Journal of Mathematics Teacher Education

Papers
(The H4-Index of Journal of Mathematics Teacher Education is 12. 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 2022-05-01 to 2026-05-01.)
ArticleCitations
Elementary teachers’ noticing of equitable practices through lesson study35
Processes of recontextualizing a curriculum reform into mathematics teacher education29
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model23
Exploring preservice teachers’ problem-solving with fractopia: A dynamic digital tool developed to support semiotic mediation in fraction learning22
Noticing-as-design: generating new possibilities for teacher noticing19
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure18
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback17
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice15
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles15
Researching the expertise of mathematics teacher educators in initial teacher education settings15
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs15
Secondary mathematics preservice teachers’ perceptions of program (in)coherence13
Exploring teacher educators’ selection of critical events to support noticing for equity12
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction12
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity12
Framing connections between secondary and advanced mathematics in ways that help teachers reflect on the potential utility of disciplinary knowledge12
The effect of multiple representations-based and problem-based instruction in linear algebra on pre-service teachers' dimensions of understanding and self-efficacy perceptions12
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