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OpenAlex Citation Counts

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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:

Education of Mathematics Teacher Educators
Ruhama Even, Konrad Krainer, Rongjin Huang
Springer eBooks (2020), pp. 258-262
Closed Access | Times Cited: 11

Showing 11 citing articles:

How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model
Mayssa Hayeen-Halloun, Michal Ayalon
Journal of Mathematics Teacher Education (2025)
Open Access
Processes of decision-making by mathematics PD facilitators: the role of resources, orientations, goals, and identities
Ronnie Karsenty, Birte Pöhler, Gil Schwarts, et al.
Journal of Mathematics Teacher Education (2021) Vol. 26, Iss. 1, pp. 27-51
Closed Access | Times Cited: 18
Manipulatives in Mathematics Education
Maria Giuseppina Bartolini, Francesca Martignone
Springer eBooks (2020), pp. 487-494
Closed Access | Times Cited: 19
Feasibility Test of Articulate Storyline 3 Learning Media Based on Local Wisdom for Optimizing Students’ Algebraic Thinking Skills
Wian Azrillia, Rina Oktaviyanthi, Khotimah Khotimah, et al.
PAEDAGOGIA (2024) Vol. 27, Iss. 1, pp. 1-1
Open Access | Times Cited: 1
Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses
Yingkang Wu, Stephen Hwang, Jinfa Cai
International Journal of Science and Mathematics Education (2016) Vol. 15, Iss. 7, pp. 1365-1384
Closed Access | Times Cited: 11
Facilitators’ adaptation practices of curriculum material resources for professional development courses
Nikola Leufer, Susanne Prediger, Peter Mahns, et al.
International Journal of STEM Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 9
Mathematics Teachers Educator specialized knowledge model
Federica Ferretti, Francesca Martignone, Luis J. Rodríguez‐Muñiz
Zetetiké (2021) Vol. 29, pp. e021001-e021001
Open Access | Times Cited: 4
“But this is not mathematics!”—mathematicians and secondary teachers explore the affordances of tertiary mathematics for teaching secondary probability
Alon Pinto, Jason Cooper
ZDM (2023) Vol. 55, Iss. 4, pp. 883-896
Closed Access | Times Cited: 1
Supporting Secondary Mathematics Teacher Educators in China: Challenges and Opportunities
Yingkang Wu, Jinfa Cai
Research in mathematics education (2021), pp. 321-341
Closed Access | Times Cited: 2
Berufsbegleitende Lehrerbildung als Profession verstehen – Konzeption eines Weiterbildungsmasterstudiengangs für Fort- und Ausbildende von Mathematiklehrpersonen
Anke Lindmeier, Thomas Riecke-Baulecke, Bärbel Barzel
Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik (2018), pp. 435-452
Closed Access | Times Cited: 1
What aspects can characterize the specialised knowledge of a mathematics teacher educator?
Francesca Martignone, Federica Ferretti, Luis J. Rodríguez‐Muñiz
Educación matemática (2022) Vol. 34, Iss. 3, pp. 301-328
Open Access | Times Cited: 1
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