Journal of Mathematics Teacher Education

Papers
(The TQCC of Journal of Mathematics Teacher Education is 4. 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.)
ArticleCitations
The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers15
Analysis of the final comments provided by a knowledgeable other in lesson study13
Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter writing initiative13
I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake?11
(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs10
The role of teacher identity in teacher self-efficacy development: the case of Katie10
An emerging community in online mathematics teacher professional development: an interactional perspective9
Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning8
“It was smart when:” Supporting prospective teachers’ noticing of students’ mathematical strengths8
Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation8
Teacher time outs in rehearsals: in-service teachers learning ambitious mathematics teaching practices8
How linguistic features and patterns of discourse moves influence authority structures in the mathematics classroom7
The mathematics teacher in shadow education: a new area of focus in teacher education7
The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development7
High school mathematics teachers' changes in beliefs and knowledge during lesson study7
Prospective Elementary Mathematics Specialists’ developing instructional practices: support and mentorship during an authentic residency6
Teacher voices from an online elementary mathematics community: examining perceptions of professional learning6
Processes of decision-making by mathematics PD facilitators: the role of resources, orientations, goals, and identities6
Leveraging prospective teachers’ knowledge through their participation in lesson study6
Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation6
Doing the math together: coaches’ professional learning through engagement in mathematics6
Productive ambiguity in unconventional representations: “what the fraction is going on?”5
Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth5
How elementary prospective teachers use three fraction models: their perceptions and difficulties5
A framework for selecting strategies for whole-class discussions5
The dimensions of prospective elementary and middle school teachers’ problem posing for integer addition and subtraction5
Modelling lessons for more than imitation: investigating teachers’ reactions and decompositions of unfamiliar practices5
Using scripting tasks to reveal mathematics teacher candidates'  resources for responding to student errors5
Conducting research in the time of pandemic: A pause or an opportunity?5
Who teaches mathematics content courses for prospective elementary teachers in the USA? Results of a second national survey5
Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment5
Teachers’ knowledge of student mathematical thinking in written instructional products5
Critical moments: pre-service mathematics teachers’ narrative arcs and mathematical orientations over 20 years5
Prospective elementary mathematics teachers’ noticing of childrens’ mathematics: a focus on extending moves5
Factor analysis and psychometric evaluation of the mathematical modeling attitude scale for teachers of mathematics4
Self-efficacy, practices, and their relationships; the impact of a professional development program for mathematics teachers4
Kyouzaikenkyuu: an exploration of Japanese mathematics teachers’ daily planning practices4
STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study4
Preservice mathematics teachers’ conceptions of mathematically rich and contextually realistic problems4
Investigating peer-assessment strategies for mathematics pre-service teacher learning on formative assessment4
Interactional production of deficit talk in a professional development for mathematics teachers4
Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking4
Special educators’ knowledge of student mathematical thinking4
Coach learning to help teachers learn to enact conceptually rich, student-focused mathematics lessons4
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