ZDM-Mathematics Education

Papers
(The TQCC of ZDM-Mathematics Education is 8. 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 2022-08-01 to 2026-08-01.)
ArticleCitations
Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention114
Correction: Mathematics education research on language and on communication including some distinctions: where are we now?93
Neural connectivity in developmental dyscalculia: a resting-state fMRI study using ROI-based and connectome-based approaches77
Student-designed educational resources for Lean: exploring ChatGPT and Retrieval-Augmented Generation76
Adolescents’ motivational beliefs and achievement in mathematics: the role of perceived teacher instrumental and emotional support65
Confronted with mathematics: the impact of pre-service elementary school teachers’ self-concept on emotional and physiological responses to mathematics exposure59
Video tools to support multimodal teacher noticing54
Problem solving in mathematics education: tracing its foundations and current research-practice trends52
Dialogues Between Theoretical Approaches in Mathematics Education Research: A Systematic Review52
Mathematical creativity in modelling: further development of the construct, its measurement, and its empirical implementation49
Teaching tactics supporting beginner modelling in upper secondary43
Different lenses on distributions and the integration of context knowledge in data-ing processes of primary school students42
Ways researchers can use teacher noticing to inform the conceptualization of a complex teaching practice41
Encountering ideas about teaching and learning mathematics in undergraduate mathematics courses41
Computational thinking and AI literacy integration in mathematics education: design principles for curricular and instructional innovations39
Mathematics teachers’ noticing of argumentation within small groups39
First encounter with constructing graphs in the functional thinking approach to school algebra in 3rd and 4th grades38
Structured mathematical modelling in an authentic scientific-engineering context36
Comparison of secondary mathematics textbooks on the topic of equations in Australia, China, Singapore, England, and the United States34
From the historical text to the classroom session: analysing the work of teachers-as-designers32
Common spaces matter: curricular experiences through mathematics with young prisoners and prospective teachers31
Public engagement of underserved students with open civic data30
Systematic review of learning trajectories in early mathematics29
International comparative studies in mathematics education: a scoping review of the literature from 2014 to 202327
The role of teacher professional networks in Egypt’s mathematics education reform27
Motivation counts! The unique contribution of motivation for mathematics to the development of arithmetic fluency in primary school27
History of mathematics in the context of mathematics teachers’ education: a dialogical/ethical perspective24
Strengthening mathematical orientation: how university mathematics courses can gain relevance for pre-service teachers24
Using multimodal learning analytics to study student engagement and teacher noticing in mathematics classroom: two different human-in-the-loop workflows23
Connecting mathematics to STEM education: interdisciplinary teaching and learning facilitation23
Acting on totalities of infinite processes: constructing facets of an object conception22
Prospective Secondary Teachers’ Emergent Knowledge and Beliefs: Inquiry-Oriented Differential Equations Contributing to Teacher Preparation22
Comprehension of argumentation in mathematical text: what is the role of interest?22
Investigating a teacher-perspective on pedagogical mathematical practices: possibilities for using mathematical practice to develop pedagogy in mathematical coursework21
Sourcing mathematical meaning as a dialogic process: meaning-focused and language-focused repairs20
Technology maker practices in mathematics learning in STEM contexts: a case in Brazil and two cases in Canada20
AI-powered learning: exploring secondary school students’ use of ChatGPT for solving mathematical modelling problems20
Roles of technologies for future teaching in a pandemic: activity, agency, and humans-with-media19
The MTSK model as a tool for designing tasks for teacher education19
Studying while anxious: mathematics anxiety and the avoidance of solving practice problems during exam preparation in college calculus17
Emotions in mathematics learning: a systematic review and meta-analysis17
Inclusive citizenship through mathematics education: a conceptual investigation17
Primary students’ learning about citizenship through data science16
Formative Assessment in Mathematics Education: A Systematic Review16
The role of textbooks in the implementation of curriculum development: a comparative study through the lens of Chinese and Indonesian teachers’ views15
Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures15
Acknowledgements to reviewers 202215
Generalisation in students with autism spectrum disorder: an exploratory study of strategies14
Young students’ engagement with data to create decision trees14
Traits of generalization of problem solution methods exhibited by potential mathematically gifted students when solving problems in a selection process14
Incouple numbers and dedómetros: listening for meaning in bilingual children’s mathematical lexical inventions14
Systematic Review of Research on Pedagogical Content Knowledge in Mathematics: Insights from a Topic-Specific Approach13
A review of lesson study in mathematics education from 2015 to 2022: implementation and impact13
Three embodied voices speaking on/to research on language, mathematics, and the learner13
Whole number interference in rational number processing: neuroimaging evidence from decimal comparison13
Emotions and motivation in mathematics education: Where we are today and where we need to go12
Experts’ intuitive mathematical discourses about integration in complex analysis12
Fifth graders’ learning to solve equations: the impact of early arithmetic strategies12
Relevant mathematical modelling efforts for understanding COVID-19 dynamics: an educational challenge12
On understanding mathematical problem-posing processes12
Expert-novice differences in mathematics teachers’ noticing: a mobile eye-tracking case study11
Pre-service mathematics teachers’ experiences and insights into the benefits and challenges of using explanatory videos in flipped modelling education11
Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching11
Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning11
Problem posing or mathematical modeling? The process of expert instructional design11
Spatial modelling in second grade: creating crab colonies11
Keeping pace with innovations in data visualizations: A commentary for mathematics education in times of crisis11
Parental involvement, achievement and motivation: a longitudinal exploration of the interplay between parents’ practices and students’ mathematics achievement and motivation11
The quality of digital curriculum resources for mathematics in German educational policy11
Primary source projects as textbook replacements: a commognitive analysis11
Examining the role of drawing construction and use in mathematical modelling – an eye-tracking study11
Preparing prospective secondary teachers to teach mathematical reasoning and proof: the case of the role of examples in proving11
What is mathematics teaching talk for? A response based on three sites of practice in mathematics education10
Teacher education for mathematical modelling: exploring the experiences of secondary school teachers in two courses10
Complexity of geometrical problems as a function of field-(in)dependency and (a)symmetry of geometry diagrams: an ERP study10
Acknowledgements to reviewers 202510
Moving beyond reflection and toward disruption in the post-field context of mathematics teacher education10
Metacognitive activities in high school students’ mathematical modelling: findings from an epistemic network analysis10
Algebraic reasoning in years 5 and 6: classifying its emergence and progression using reverse fraction tasks10
Adolescents of color have greater mathematics values than White adolescents across gender: Replication evidence across high school and datasets in the U.S.10
Conceptualizing teachers’ interactions with resources in crossing languages and cultures10
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 geo10
Curriculum and mathematical coherence: exploring the tensions in teaching and learning number10
The relationships of preservice teachers’ dispositions and noticing of technology-integrated mathematics teaching activities10
Strategy-based motivation and learner-generated drawing: linking motivation and drawing processes in geometry modelling9
Connecting social support to motivational beliefs in mathematics: domain- and homework-specific expectancy-value profiles9
Factors influencing Japanese pre-service teachers’ self-efficacy in teaching mathematical modelling9
Recent developments in using digital technology in mathematics education9
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 course9
Citizens’ data-ing with contemporary data in their daily life9
Openness in mathematical modelling: do experiences of competence and autonomy mediate the effects of an intervention on modelling problems on task values and cost?9
Interlinking teachers’ beliefs and motivational practices: a cross-country examination of the relationship with students’ motivation in mathematics9
The impact of COVID-19 on the format and nature of academic conferences in mathematics education9
Trends in mathematics education and insights from a meta-review and bibliometric analysis of review studies8
Examining the key factors affecting teachers’ translation of a theoretical framework from English into a native language: the Turkish case8
ZIZO: a history-based approach to mathematics teacher education8
Teachers: what authority do they possess in the development of the curriculum8
Probabilistic literacy and reasoning of prospective secondary school teachers when interpreting media news8
First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study8
Conceptualizing functional relationships in an augmented reality environment: connecting real and virtual worlds8
Publisher Correction: Professionalisation for inclusive mathematics–teacher education programs and changes in pre-service teachers’ beliefs and self-efficacy8
Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: an empirical investigation of teachers’ perspectives8
Identifying and describing generic, specific, and catalytic enablers of mathematical modelling8
Designing an instrument to measure the development of techno-mathematical literacies in an innovative mathematics course for future engineers in STEM education8
Educational choices and mathematical motivation: tracing upper secondary students’ reconstructed trajectories through a narrative and situative lens8
Effects of observation mode on ratings of teaching quality in secondary mathematics classrooms8
Correction to: Generic dimensions of teaching quality: the german framework of three Basic Dimensions8
The collective use of the discipline of noticing to inform pedagogic actions8
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