around Doctoral Courses7
Edgar J. Edmunds: A Historical Case Study of Race in Mathematics Education7
Long-Term Relationships Between Mathematics Instructional Time During Teacher Preparation and Specialized Content Knowledge7
Making Time: Words, Narratives, and Clocks in Elementary Mathematics7
When Active Learning Is Inequitable: Women’s Participation Predicts Gender Inequities in Mathematical Performance7
Using Moment-by-Moment Reading Protocols to Understand Students’ Processes of Reading Mathematical Proof6
Spatial Reasoning Supports Preschool Numeracy: Findings From a Large-Scale Nationally Representative Randomized Control Trial6
A Participatory Turn in Mathematics Education Research: Possibilities and Tensions6
Implementation of a Scale-Up Model in Early Childhood: Long-Term Impacts on Mathematics Achievement6
How Manuscripts Can Contribute to Research on Mathematics Education: Possibilities for Applied Research6
Archival Infrastructures for Supporting Research That Treats Mathematics Education Research as a Situated Activity6
The Doctorate Is Part of the Infrastructure of Our Research Field5
Identity, Power, and Dignity: A Positional Analysis of Gisela in Her High School Mathematics Classroom5
Meta-Aggregation: Methodological Guidance and Lessons Learned on an Approach to Qualitative Synthesis for Mathematics Education Research5
Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction5
Working Interinstitutionally to Apprentice Doctoral Students in Mathematics Education Research5
Toward a New Model for Research on Ambitious Mathematics Teaching4
Interpretation and Use Statements for Instruments in Mathematics Education4
Understanding Preservice Elementary Teachers as Mathematical Modelers and Their Perceptions of the Process4
What Early Algebra Knowledge Persists 1 Year After an Elementary Grades Intervention?4
Reflecting From the Border Between Mathematics Education Research and Cognitive Psychology4
How Manuscripts Can Contribute to Research on Mathematics Education: An Expansive Look at Basic Research in Our Field4
Responsiveness to Students’ Mathematical Thinking in Middle-Grades Classrooms4
Multidimensional Noticing for Equity: Theorizing Mathematics Teachers’ Systems of Noticing to Disrupt Inequities4
Rarely Discussed and Often Ignored: Classroom Factors Affecting Black Students’ Experiences in Developmental Mathematics3
A Call for a Critical–Historical Framework in Addressing the Mathematical Experiences of Black Teachers and Students2
The Prevalence of Teacher Tracking in High School Mathematics Departments2
Challenges to and Opportunities for Sustaining an Equity Focus in Mathematics Education Research2
Opportunities to Learn From (Advanced) Mathematical Coursework: A Teacher Perspective on Observed Classroom Practice2
Unitizing Predicates and Reasoning About the Logic of Proofs2
Attending to Coherence Among Research Questions, Methods, and Claims in Coding Studies2
Backward Transfer From Quadratic Functions Instruction Onto Different Levels of Development of Conceptions of Linear Function2
The Efficacy of Research-Based “Mathematics for All” Professional Development2
Where Are the Special Niches in Doctoral Programs in Mathematics Education in the United States?2
How Students Understand Graphical Patterns: Fine-Grained, Intuitive Knowledge Used in Graphical Thinking2
Racialized and Gendered Labor in Students’ Responses to Precalculus and Calculus Instruction2
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