OOIR: Observatory of International Research

Papers

(The median citation count of Mathematical Thinking and Learning is 0. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Mathematical literacy in context	21
Differential equation students’ quantification of attributes while modeling dynamic scenarios	17
Sequencing & selecting solutions in a gendered world	14
A game-based approach to promoting adaptive rational number knowledge	12
Counting the stars: advancing mathematical activity in a scripting journey	10
Robust and high-quality materials to support facilitators: design research for scaled-up professional development programs	7
Transforming learning opportunities in linguistically diverse secondary classrooms through promoting discussions: results of an intervention	7
Designing for systemic coherence: a framework for supporting instructional improvement in mathematics education	6
Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study	5
Developing initial notions of variability when learning about box plots	5
The role of patterning skills in early mathematical development: an analysis of all dimensions of visual perception	5
Understanding the nature of arithmetical concepts–important content for the education of primary mathematics teachers	5
A digital-embodied design for functional thinking in the classroom	4
Randomness and probability: exploring student teachers’ conceptions	4
Inscribing proportional relationships using partitioning, co-occurrence, and same extent	4
Progressions in young learners’ understandings of parity arguments	4
Promoting validity of design principles for teaching through educational design research	4
On students’ covariational reasoning in Bayesian situations: do calculation strategies and visualizations play a role?	4
Mathematical tools for real-world applications: a gentle introduction for students and practitioners	4
Building mathematical micro-identities through supporting productive struggle	3
Does the Use of Concept Maps Affect the Defining and the Understanding of Inclusion Relationships?	3
Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions	3
Design principles for simulation-based learning of hypothesis testing in secondary school	3
Supporting students’ participation in collective argumentation: Use of displays in a secondary mathematics classroom	3
Views on concept in mathematics education	2

Structure recognition and generalization by second-graders in direct and inverse forms of a linear function	2
The role of contextual knowledge in noticing students’ strategies in-the-moment	2
How numbers influence students when solving linear equations	2
Progression in units coordination: initial counterevidence for a transition that transcends mathematical domains	2
Exploring geometric reasoning development in early civil engineering education through structured problem-solving	2
Critical mathematics education	1
A century of ICMI—A century of mathematics education	1
Examining the effects of an intervention on mathematical modeling in problem solving at upper elementary grades: a cluster randomized trial study	1
Developing ‘deep mathematical thinking’ in geometry with 3- and 4-year-olds: a collaborative study between early years teachers and university-based mathematicians	1
Models and Modelling: The Fine Balance between Mathematics, Practice, and Research	1
Teachers’ knowledge of different forms of complex numbers through quantitative reasoning	1
Sustaining quantitatively-grounded meanings for definite integrals in high school calculus	1
The complexity of supporting reasoning in a mathematics classroom of shared authority	1
Can we TRU-ly infrastructure instructional change? Book review of mathematics teaching on target and helping students become power	1
Identifying the types of collective engagement structures that manifest in middle-grade mathematics classrooms	1
Young children’s drawings of measurement and partitive division word problems	1
Toward an analytical model for noticing interaction patterns in creative collaborative mathematical reasoning	0
Modeling Actions Foregrounded in Whole-Class Modeling Discourse: A Case Study of a Model-Eliciting Activity and a Three-Act Task	0
Exploring the linguistic factors influencing concept identification	0
An examination of Japanese curriculum materials through quantitative and covariational reasoning: the treatment of linear functions	0
The learning and teaching of number. Paths less travelled through well-trodden terrain	0
Charles Hohensee and Joanne Lobato (Eds.). Transfer of learning: progressive perspectives for mathematics education and related fields	0
Authenticity of elementary teacher designed and implemented mathematical modeling tasks	0
Modern mathematics: an international movement?	0
Differences in grade 7 students’ understanding of the equal sign	0
Design research in between the past and future: linking the epistemic, ontological, and axiological dimensions of generative projects	0
Breaking Images. Iconoclastic Analyses of Mathematics and its Education	0
Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using Scratch	0
Radian π: Concept images evoked by quantitative representations of radian angle measure	0
Promoting elements of mathematical knowledge for teaching related to the notion of assumptions	0
Interference of prototypical geometry representations in students’ construction of concepts and development of proofs	0
Middle school girls using generative AI to engage in mathematical problem-posing	0
“We’ve been … trying to learn communication and kind of like coordinates”: a case study of one middle school student’s developing meanings for graphs, coordinate systems, and reference frames	0
Second-order covariation: enlarging the theoretical framework of covariational reasoning	0
Interpreting literal symbols in algebra under the effects of the natural number bias	0
Examining individual differences in spontaneous focusing on multiplicative relations	0
Children’s mathematical engagement based on their awareness of coding toy design features	0
“Tia was the right one:” mathematical authority and trust among first graders	0
Third grade students’ multimodal mathematical reasoning when collaboratively solving combinatorial problems in small groups	0
Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation	0
Children’s embodied reasoning about rotational symmetry: a multiple case study	0
Students’ participation in mathematics in inclusive classrooms: a study of the enacted mathematical and relational knowing of teachers	0
Transforming fifth graders’ misconceptions in solving probability comparison problems with purposefully designed instructional interventions	0
Vygotskian hybridizing of motion and mapping: Learning about geometric transformations in block-based programming environments	0
Editorial	0
Elementary students’ fraction reasoning: a measurement approach to fractions in a dynamic environment	0
The mathematical neighborhoods of school mathematics and teachers’ horizon knowledge	0
Measuring and Visualising Space in Elementary Mathematics Learning	0
Young children’s self-initiated pattern-making during free play	0
Do quality criteria of instructional explanatory videos in algebra influence student choice? A feasibility study using conjoint analysis to assess implicit reasoning in educational contexts	0

The relationship between number talks and ambitious instruction: learning from beginning teachers	0
Noticing for Equity in Written Work: Exploring One Teacher’s Student Work Analysis Practices	0
Editorial	0
The impact of kinesthetic instructional strategies and manipulatives on fourth grader’s self-efficacy and self-confidence toward multiplication	0
Elements of instruction that motivate students with learning disabilities to learn fractions	0
Opportunity to learn flexible and adaptive strategy use in current and past Dutch mathematics textbooks	0
Designing for sampling distributions – a variation theory perspective	0
Characteristics of mathematics coaches’ suggestions to teachers	0