Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers
Anton Bastian, Gabriele Kaiser, Dennis K. Meyer, et al.
Educational Studies in Mathematics (2021) Vol. 110, Iss. 2, pp. 205-232
Open Access | Times Cited: 51

Showing 1-25 of 51 citing articles:

Teacher noticing in inclusive mathematics education: Analyzing its structure and expert-novice differences using a novel video-based test instrument
Johannes König, Gabriele Kaiser, Anton Bastian, et al.
Research Square (Research Square) (2025)
Closed Access | Times Cited: 1
The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes
Xinrong Yang, Gabriele Kaiser
Current Opinion in Behavioral Sciences (2022) Vol. 48, pp. 101225-101225
Open Access | Times Cited: 29
Teacher noticing in mathematics education: a review of recent developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
ZDM (2023) Vol. 56, Iss. 2, pp. 249-264
Open Access | Times Cited: 17
Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths
Thorsten Scheiner
Educational Studies in Mathematics (2023) Vol. 114, Iss. 1, pp. 35-61
Open Access | Times Cited: 14
Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education
Anton Bastian, Johannes König, Jonas Weyers, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
Investigating Student Noticing of Quantitative Reasoning in Introductory Biology Labs
Jeremy L. Hsu, Sara Gartland, Joelle Prate, et al.
CBE—Life Sciences Education (2025) Vol. 24, Iss. 1
Open Access
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective
Alf Coles, Tracy Helliwell
Journal of Mathematics Teacher Education (2025)
Closed Access
Examining Mathematics Teachers Noticing the Rationality: Scenario-Based Training with AI Chatbot
Selen Galiç, Selin Urhan, Şenol Dost, et al.
Science & Education (2025)
Open Access
Mathematics teacher educators’ instructional modifications: A cultural-comparative study using a Czech mathematics classroom video
Samet Okumuş, Naďa Vondrová
Mathematics Education Research Journal (2025)
Closed Access
Development of classroom management competencies throughout teacher education: a longitudinal study
Jasmin L. Bauersfeld, Bernadette Gold, Manfred Holodynski
Teacher Development (2025), pp. 1-21
Open Access
Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma
Sigal-Hava Rotem
Journal of Mathematics Teacher Education (2025)
Closed Access
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
Exploring prospective mathematics teachers’ noticing of primary students’ higher order thinking through learning video cases
Restu Lusiana, Cholis Sa’dijah, Subanji Subanji, et al.
AIP conference proceedings (2025) Vol. 3142, pp. 020044-020044
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
Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach
Jonas Weyers, Charlotte Krämer, Kai Kaspar, et al.
Teaching and Teacher Education (2023) Vol. 138, pp. 104426-104426
Open Access | Times Cited: 10
Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach
Sebastian Brumann, Ulrike Ohl, Johannes Schulz
Sustainability (2022) Vol. 14, Iss. 6, pp. 3544-3544
Open Access | Times Cited: 13
Professional Vision and the Compensatory Effect of a Minimal Instructional Intervention: A Quasi-Experimental Eye-Tracking Study With Novice and Expert Teachers
Ann-Sophie Grub, Antje Biermann, Doris Lewalter, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 13
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
Examining the role played by resources, goals and orientations in primary teachers’ decision- making for problem-solving lesson plans
José Luis Lupiáñez, Daniela Olivares, Isidoro Segovia
ZDM (2024) Vol. 56, Iss. 6, pp. 1153-1167
Open Access | Times Cited: 2
A comparison of two simulated classrooms for teaching elementary school mathematics: Cartoon Classroom and Bear Classroom
Yung‐Chi Lin
Technology Pedagogy and Education (2024) Vol. 33, Iss. 2, pp. 149-164
Closed Access | Times Cited: 1
Comparing competency-oriented student activities between expert and novice teachers in China: Insights from an epistemic network analysis (ENA)
Chunxia Qi, Haili Liang, Siyu Zuo, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
Adapting german instruments and validating their use to measure chilean mathematics teachers’ professional competence
Farzaneh Saadati, Macarena Larraín, Anton Bastian, et al.
Journal of Curriculum Studies (2024) Vol. 56, Iss. 4, pp. 413-431
Closed Access | Times Cited: 1
Auf die Lehrperson und ihren Unterricht kommt es an. Zehn Jahre empirische Professions- und Unterrichtsforschung im IZeF der Universität zu Köln

Waxmann Verlag GmbH eBooks (2024)
Open Access | Times Cited: 1
The perception of affordances; towards an ecological-enactive model of teacher noticing, expertise and development
Edmund Aspbury-Miyanishi
Professional Development in Education (2024), pp. 1-13
Open Access | Times Cited: 1
Teacher Noticing in Mathematics Education: A Review of Recent Developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
Perspektiven der Mathematikdidaktik (2024), pp. 103-133
Closed Access | Times Cited: 1
Page 1 - Next Page

Scroll to top