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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:

Combining material- and community-based implementation strategies for scaling up: the case of supporting low-achieving middle school students
Susanne Prediger, Claudia Fischer, Christoph Selter, et al.
Educational Studies in Mathematics (2018) Vol. 102, Iss. 3, pp. 361-378
Closed Access | Times Cited: 20

Showing 20 citing articles:

Developing digital formative assessment for deep conceptual learning goals: Which topic-specific research gaps need to be closed?
Corinna Hankeln, Ulf Kroehne, Lea Voss, et al.
Educational Technology Research and Development (2025)
Open Access
Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning
Alix Richter, Julia Bruns, Hedwig Gasteiger
Journal für Mathematik-Didaktik (2025) Vol. 46, Iss. 1
Open Access
Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth
Susanne Prediger, Jennifer Dröse, Rebekka Stahnke, et al.
Journal of Mathematics Teacher Education (2022) Vol. 26, Iss. 4, pp. 481-508
Open Access | Times Cited: 21
Towards a research base for implementation strategies addressing mathematics teachers and facilitators
Bettina Rösken-Winter, Rebekka Stahnke, Susanne Prediger, et al.
ZDM (2021) Vol. 53, Iss. 5, pp. 1007-1019
Open Access | Times Cited: 24
Implementation-related research in mathematics education: the search for identity
Boris Koichu, Mario Sánchez Aguilar, Morten Misfeldt
ZDM (2021) Vol. 53, Iss. 5, pp. 975-989
Open Access | Times Cited: 19
Conjecturing is not all
Susanne Prediger
EDeR Educational Design Research (2024) Vol. 8, Iss. 1
Open Access | Times Cited: 2
The relationships among between-class ability grouping, teaching practices, and mathematics achievement: a large-scale empirical analysis
Cheng Yong Tan, Clive Dimmock
Educational Studies (2020) Vol. 48, Iss. 4, pp. 471-489
Open Access | Times Cited: 16
Using and Developing Content-Related Theory Elements for Explaining and Promoting Teachers’ Professional Growth in Collaborative Groups
Susanne Prediger
New ICMI studies series (2024), pp. 277-300
Open Access | Times Cited: 1
The Use of a Diagnostic Competence Model About Children’s Operation Sense for Criterion-Referenced Individual Feedback in a Large-Scale Formative Assessment
Andreas Schulz, Timo Leuders, Ulrike Rangel
Journal of Psychoeducational Assessment (2019) Vol. 38, Iss. 4, pp. 426-444
Closed Access | Times Cited: 8
Course Coordinator Orientations Toward their Work and Opportunities for Professional Development
Antonio Estevan Martinez, Jessica Gehrtz, Chris Rasmussen, et al.
Innovative Higher Education (2021) Vol. 47, Iss. 2, pp. 327-346
Closed Access | Times Cited: 6
Mathematics coordinators as school team PD leaders before and during COVID-19
Orit Cohen-Nissan, Zehavit Kohen
Teaching and Teacher Education (2022) Vol. 121, pp. 103921-103921
Open Access | Times Cited: 4
Untersuchung der Effekte spezifischer Designelemente in Online-Fortbildungen: Am Beispiel von Systematisierungsvideos für die Entwicklung fachdidaktischen Wissens
Anke Wischgoll, Susanne Prediger
Zeitschrift für Erziehungswissenschaft (2024) Vol. 27, Iss. 3, pp. 715-737
Open Access
Produktives Fördern im inklusiven Mathematikunterricht
Uta Häsel-Weide, Marcus Nührenbörger
Springer eBooks (2024), pp. 97-113
Closed Access
Professional Development Programs as Drivers of Improvement in Implemented Mathematics Curricula: Do They Work?
Andreas Ryve, Paul Cobb
Springer international handbooks of education (2024), pp. 633-653
Closed Access
Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities
Christian Büscher
International Electronic Journal of Mathematics Education (2021) Vol. 16, Iss. 3, pp. em0643-em0643
Open Access | Times Cited: 3
An Innovation’s Path to Mathematics Textbooks: A Retrospective Analysis of the Successful Scaling of the Swedish PUMP Project
Johan Prytz, Linda Marie Ahl, Uffe Thomas Jankvist
Implementation and Replication Studies in Mathematics Education (2022) Vol. 2, Iss. 2, pp. 241-288
Open Access | Times Cited: 2
Implementation research as a task for subject-matter education disciplines: Co-constructive, content-related, and research-based
Susanne Prediger
Research in Subject-matter Teaching and Learning (RISTAL) (2022) Vol. 5, Iss. 1, pp. 4-23
Open Access | Times Cited: 2
A matematikai nevelés kutatásának aktuális irányzatai Recent Trends of Research on Mathematics Education
Csaba Csíkos, Attila Pásztor, Attila Rausch, et al.
Magyar Tudomány (2020)
Open Access | Times Cited: 1
Nutzungsverhalten von Lehrkräften bei der Implementierung einer physikdidaktisch innovativen Unterrichtskonzeption
Judith Breuer, Christoph Vogelsang, Peter Reinhold
Zeitschrift für Didaktik der Naturwissenschaften (2022) Vol. 28, Iss. 1
Open Access | Times Cited: 1
Knowledge Transfer in Geography - Reconstructing implicit orientations of Teacher Trainers in exchange processes with researchers using the example of the subject Geography
Lasse Jakobs, Rainer Mehren, Janis Fögele, et al.
Research in Subject-matter Teaching and Learning (RISTAL) (2022) Vol. 5, Iss. 1, pp. 125-143
Open Access
Expertise für Fachunterricht an Schulen in besonderen Lagen. Fachdidaktische Perspektiven
Susanne Prediger
(2022)
Open Access
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