ZDM-Mathematics Education

Papers
(The TQCC of ZDM-Mathematics Education is 6. 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.)
ArticleCitations
The role and significance of the World Federation of National Mathematics Competitions in the International Mathematics Education Community57
Two students’ mathematical thinking and activity across representational registers in a combinatorial setting49
Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention47
Correction: Mathematics education research on language and on communication including some distinctions: where are we now?39
Dialogues Between Theoretical Approaches in Mathematics Education Research: A Systematic Review39
Mathematical creativity in modelling: further development of the construct, its measurement, and its empirical implementation39
Problem solving in mathematics education: tracing its foundations and current research-practice trends38
Encouraging research on recursive thinking through the lens of a model of the spread of contagious diseases33
Structured mathematical modelling in an authentic scientific-engineering context32
Public engagement of underserved students with open civic data30
International comparative studies in mathematics education: a scoping review of the literature from 2014 to 202327
Encountering ideas about teaching and learning mathematics in undergraduate mathematics courses27
Teaching tactics supporting beginner modelling in upper secondary26
Common spaces matter: curricular experiences through mathematics with young prisoners and prospective teachers25
The role of teacher professional networks in Egypt’s mathematics education reform25
Ways researchers can use teacher noticing to inform the conceptualization of a complex teaching practice24
Mathematics teachers’ noticing of argumentation within small groups23
Different lenses on distributions and the integration of context knowledge in data-ing processes of primary school students22
Different cognitive mechanisms for process-open and process-constrained problem solving21
First encounter with constructing graphs in the functional thinking approach to school algebra in 3rd and 4th grades21
History of mathematics in the context of mathematics teachers’ education: a dialogical/ethical perspective20
From the historical text to the classroom session: analysing the work of teachers-as-designers20
Roles of technologies for future teaching in a pandemic: activity, agency, and humans-with-media19
Systematic review of learning trajectories in early mathematics19
The MTSK model as a tool for designing tasks for teacher education19
Comparison of secondary mathematics textbooks on the topic of equations in Australia, China, Singapore, England, and the United States19
Comprehension of argumentation in mathematical text: what is the role of interest?18
Primary students’ learning about citizenship through data science18
Inclusive citizenship through mathematics education: a conceptual investigation17
Acting on totalities of infinite processes: constructing facets of an object conception17
Prospective Secondary Teachers’ Emergent Knowledge and Beliefs: Inquiry-Oriented Differential Equations Contributing to Teacher Preparation17
Studying while anxious: mathematics anxiety and the avoidance of solving practice problems during exam preparation in college calculus16
Sourcing mathematical meaning as a dialogic process: meaning-focused and language-focused repairs16
Formative Assessment in Mathematics Education: A Systematic Review16
Does school teaching experience matter in teaching prospective secondary mathematics teachers? Perspectives of university-based mathematics teacher educators16
Emotions in mathematics learning: a systematic review and meta-analysis16
Investigating a teacher-perspective on pedagogical mathematical practices: possibilities for using mathematical practice to develop pedagogy in mathematical coursework16
Connecting mathematics to STEM education: interdisciplinary teaching and learning facilitation15
Strengthening mathematical orientation: how university mathematics courses can gain relevance for pre-service teachers15
Technology maker practices in mathematics learning in STEM contexts: a case in Brazil and two cases in Canada14
Seeds of algebraic thinking: a Knowledge in Pieces perspective on the development of algebraic thinking14
Acknowledgements to reviewers 202214
Experts’ intuitive mathematical discourses about integration in complex analysis13
Young students’ engagement with data to create decision trees13
Systematic Review of Research on Pedagogical Content Knowledge in Mathematics: Insights from a Topic-Specific Approach13
Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures13
Incouple numbers and dedómetros: listening for meaning in bilingual children’s mathematical lexical inventions13
Generalisation in students with autism spectrum disorder: an exploratory study of strategies12
Edmond Halley and Apollonius: second-order historical knowledge in mathematics education12
Traits of generalization of problem solution methods exhibited by potential mathematically gifted students when solving problems in a selection process12
The role of textbooks in the implementation of curriculum development: a comparative study through the lens of Chinese and Indonesian teachers’ views12
Fifth graders’ learning to solve equations: the impact of early arithmetic strategies12
A review of lesson study in mathematics education from 2015 to 2022: implementation and impact12
Three embodied voices speaking on/to research on language, mathematics, and the learner12
Emotions and motivation in mathematics education: Where we are today and where we need to go11
Problem posing or mathematical modeling? The process of expert instructional design11
On understanding mathematical problem-posing processes11
Spatial modelling in second grade: creating crab colonies11
Relevant mathematical modelling efforts for understanding COVID-19 dynamics: an educational challenge11
The quality of digital curriculum resources for mathematics in German educational policy11
Exploring students’ mathematical discussions in a multi-level hybrid learning environment11
Pre-service mathematics teachers’ experiences and insights into the benefits and challenges of using explanatory videos in flipped modelling education10
Primary source projects as textbook replacements: a commognitive analysis10
Expert-novice differences in mathematics teachers’ noticing: a mobile eye-tracking case study10
Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching10
Preparing prospective secondary teachers to teach mathematical reasoning and proof: the case of the role of examples in proving10
Empirical research on creativity in mathematics (education): from the wastelands of psychology to the current state of the art10
Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning10
Teacher education for mathematical modelling: exploring the experiences of secondary school teachers in two courses9
Conceptualizing teachers’ interactions with resources in crossing languages and cultures9
The Learner’s Perspective Study Methodology: a legacy for future researchers9
Keeping pace with innovations in data visualizations: A commentary for mathematics education in times of crisis9
Mathematical problem posing of elementary school students: the impact of task format and its relationship to problem solving9
Promoting a set-oriented way of thinking in a U.S. High School discrete mathematics class: a case study9
Metacognitive activities in high school students’ mathematical modelling: findings from an epistemic network analysis9
Moving beyond reflection and toward disruption in the post-field context of mathematics teacher education9
What is mathematics teaching talk for? A response based on three sites of practice in mathematics education9
Spatial-temporal-enactive structuring in combinatorial enumeration9
Correction to: Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geo8
Openness in mathematical modelling: do experiences of competence and autonomy mediate the effects of an intervention on modelling problems on task values and cost?8
Effects of observation mode on ratings of teaching quality in secondary mathematics classrooms8
Acknowledgements to reviewers 20258
The role of M (mathematical worlds) in HPM (history and pedagogy of Mathematics) and in STEM (science, technology, engineering, mathematics)8
Factors influencing Japanese pre-service teachers’ self-efficacy in teaching mathematical modelling8
Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews8
The impact of COVID-19 on the format and nature of academic conferences in mathematics education8
Examining the key factors affecting teachers’ translation of a theoretical framework from English into a native language: the Turkish case8
Algebraic reasoning in years 5 and 6: classifying its emergence and progression using reverse fraction tasks8
Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course8
The relationships of preservice teachers’ dispositions and noticing of technology-integrated mathematics teaching activities8
Recent developments in using digital technology in mathematics education8
Curriculum and mathematical coherence: exploring the tensions in teaching and learning number8
Identifying and describing generic, specific, and catalytic enablers of mathematical modelling7
Probabilistic literacy and reasoning of prospective secondary school teachers when interpreting media news7
Conceptualizing functional relationships in an augmented reality environment: connecting real and virtual worlds7
ZIZO: a history-based approach to mathematics teacher education7
The Iberoamerican mathematics olympiad, competition and community7
Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: an empirical investigation of teachers’ perspectives7
The collective use of the discipline of noticing to inform pedagogic actions7
Trends in mathematics education and insights from a meta-review and bibliometric analysis of review studies7
Futures for Post-Pandemic Mathematics Teacher Education: responsiveness and responsibility in the Face of a Crisis7
Correction: Common spaces matter: curricular experiences through mathematics with young prisoners and prospective teachers7
First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study7
Publisher Correction: Professionalisation for inclusive mathematics–teacher education programs and changes in pre-service teachers’ beliefs and self-efficacy7
Citizens’ data-ing with contemporary data in their daily life7
Assessment in mathematics: a study on teachers’ practices in times of pandemic7
Designing an instrument to measure the development of techno-mathematical literacies in an innovative mathematics course for future engineers in STEM education7
Teacher learning about collaborative learning: a case study7
Tales of research initiatives on university-level mathematics and primary historical sources6
Working with an instructional video on mathematical modeling: upper-secondary students’ perceived advantages and challenges6
How visualization and argumentation are articulated in research on teaching and learning geometry6
Fostering expansive noticing practices through video-based professional development in college mathematics6
Correction to: Generic dimensions of teaching quality: the german framework of three Basic Dimensions6
Metacognitive control during problem solving at early ages in programming tasks using a floor robot6
Multilingual Mathematics Education: an analysis of a Mexican research-based Master’s degree course developed in the Questioning the World Paradigm6
What Have We Learned About Modelling and Assessing Mathematics Teachers’ Competence?–Insights from a Literature Review6
High-quality use of representations in the mathematics classroom – a matter of the cultural perspective?6
Teachers: what authority do they possess in the development of the curriculum6
Design of a pattern and correspondence unit to foster functional thinking in an elementary mathematics textbook6
The Brazilian Public Schools Math Olympics (OBMEP): 15 years promoting social mobility through academic achievement6
On the relationship between school mathematics and university mathematics: a comparison of three approaches6
Profiles of Chinese mathematics teachers’ teaching beliefs and their effects on students’ achievement6
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