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 2021-11-01 to 2025-11-01.)

Article	Citations
Investigating how secondary prospective teachers plan to launch cognitively demanding tasks	24
In-the-moment discussions during launch rehearsals: an analysis of participation, substance, and structure	23
Noticing-as-design: generating new possibilities for teacher noticing	19
Processes of recontextualizing a curriculum reform into mathematics teacher education	19
Elementary teachers’ noticing of equitable practices through lesson study	17
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model	15
Researching the expertise of mathematics teacher educators in initial teacher education settings	13
A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback	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
Prospective and in-service teachers’ use of pedagogical mathematical practices in approximations of teaching practice	12
Correction to: Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles	11
Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction	11
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective	10
Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs	10
Secondary mathematics preservice teachers’ perceptions of program (in)coherence	10
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity	9
Exploring teacher educators’ selection of critical events to support noticing for equity	9
Studying complex phenomena in mathematics teacher education	8
Moving forward while looking back	8
Developing practice-based educative mentoring with secondary mathematics mentor teachers	8
How elementary prospective teachers use three fraction models: their perceptions and difficulties	8
Teachers’ perceptions of less successfully organized professional development practices in mathematics: A study of nine secondary schools in Shanghai, China	8
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
Exploring the identities of hybrid mathematics teacher educators	8

Mathematics teacher persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility	7
Preparing middle and high school teachers for teaching mathematical modeling: building curriculum vision and trust through curricular and professional noticing	7
Teachers’ noticing to promote students’ mathematical dialogue in group work	7
Creating a space for them through autoethnography	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
Theorizing critical events to support mathematics teachers’ noticing	6
Correction: On designing better structures for feedback in practice‑based professional development: Using “failure” to innovate	6
Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions	6
Teacher attitudes towards streaming in mathematics education	6
Examining preservice teachers’ bar model representations for solving word problems involving fractions	6
Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia	6
The professional identities of prospective mathematics teachers who teach through programming	6
High school mathematics teachers' noticing of inequitable talk	6
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
Mathematics teacher educators’ self-identifications and cross-disciplinary research tendencies: implications for boundary crossing and identity transformations	5
Tools and resources for mathematics teaching and mathematics teacher education	5
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study	5
Handling the diversity of research on mathematics teacher education	5
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers	5
Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers	5
The interplay between teachers’ goals and instructional moves in supporting students’ mathematical reasoning	5
The learning and teaching of algebra. Ideas, insights, and activities: Abraham Arcavi, Paul Drjvers, and Kaye Stacey (2017)	5
Knowledge, disposition and the capacity for instruction: An optional mathematics course for preservice teachers	5
Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?	4
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies	4
Teacher noticing of students’ mathematical thinking through a silent video task in the context of slope	4
Learning to teach ambitiously: a multiple case study of practicing teachers’ experimentation with enablers and extenders	4
Centering on power relations in collaboration among mathematics teacher educator-researchers	4
Investigating teachers’ understanding through topic modeling: a promising approach to studying teachers’ knowledge	4
Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining	4
Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation	4
Listening to learn: investigating how teacher leaders elicit and attend to students’ mathematical thinking in clinical interviews	4
Promoting access to learning: the experiences of early-career teachers in the USA	4
Revisiting “Radical Equations: Civil Rights from Mississippi to the Algebra Project" by Robert P. Moses and Charles E. Cobb, Jr.	4
Lesson study beyond its initial adaptation: a case without external support	4
Considering theoretical and methodological eclecticism within JMTE	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
Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness	3
Computational thinking practices as tools for creating high cognitive demand mathematics instruction	3
“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
Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study	3
The effects of functional moves in teacher questioning on students’ contextualization of mathematical word problem solving	3
Knowledge-in-action for crafting mathematics problems in realistic contexts	3
Teaching 3D geometry with dynamic environments in upper secondary classes: How to help students combine empirical perception and theoretical deduction?	3
Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment	3
Investigating the interrelationships of technological pedagogical readiness using PLS-SEM: A study of primary mathematics teachers in China	3
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis	2

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