Journal for Research in Mathematics Education

Papers
(The TQCC of Journal for Research in Mathematics Education is 5. 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 2021-08-01 to 2025-08-01.)
ArticleCitations
Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers52
Working Interinstitutionally to Apprentice Doctoral Students in Mathematics Education Research39
Meta-Aggregation: Methodological Guidance and Lessons Learned on an Approach to Qualitative Synthesis for Mathematics Education Research30
The Doctorate Is Part of the Infrastructure of Our Research Field22
Edgar J. Edmunds: A Historical Case Study of Race in Mathematics Education21
Computer-Supported Assessment of Geometric Exploration Using Variation Theory15
Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction12
Multidimensional Noticing for Equity: Theorizing Mathematics Teachers’ Systems of Noticing to Disrupt Inequities11
How Students Understand Graphical Patterns: Fine-Grained, Intuitive Knowledge Used in Graphical Thinking10
Backward Transfer From Quadratic Functions Instruction Onto Different Levels of Development of Conceptions of Linear Function9
How Manuscripts Can Contribute to Research on Mathematics Education: An Expansive Look at Basic Research in Our Field9
Interleaving in Mathematical Category Learning9
Identity Work, Racialized Emotions, and Equity in Mathematics Education8
A Local Instruction Theory for Emergent Graphical Shape Thinking: A Middle School Case Study8
Units Coordination in Composing and Decomposing Whole-Number Composite Units8
Classroom Supports for Generalizing7
Acknowledgment6
Continuing a Conversation About Equity-Focused Research in Mathematics Education6
Toward a Theory of Affective Pedagogical Goals for Social Justice Mathematics6
When Active Learning Is Inequitable: Women’s Participation Predicts Gender Inequities in Mathematical Performance5
Open-Mindedly Asking, “How Is This Submission a Report of Research on Mathematics Education?”5
Reflecting From the Border Between Mathematics Education Research and Cognitive Psychology5
The Cultural Production of Racial Narratives About Asian Americans in Mathematics5
The Practice of Reviewing and Its Proactive Role in Building the Field of Mathematics Education Research5
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