OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Mathematics Teacher Education 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 2022-01-01 to 2026-01-01.)

Article	Citations
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	28
Investigating how secondary prospective teachers plan to launch cognitively demanding tasks	26
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure	21
Processes of recontextualizing a curriculum reform into mathematics teacher education	20
Noticing-as-design: generating new possibilities for teacher noticing	19
Elementary teachers’ noticing of equitable practices through lesson study	15
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model	14
Researching the expertise of mathematics teacher educators in initial teacher education settings	14
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice	13
The effect of multiple representations-based and problem-based instruction in linear algebra on pre-service teachers' dimensions of understanding and self-efficacy perceptions	12
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles	11
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs	11
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction	11
Secondary mathematics preservice teachers’ perceptions of program (in)coherence	10
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity	10
Developing practice-based educative mentoring with secondary mathematics mentor teachers	10
Exploring the identities of hybrid mathematics teacher educators	10
Exploring teacher educators’ selection of critical events to support noticing for equity	10
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective	10
Moving forward while looking back	9
Teachers’ perceptions of less successfully organized professional development practices in mathematics: A study of nine secondary schools in Shanghai, China	9
JMTE, 27(6), November 2024 The knowing-doing duality: a characteristic of mathematics teachers' professional work	8
Supporting prospective mathematics teachers in noticing students' proportional reasoning	8
Studying complex phenomena in mathematics teacher education	8
How elementary prospective teachers use three fraction models: their perceptions and difficulties	8

Teachers’ noticing to promote students’ mathematical dialogue in group work	7
Correction: On designing better structures for feedback in practice‑based professional development: Using “failure” to innovate	7
Mathematics teacher persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility	7
Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia	7
Preparing middle and high school teachers for teaching mathematical modeling: building curriculum vision and trust through curricular and professional noticing	7
Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions	6
Creating a space for them through autoethnography	6
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	6
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers	6
The professional identities of prospective mathematics teachers who teach through programming	6
First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification	6
High school mathematics teachers' noticing of inequitable talk	6
Tools and resources for mathematics teaching and mathematics teacher education	6
Examining preservice teachers’ bar model representations for solving word problems involving fractions	6
Knowledge, disposition and the capacity for instruction: An optional mathematics course for preservice teachers	6
Theorizing critical events to support mathematics teachers’ noticing	6
Teacher attitudes towards streaming in mathematics education	6
The interplay between teachers’ goals and instructional moves in supporting students’ mathematical reasoning	5
Handling the diversity of research on mathematics teacher education	5
Listening to learn: investigating how teacher leaders elicit and attend to students’ mathematical thinking in clinical interviews	5
Mathematics teacher educators’ self-identifications and cross-disciplinary research tendencies: implications for boundary crossing and identity transformations	5
Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers	5
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?	5
Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers	5
Mathematics teacher educator noticing: developing computer-assisted, ecological investigation of critical environmental cues	5
Centering on power relations in collaboration among mathematics teacher educator-researchers	5
The learning and teaching of algebra. Ideas, insights, and activities: Abraham Arcavi, Paul Drjvers, and Kaye Stacey (2017)	5
Revisiting “Radical Equations: Civil Rights from Mississippi to the Algebra Project" by Robert P. Moses and Charles E. Cobb, Jr.	4
Knowledge-in-action for crafting mathematics problems in realistic contexts	4
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining	4
Learning to teach ambitiously: a multiple case study of practicing teachers’ experimentation with enablers and extenders	4
Lesson study beyond its initial adaptation: a case without external support	4
Computational thinking practices as tools for creating high cognitive demand mathematics instruction	4
Teacher noticing of students’ mathematical thinking through a silent video task in the context of slope	4
Promoting access to learning: the experiences of early-career teachers in the USA	4
Considering theoretical and methodological eclecticism within JMTE	4
Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation	4
Investigating teachers’ understanding through topic modeling: a promising approach to studying teachers’ knowledge	4
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies	4
“So I don’t have to switch up who I am”: Experiences and perspectives of Black Language-speaking mathematics teachers on teaching that supports Black linguistic justice	3
Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness	3
Emergent mathematical worlds from teacher knowing in whole-class discourse: using an enactivist lens on the teaching of exponential functions	3
The effects of functional moves in teacher questioning on students’ contextualization of mathematical word problem solving	3
Teaching 3D geometry with dynamic environments in upper secondary classes: How to help students combine empirical perception and theoretical deduction?	3
Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study	3
Conceptions of teaching and justice as pivotal to mathematics teacher educators’ thinking about mathematical knowledge for teaching	3
Introducing the role of being an advocate in mathematics teacher education	3
A routine for supporting mathematics teacher educators’ collective inquiry into their teaching practices	3
Mathematics teacher educators’ discussion practice	3
Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment	3

Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools	2
Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma	2
Acknowledgement of reviewers	2
Out-of-field mathematics teachers: an investigation into their confidence, knowledge and understanding of rational numbers	2
Teacher actions that shape mathematical argumentation in the classroom	2
Theorising context in mathematics teaching and teacher education	2
Studying a mathematics teacher’s documentational and identity trajectories over time	2
LGBTQ+ Life conditions: a landscape of investigation in mathematics education	2
Learning to teach across departments: an ecological perspective on the learning experiences of mathematics pre-service teachers	2
Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions	2
Exploring the unique and diverse global contexts of teacher learning and practice	2
Analyzing the development of children’s thinking: a review of “learning and teaching early math: the learning trajectories approach”	2
On designing better structures for feedback in practice-based professional development: Using “failure” to innovate	2
Open mathematical tasks conceived, designed, and reflected upon by preservice elementary teachers	2
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis	2
Doing the math together: coaches’ professional learning through engagement in mathematics	2
Networking two theoretical frames of variation in a problem-solving-based mathematics instruction task design	2
Objects of study in research on mathematics teacher education	2
A framework for conceptualising pre-service mathematics teachers’ learning across the contexts of coursework and school placement	2
Facilitating collaborative inquiry into practice around artifacts of mathematics teaching	2
‘Things haven’t gone the way I thought they’d go’: secondary mathematics teachers talk about trialling a problem-solving pedagogy	2
Salience and feasibility of enacting rough draft math: Teachers’ voices about productive and powerful variations	2
Investigating the interrelationships of technological pedagogical readiness using PLS-SEM: A study of primary mathematics teachers in China	2
How often and when teachers should teach with challenging tasks: the role of motivational beliefs	2
Exploring teachers’ eye-tracking data and professional noticing when viewing a 360 video of elementary mathematics	1
Developing mathematical thinking skills through technology-based learning: a review of “technology-enabled mathematics education: optimising student engagement”	1
Mathematics teachers’ noticing of critical events associated with argumentation	1
Teacher support of collective argumentation in mathematics classrooms: insights from an afterschool program	1
Missing link: how teachers’ understanding of student common struggles is key to their instructional response	1
A bibliometric review of studies on mathematics teacher professional development with an emphasis on mathematics coaching research	1
Some mathematicians’ perceived and envisioned instructional relationships in secondary teaching and teaching secondary teachers	1
Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language	1
Enacting multilingual learner core practices: a PST’s approximations of practice of mathematics language routines	1
Correction to: Political conocimiento in teaching mathematics: mathematics teacher candidates enacting their ethical identities	1
Primary school teachers’ practices for fostering embodied abstraction in geometry	1
Editorial	1
Correction to: Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective	1
A mixed method quasi-experimental study on transforming preservice teachers’ mathematics anxiety and teaching self-efficacy beliefs	1
The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning	1
Building a thinking classroom: a case study of implementation and professional growth	1
Review of the book “Inquiry in university mathematics teaching and learning: the PLATINIUM project”	1
Influence of pre-service primary school teachers’ prior knowledge of measurement and measurement estimation in solving modelling problems	1
Reviewing the theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning, by Luis Radford	1
The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson	1
Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources	1
Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers	1
US and Chinese elementary teachers’ noticing of cross-cultural mathematics videos	1
Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education	1
Teacher leaders' noticing of argumentative orchestration	1
Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms	1
Reasoning with ratios as multiplicative comparisons	1
Pre-service mathematics teachers’ competencies in designing mathematical modeling tasks	1
Teachers’ noticing of proportional reasoning	1
A framework for selecting strategies for whole-class discussions	1
Teacher positioning impact on students’ learning opportunities in multilingual mathematics classrooms	1
From a classroom situation to teacher interaction: a multilayered conceptualization of representations of practice for mathematics teacher learning	1
Mathematics teachers’ interpretations of students’ perceptions of the classroom learning environment: opportunities for inquiry	1
The landscape of US elementary mathematics teacher education: course requirements for mathematics content and methods	1
From mistakes, we learn? Mathematics teachers’ epistemological and positional framing of mistakes	1