OOIR: Observatory of International Research

Papers

(The TQCC of Mathematical Thinking and Learning 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 2020-04-01 to 2024-04-01.)

Article	Citations
Exploring the intersection of algebraic and computational thinking	22
Exploring the nature of math anxiety in young children: Intensity, prevalence, reasons	20
Understanding the unique contributions of home numeracy, inhibitory control, the approximate number system, and spontaneous focusing on number for children’s math abilities	18
The role of instructional materials in the relationship between the official curriculum and the enacted curriculum	12
Kindergarten students’ mathematics knowledge at work: the mathematics for programming robot toys	11
Modeling from a cognitive perspective: theoretical considerations and empirical contributions	9
Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial	9
Task design for graphs: rethink multiple representations with variation theory	9
Length measurement in the early years: teaching and learning with learning trajectories	9
Decentering framework: A characterization of graduate student instructors’ actions to understand and act on student thinking	9
What counts in number books? A content-domain specific typology to evaluate children’s books for mathematics	8
Integrating math and science content through covariational reasoning: the case of gravity	7
Exploring undergraduate engineering students’ mathematical problem-posing: the case of integral-area relationships in integral calculus	7
Informal statistical models and modeling	7
Figurative and operative partitioning activity: students’ meanings for amounts of change in covarying quantities	7
Promoting spontaneous focusing on numerosity and cardinality-related skills at day care with one, two, how many and count, how many programs	6
Characterizing reasoning about fraction arithmetic of middle grades teachers in three latent classes	6
Authenticity of elementary teacher designed and implemented mathematical modeling tasks	6
Students’ informal statistical inferences through data modeling with a large multivariate dataset	6
Learning through explaining and engaging with others’ mathematical ideas	6
Examining how middle grade mathematics students seize learning opportunities through conflict in small groups	6
Embodied learning at a distance: from sensory-motor experience to constructing and understanding a sine graph	6
The role of balance scales in supporting productive thinking about equations among diverse learners	6
Metacognition in mathematical modeling: the connection between metacognitive individual strategies, metacognitive group strategies and modeling competencies	6
Students’ opposing conceptions of equations with two equal signs	6

Introducing teachers who use GUI-driven tools for the randomization test to code-driven tools	5
Implementing a structural approach in preschool number activities. Principles of an intervention program reflected in learning	5
Is counting hindering learning? An investigation into children’s proficiency with simple addition and their flexibility with mental computation strategies	5