Journal of Mathematics Teacher Education

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 2021-04-01 to 2025-04-01.)
ArticleCitations
Processes of recontextualizing a curriculum reform into mathematics teacher education30
Noticing in the midst of building on a critical event27
Tensions and strengths in the research on Mathematics Teacher Education and Mathematics Teacher practices15
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure14
What might diversity mean in JMTE?13
High school mathematics teachers' noticing of inequitable talk13
Providing a video-case-based professional development environment for prospective mathematics teachers to notice students’ misconceptions in measurement13
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers12
What do mathematicians wish to teach teachers about the discipline of mathematics?12
Analyzing the development of children’s thinking: a review of “learning and teaching early math: the learning trajectories approach”10
Studying a mathematics teacher’s documentational and identity trajectories over time10
First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification10
Evaluating mathematics lessons for cognitive demand: Applying a discursive lens to the process of achieving inter-rater reliability10
Correction to: Political conocimiento in teaching mathematics: mathematics teacher candidates enacting their ethical identities9
Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources9
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback9
Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education9
Open mathematical tasks conceived, designed, and reflected upon by preservice elementary teachers9
Researching the expertise of mathematics teacher educators in initial teacher education settings9
Investigating how secondary prospective teachers plan to launch cognitively demanding tasks9
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study9
Teacher attitudes towards streaming in mathematics education9
Conceptualizing content-related PD facilitator expertise8
The complexity of mathematics teacher educator expertise8
Mathematics teacher professional learning and teacher education practices7
Reflecting on the aims and scopes of JMTE: Considerations for prospective authors7
Tools and resources for mathematics teaching and mathematics teacher education7
An asset-based perspective on prospective teacher education7
Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers7
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model7
Promoting teachers’ awareness about mathematics, its teaching and learning7
Doing the math together: coaches’ professional learning through engagement in mathematics7
Acknowledgement of reviewers6
Noticing to learn from lesson study: the role of critical events6
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs5
Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools5
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction5
Mathematics teacher educators’ documents, praxeologies, and beliefs: a holistic model5
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice5
Secondary mathematics preservice teachers’ perceptions of program (in)coherence5
Preservice elementary teachers’ mathematical achievement and attitudes: A study of blended learning5
Embracing local insights for global advancement5
Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers5
Leveraging prospective teachers’ knowledge through their participation in lesson study4
Using MKT measures for cross-national comparisons of teacher knowledge: case of Slovakia and Norway4
Interactional production of deficit talk in a professional development for mathematics teachers4
Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions4
Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning4
The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson4
The role of teacher identity in teacher self-efficacy development: the case of Katie4
Tools for supporting teacher noticing about classroom video in online professional development4
Teachers’ press for contextualization to ground students’ mathematical understanding of ratio4
Promotion and offering in professional development programmes for mathematics teachers: What happens when there’s a mismatch?4
Examining technology-supported teacher responding and students’ written mathematical explanations4
The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers4
Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles3
Handling the diversity of research on mathematics teacher education3
Multidimensionality as a feature of the research in mathematics teacher education: different targets to be noticed and different lenses to describe and explain3
Objects of study in research on mathematics teacher education3
The mathematics teacher in shadow education: a new area of focus in teacher education3
Developing practice-based educative mentoring with secondary mathematics mentor teachers3
Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma3
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies3
Some mathematicians’ perceived and envisioned instructional relationships in secondary teaching and teaching secondary teachers2
Learning to teach ambitiously: a multiple case study of practicing teachers’ experimentation with enablers and extenders2
How often and when teachers should teach with challenging tasks: the role of motivational beliefs2
Contradicting activity systems–learning from large-scale interventions that fail to change mathematics teaching practice as intended2
An exploratory study of the relation between teachers’ implicit theories and teacher noticing2
Centering on power relations in collaboration among mathematics teacher educator-researchers2
Facilitating collaborative inquiry into practice around artifacts of mathematics teaching2
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining2
Salience and feasibility of enacting rough draft math: Teachers’ voices about productive and powerful variations2
Culturally crafted Lesson Study to improve teachers' professional development in mathematics: a case study in Italian secondary school2
Political Conocimiento in Teaching Mathematics: mathematics teacher candidates enacting their ethical identities2
Investigating teachers’ understanding through topic modeling: a promising approach to studying teachers’ knowledge2
Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms2
Raising the standards by standardization?2
The role of mathematics teachers' previous professional experiences in their collaborative sensemaking: an ecological perspective2
The time is out of joint. Teacher subjectivity during COVID-192
Contradictions and their manifestations in professional learning communities in mathematics2
On designing better structures for feedback in practice-based professional development: Using “failure” to innovate2
Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation2
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?1
A prospective teacher’s conceptions about the nature of mathematical tasks and professional knowledge within task unfolding1
Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment1
Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation1
Productive ambiguity in unconventional representations: “what the fraction is going on?”1
Understanding the complex work of mathematics teaching1
Supporting prospective mathematics teachers in noticing students' proportional reasoning1
Listening to learn: investigating how teacher leaders elicit and attend to students’ mathematical thinking in clinical interviews1
Reviewing the theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning, by Luis Radford1
Who teaches mathematics content courses for prospective elementary teachers in the USA? Results of a second national survey1
The learning and teaching of algebra. Ideas, insights, and activities: Abraham Arcavi, Paul Drjvers, and Kaye Stacey (2017)1
Primary teachers’ preferred fraction models and manipulatives for solving fraction tasks and for teaching1
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective1
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity1
Considering theoretical and methodological eclecticism within JMTE1
Moving forward while looking back1
LGBTQ+ Life conditions: a landscape of investigation in mathematics education1
Modelling lessons for more than imitation: investigating teachers’ reactions and decompositions of unfamiliar practices1
(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs1
Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth1
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis1
How early career elementary teachers vary in planning mathematics instruction1
Chinese mathematics teachers’ expansive learning in a cross-cultural lesson study1
Influence of pre-service primary school teachers’ prior knowledge of measurement and measurement estimation in solving modelling problems1
Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language1
A framework for selecting strategies for whole-class discussions1
Noticing struggle during collaborative problem-solving in the middle-school mathematics classroom1
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