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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Mathematics teacher learning to notice: a systematic review of studies of video-based programs
Rossella Santagata, Johannes König, Thorsten Scheiner, et al.
ZDM (2021) Vol. 53, Iss. 1, pp. 119-134
Open Access | Times Cited: 159

Showing 26-50 of 159 citing articles:

Lifting noticing: critical events that mathematics teacher educators notice during coaching cycles
Julie M. Amador, Ryan Gillespie, Jennifer Kruger, et al.
Journal of Mathematics Teacher Education (2025)
Closed Access
Secondary Mathematics Student Teachers’ Professional Noticing Skills of Attending to and Interpreting Student Mathematical Thinking: Differences Across Focused Video Analysis Experiences
J. Matt Switzer, Dawn Teuscher
Investigations in Mathematics Learning (2025), pp. 1-17
Closed Access
Developing pre-service teachers' noticing skills in mathematics PBL contexts: Effects of a video-based teacher education course
Sha Li, Chunxia Qi, Ruisi Li, et al.
Acta Psychologica (2025) Vol. 255, pp. 104962-104962
Closed Access
Knowing what matters: Short introductory texts support pre-service teachers‘ professional vision of tutoring interactions
Monika Martin, Meg Farrell, Tina Seidel, et al.
Teaching and Teacher Education (2023) Vol. 124, pp. 104014-104014
Open Access | Times Cited: 12
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument
Alina Alwast, Katrin Vorhölter
Educational Studies in Mathematics (2021) Vol. 109, Iss. 2, pp. 263-285
Open Access | Times Cited: 23
Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking
Victoria R. Jacobs, Susan B. Empson, Naomi Jessup, et al.
Journal of Mathematics Teacher Education (2022) Vol. 27, Iss. 3, pp. 295-324
Closed Access | Times Cited: 17
From coursework to fieldwork: How do teacher candidates enact and adapt core practices for instructional scaffolding?
Gøril Brataas, Inga Staal Jenset
Teaching and Teacher Education (2023) Vol. 132, pp. 104206-104206
Open Access | Times Cited: 9
Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!
Monika Martin, Meg Farrell, Tina Seidel, et al.
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 15
Tools for supporting teacher noticing about classroom video in online professional development
Sarah Larison, Jennifer Richards, Miriam Gamoran Sherin
Journal of Mathematics Teacher Education (2022) Vol. 27, Iss. 2, pp. 139-161
Open Access | Times Cited: 15
The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning
Isabel Eßling, Maria Todorova, Cornelia Sunder, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104250-104250
Open Access | Times Cited: 8
Teachers’ noticing to promote students’ mathematical dialogue in group work
Marie Sjöblom, Paola Valero, Clas Olander
Journal of Mathematics Teacher Education (2022) Vol. 26, Iss. 4, pp. 509-531
Open Access | Times Cited: 13
An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
Meg Farrell, Monika Martin, Alexander Renkl, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 12
The Link Between Expertise, the Cognitive Demands of Teacher Noticing and, Experience in Teaching Mathematics in Secondary Schools
Anton Bastian, Gabriele Kaiser, Dennis K. Meyer, et al.
International Journal of Science and Mathematics Education (2023) Vol. 22, Iss. 2, pp. 257-282
Open Access | Times Cited: 7
Conversations about annotations during coaching cycles: Analysis of coaches’ facilitation to support teacher participation
Ryan Gillespie, Julie M. Amador
Teaching and Teacher Education (2024) Vol. 140, pp. 104463-104463
Closed Access | Times Cited: 2
Characteristics of mathematics coaches’ suggestions to teachers
Julie M. Amador, Ryan Gillespie, Jeffrey Choppin, et al.
Mathematical Thinking and Learning (2024), pp. 1-27
Closed Access | Times Cited: 2
Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities
Anna Maria Arias, Sarah Fick, Amanda Benedict‐Chambers
Teaching and Teacher Education (2024) Vol. 144, pp. 104585-104585
Closed Access | Times Cited: 2
Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis
Meg Farrell, Monika Martin, Ricardo Böheim, et al.
Instructional Science (2024) Vol. 52, Iss. 6, pp. 879-917
Open Access | Times Cited: 2
Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings
Benzi Slakmon, Rotem Abdu
International Journal of Computer-Supported Collaborative Learning (2024) Vol. 19, Iss. 2, pp. 137-155
Open Access | Times Cited: 2
A model for investigating and developing mathematics teachers' noticing of argumentation
Michal Ayalon
Teaching and Teacher Education (2024) Vol. 148, pp. 104683-104683
Closed Access | Times Cited: 2
Harnessing Asynchronous Digital Simulations of Problem-based Lessons to Support Mathematics Teachers’ Professional Development: A Design-based Approach
Gil Schwarts, Patricio Herbst, Amanda M. Brown
International Journal of Science and Mathematics Education (2024)
Open Access | Times Cited: 2
Changes in noticing multiple dimensions in classroom situations among pre-service mathematics teachers
Sigal-Hava Rotem, Michal Ayalon
Teaching and Teacher Education (2022) Vol. 121, pp. 103932-103932
Closed Access | Times Cited: 12
Promoting mathematical dialogue: students’ and teachers’ listening, questioning and participation
Marie Sjöblom
(2022)
Open Access | Times Cited: 11
Interpretation of Students’ Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers
Macarena Larraín, Gabriele Kaiser
Journal für Mathematik-Didaktik (2022) Vol. 43, Iss. 1, pp. 39-66
Open Access | Times Cited: 11
Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups
Tina Seidel, Meg Farrell, Monika Martin, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 11
Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers
Sigal-Hava Rotem, Michal Ayalon
Journal of Mathematics Teacher Education (2023) Vol. 27, Iss. 4, pp. 579-605
Closed Access | Times Cited: 6

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