ZDM-Mathematics Education

Papers
(The H4-Index of ZDM-Mathematics Education is 22. 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 2020-05-01 to 2024-05-01.)
ArticleCitations
Transformation of the mathematics classroom with the internet105
Mathematics teacher learning to notice: a systematic review of studies of video-based programs93
Expanding on prior conceptualizations of teacher noticing79
Teaching with digital technology77
Will 2020 be remembered as the year in which education was changed?67
Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research60
Teacher noticing from a sociopolitical perspective: the FAIR framework for anti-deficit noticing48
Exploring the terrains of mathematics teacher noticing47
Flipped classroom as a reform-oriented approach to teaching mathematics43
Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices40
Empirical research on problem solving and problem posing: a look at the state of the art37
Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning32
Towards a more comprehensive model of teacher noticing31
Mathematics textbooks and curriculum resources as instruments for change30
When bibliometrics met mathematics education research: the case of instrumental orchestration26
Examining primary students’ mathematical problem-solving in a programming context: towards computationally enhanced mathematics education26
Lesson study in a blended approach to support isolated teachers in teaching with technology26
Transition to digital resources as a critical process in teachers’ trajectories: the case of Anna’s documentation work25
Research on early childhood mathematics teaching and learning25
Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences24
Preservice teachers’ beliefs and intentions about integrating mathematics teaching and learning ICTs in their classrooms23
The relationship between mathematical practice and mathematics pedagogy in mathematics education research23
Philosophy of mathematical practice: a primer for mathematics educators22
Mathematical practices, in theory and practice22
Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project22
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