Mathematical Thinking and Learning

Papers
(The median citation count of Mathematical Thinking and Learning is 1. 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
Mathematical literacy in context Learning and teaching for mathematical literacy: making mathematics useful for everyone , by Hugh Bur24
A game-based approach to promoting adaptive rational number knowledge20
Modeling the phenomenon versus modeling the data set20
Sequencing & selecting solutions in a gendered world17
Mathematical thinking about systems – students modeling a biometrics identity verification system16
Developing initial notions of variability when learning about box plots15
Counting the stars: advancing mathematical activity in a scripting journey15
Transforming learning opportunities in linguistically diverse secondary classrooms through promoting discussions: results of an intervention14
The role of patterning skills in early mathematical development: an analysis of all dimensions of visual perception11
Spatial training using game play in preschoolers improves computational skills11
Understanding the nature of arithmetical concepts–important content for the education of primary mathematics teachers10
Professional noticing coherence: exploring relationships between component processes9
Modeling from a cognitive perspective: theoretical considerations and empirical contributions7
Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study7
On students’ covariational reasoning in Bayesian situations: do calculation strategies and visualizations play a role?6
A digital-embodied design for functional thinking in the classroom6
Progressions in young learners’ understandings of parity arguments6
Inscribing proportional relationships using partitioning, co-occurrence, and same extent6
Metacognition in mathematical modeling: the connection between metacognitive individual strategies, metacognitive group strategies and modeling competencies5
Randomness and probability: exploring student teachers’ conceptions4
Care in mathematics education: alternative educational spaces and practices Care in mathematics education: alternative educational spaces and practices , by Anne Watson,4
Design principles for simulation-based learning of hypothesis testing in secondary school4
Between expert and student perspectives: on the intersection of affect and heuristic-didactic discourse in the undergraduate classroom4
Mathematical tools for real-world applications: a gentle introduction for students and practitioners4
Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions4
Structure recognition and generalization by second-graders in direct and inverse forms of a linear function3
Kindergarten students’ mathematics knowledge at work: the mathematics for programming robot toys3
Views on concept in mathematics education3
Building mathematical micro-identities through supporting productive struggle3
Does the Use of Concept Maps Affect the Defining and the Understanding of Inclusion Relationships?3
Learning through explaining and engaging with others’ mathematical ideas3
Supporting students’ participation in collective argumentation: Use of displays in a secondary mathematics classroom3
Exploring geometric reasoning development in early civil engineering education through structured problem-solving2
A century of ICMI—A century of mathematics education2
Can we TRU-ly infrastructure instructional change? Book review of mathematics teaching on target and helping students become powerful mathematical thinker2
The role of contextual knowledge in noticing students’ strategies in-the-moment2
How numbers influence students when solving linear equations2
The complexity of supporting reasoning in a mathematics classroom of shared authority2
Progression in units coordination: initial counterevidence for a transition that transcends mathematical domains2
Developing ‘deep mathematical thinking’ in geometry with 3- and 4-year-olds: a collaborative study between early years teachers and university-based mathematicians2
Young children’s drawings of measurement and partitive division word problems1
Teachers’ knowledge of different forms of complex numbers through quantitative reasoning1
Editorial1
Critical mathematics education1
Identifying the types of collective engagement structures that manifest in middle-grade mathematics classrooms1
Elementary students’ fraction reasoning: a measurement approach to fractions in a dynamic environment1
Modeling Actions Foregrounded in Whole-Class Modeling Discourse: A Case Study of a Model-Eliciting Activity and a Three-Act Task1
Models and Modelling: The Fine Balance between Mathematics, Practice, and Research1
Sustaining quantitatively-grounded meanings for definite integrals in high school calculus1
Exploring the linguistic factors influencing concept identification1
An examination of Japanese curriculum materials through quantitative and covariational reasoning: the treatment of linear functions1
Examining the effects of an intervention on mathematical modeling in problem solving at upper elementary grades: a cluster randomized trial study1
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