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 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
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
What might diversity mean in JMTE?13
What do mathematicians wish to teach teachers about the discipline of mathematics?12
Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers12
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
Analyzing the development of children’s thinking: a review of “learning and teaching early math: the learning trajectories approach”10
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
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
Mathematics teacher professional learning and teacher education practices7
Reflecting on the aims and scopes of JMTE: Considerations for prospective authors7
Noticing to learn from lesson study: the role of critical events6
Acknowledgement of reviewers6
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
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
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
0.086591005325317