Journal for Research in Mathematics Education

Papers
(The median citation count of Journal for Research in Mathematics Education is 3. 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
Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers64
Working Interinstitutionally to Apprentice Doctoral Students in Mathematics Education Research44
Meta-Aggregation: Methodological Guidance and Lessons Learned on an Approach to Qualitative Synthesis for Mathematics Education Research37
The Doctorate Is Part of the Infrastructure of Our Research Field25
Computer-Supported Assessment of Geometric Exploration Using Variation Theory23
Multidimensional Noticing for Equity: Theorizing Mathematics Teachers’ Systems of Noticing to Disrupt Inequities16
Edgar J. Edmunds: A Historical Case Study of Race in Mathematics Education13
Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction13
Interleaving in Mathematical Category Learning12
How Students Understand Graphical Patterns: Fine-Grained, Intuitive Knowledge Used in Graphical Thinking12
Backward Transfer From Quadratic Functions Instruction Onto Different Levels of Development of Conceptions of Linear Function11
How Manuscripts Can Contribute to Research on Mathematics Education: An Expansive Look at Basic Research in Our Field10
Units Coordination in Composing and Decomposing Whole-Number Composite Units10
Identity Work, Racialized Emotions, and Equity in Mathematics Education9
A Local Instruction Theory for Emergent Graphical Shape Thinking: A Middle School Case Study8
Classroom Supports for Generalizing8
Acknowledgment7
The Cultural Production of Racial Narratives About Asian Americans in Mathematics7
Toward a Theory of Affective Pedagogical Goals for Social Justice Mathematics7
The Practice of Reviewing and Its Proactive Role in Building the Field of Mathematics Education Research7
Continuing a Conversation About Equity-Focused Research in Mathematics Education7
When Active Learning Is Inequitable: Women’s Participation Predicts Gender Inequities in Mathematical Performance6
Reflecting From the Border Between Mathematics Education Research and Cognitive Psychology6
Open-Mindedly Asking, “How Is This Submission a Report of Research on Mathematics Education?”6
Undergraduate Students’ Combinatorial Proof of Binomial Identities5
The Prevalence of Teacher Tracking in High School Mathematics Departments5
Attending to Coherence Among Research Questions, Methods, and Claims in Coding Studies5
The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices4
How Manuscripts Can Contribute to Research on Mathematics Education: Possibilities for Applied Research4
Fixing the Crooked Heart: How Aesthetic Practices Support Sense Making in Mathematical Play4
Collaborative Interactions in Asynchronous Mathematics Teacher Professional Development: Findings and Implications4
Reproducing Research Capacity Through Interinstitutional Collaboration Around Doctoral Courses4
Investigating Problem Solving on Calculator Items in a Large-Scale Digitally Based Assessment: A Data Mining Approach4
Reimagining a Research–Teaching Nexus: Modern Infrastructure for a Future Vision4
The Relationship Between Proof and Certainty in Mathematical Practice4
Fostering Flexibility Using Comparing Solution Strategies and Classroom Discussion: Effects of Two Professional Development Programs4
Identity, Power, and Dignity: A Positional Analysis of Gisela in Her High School Mathematics Classroom3
Stewarding Our Commons for the Infinite Game of Research3
Long-Term Relationships Between Mathematics Instructional Time During Teacher Preparation and Specialized Content Knowledge3
Writing an Empirical Research Report in Mathematics Education: Understanding the Genre and Its Registers3
Responsiveness to Students’ Mathematical Thinking in Middle-Grades Classrooms3
Racialized and Gendered Labor in Students’ Responses to Precalculus and Calculus Instruction3
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