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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:

Different ways to implement innovative teaching approaches at scale
Katja Maaß, Paul Cobb, Konrad Krainer, et al.
Educational Studies in Mathematics (2019) Vol. 102, Iss. 3, pp. 303-318
Open Access | Times Cited: 63

Showing 1-25 of 63 citing articles:

Factors Influencing Teachers’ Implementation of a Reformed Instructional Model in China from the Theory of Planned Behavior Perspective: A Multiple Case Study
Wenjun Zhao, Ida Ah Chee Mok, Yiming Cao
Sustainability (2019) Vol. 12, Iss. 1, pp. 1-1
Open Access | Times Cited: 86
Professional development for teaching mathematics with technology: a comparative study of facilitators’ beliefs and practices in China and Germany
Daniel Thurm, Shuhui Li, Bärbel Barzel, et al.
Educational Studies in Mathematics (2024) Vol. 115, Iss. 2, pp. 247-269
Closed Access | Times Cited: 7
An attempt to evaluate STEAM project-based instruction from a school mathematics perspective
José Manuel Diego-Mantecón, Theodosia Prodromou, Zsolt Lavicza, et al.
ZDM (2021) Vol. 53, Iss. 5, pp. 1137-1148
Open Access | Times Cited: 40
Mathematical Proficiency as an Output of Enrichment Programs and Pedagogical Preparedness
Louie Jay Caloc, Lovely Joy Luchavez
SSRN Electronic Journal (2025)
Closed Access
Research on the Optimization of English Teaching Mode and Personalized Learning Path in Colleges and Universities Based on Big Data Regression Analysis
Dongmei Li
Applied Mathematics and Nonlinear Sciences (2025) Vol. 10, Iss. 1
Open Access
Implementing educational innovations through facilitators: Cascade model works, yet school contexts matter
Rebekka Stahnke, Dilan Şahin-Gür, Corinna Hankeln, et al.
Studies In Educational Evaluation (2025) Vol. 85, pp. 101456-101456
Open Access
Implementation of Student-Centered Learning: The Case of Kaunas University of Applied Engineering Sciences
Giedrė Adomavičienė, Judita Štreimikienė
Lecture notes in networks and systems (2025), pp. 464-472
Closed 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
Online Mathematics Education during the COVID-19 Pandemic: Didactic Strategies, Educational Resources, and Educational Contexts
Ronnie Videla, Sebastián Rossel, Coralina Muñoz, et al.
Education Sciences (2022) Vol. 12, Iss. 7, pp. 492-492
Open Access | Times Cited: 20
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
Lesson study and open approach development in Thailand: a longitudinal study
Maitree Inprasitha
International Journal for Lesson and Learning Studies (2022) Vol. 11, Iss. 5, pp. 1-15
Open Access | Times Cited: 16
Teachers’ Agency in Technology for Education in Pre- and Post-COVID-19 Periods: A Systematic Literature Review
Anne Pathiranage, Thashmee Karunaratne
Education Sciences (2023) Vol. 13, Iss. 9, pp. 917-917
Open Access | Times Cited: 9
Promoting students’ interest and achievement in mathematics through “King and Queen of Mathematics” initiative
Jimmy Ezekiel Kihwele, Jamila Mkomwa
Journal of Research in Innovative Teaching & Learning (2022) Vol. 16, Iss. 1, pp. 115-133
Open Access | Times Cited: 14
Scaling-up Higher Order Thinking
Anat Zohar
Springer eBooks (2023)
Closed Access | Times Cited: 8
BEING AN INNOVATIVE AND CREATIVE TEACHER: PASSION-DRIVEN PROFESSIONAL DUTY
Vilma Žydžiūnaitė, Ander Arce Alonso
Creativity Studies (2021) Vol. 14, Iss. 1, pp. 125-144
Open Access | Times Cited: 16
Research on Learners and Teachers of Mathematics and Science: Forerunners to a Focus on Teacher Educator Professional Growth
Konrad Krainer, Ruhama Even, Meredith Park Rogers, et al.
International Journal of Science and Mathematics Education (2021) Vol. 19, Iss. S1, pp. 1-19
Open Access | Times Cited: 14
Launching Implementation and Replication Studies in Mathematics Education (IRME)
Uffe Thomas Jankvist, Mario Sánchez Aguilar, Morten Misfeldt, et al.
Implementation and Replication Studies in Mathematics Education (2021) Vol. 1, Iss. 1, pp. 1-19
Open Access | Times Cited: 13
Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates
Manuel Rodríguez‐Martín, Diego Vergara, Pablo Rodríguez‐Gonzálvez
Sustainability (2020) Vol. 12, Iss. 18, pp. 7431-7431
Open Access | Times Cited: 14
Success factors for a national problem-driven program aimed at enhancing affective performance in mathematics learning
Ting-Ying Wang, Fou-Lai Lin, Kai‐Lin Yang
ZDM (2021) Vol. 53, Iss. 5, pp. 1121-1136
Closed Access | Times Cited: 12
Implementing STEM Projects Through the EDP to Learn Mathematics: The Importance of Teachers’ Specialization
José Manuel Diego-Mantecón, Zaira Ortiz-Laso, Teresa F. Blanco
Mathematics education in the digital era (2022), pp. 399-415
Closed Access | Times Cited: 8
The christian religious education teachers’ attitudes toward the five-stage lesson plan framework in Kenya: A gender-based analysis
Victor Okoth Saoke, Collins M. Musafiri, Zachary N. Ndwiga, et al.
Heliyon (2023) Vol. 9, Iss. 8, pp. e19104-e19104
Open Access | Times Cited: 4
Formation of Research Skills of Future Teachers of Mathematics in Solving Olympiad Problems
Shadiyar Altynbekov, Nurgali Ashirbayev, Yerlan Torebe, et al.
Academic Journal of Interdisciplinary Studies (2023) Vol. 12, Iss. 6, pp. 335-335
Open Access | Times Cited: 4
Digital Distance Learning and the Transformation of Vocational Schools From a Qualitative Perspective
Jan Delcker, Dirk Ifenthaler
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 7
Developing Techno-mathematical Literacies in higher technical professional education
Nathalie J. van der Wal
(2020)
Open Access | Times Cited: 9
A critical perspective on TVET teachers’ pedagogical practices: insights into the guiding pedagogical principles in practice
Ugochukwu Chinonso Okolie, Edna Nwanyiuzor Ogwu, Catherine U. Osuji, et al.
Journal of Vocational Education and Training (2021) Vol. 75, Iss. 3, pp. 439-458
Closed Access | Times Cited: 9
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