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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:

Learning to Lead: an Approach to Mathematics Teacher Leader Development
Hilda Borko, Janet Carlson, Rebecca Deutscher, et al.
International Journal of Science and Mathematics Education (2021) Vol. 19, Iss. S1, pp. 121-143
Closed Access | Times Cited: 22

Showing 22 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
Constraints and Opportunities of Co-Designing an Interdisciplinary MathCityMap Trail
Janka Medová, Veronika Bočková, Silvia Haringová, et al.
Education Sciences (2025) Vol. 15, Iss. 4, pp. 410-410
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
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
Conceptualizing content-related PD facilitator expertise
Susanne Prediger, Bettina Rösken-Winter, Rebekka Stahnke, et al.
Journal of Mathematics Teacher Education (2021) Vol. 25, Iss. 4, pp. 403-428
Open Access | Times Cited: 13
Roles, Identities and Interactions of Various Participants in Mathematics Teacher Collaboration
Ronnie Karsenty, Shelley Dole, Stéphane Clivaz, et al.
New ICMI studies series (2024), pp. 135-202
Open Access | Times Cited: 1
Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth
Meredith Park Rogers, Amanda Berry, Konrad Krainer, et al.
International Journal of Science and Mathematics Education (2021) Vol. 19, Iss. S1, pp. 167-180
Open Access | Times Cited: 8
Productive Disciplinary Engagement as a Framework to Support Mathematics Teacher Leaders
Rebekah Elliott, Kristin Lesseig
Investigations in Mathematics Learning (2022) Vol. 15, Iss. 1, pp. 29-49
Closed Access | Times Cited: 5
Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program
Michael Jarry-Shore, Victoria Delaney, Hilda Borko
Investigations in Mathematics Learning (2022) Vol. 15, Iss. 1, pp. 67-84
Closed Access | Times Cited: 5
Professional Development for Teaching Mathematics with Technology: Fostering Teacher and Facilitator Noticing
Daniel Thurm, Patrick Ebers, Bärbel Barzel
Mathematics education in the digital era (2022), pp. 1-29
Closed Access | Times Cited: 5
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
Teachers’ engagement with student mathematical agency and authority in school-based professional learning
Elizabeth Dyer, Michael Jarry-Shore, Alissa Fong, et al.
Teaching and Teacher Education (2022) Vol. 121, pp. 103881-103881
Open Access | Times Cited: 4
Content-focused coaches' opportunities for professional learning: The influence of positionality in coach discourse
Britnie Delinger Kane, Evthokia Stephanie Saclarides
Teaching and Teacher Education (2022) Vol. 121, pp. 103889-103889
Closed Access | Times Cited: 3
Research publication and design trends in mathematics‐specific teacher leadership: A systematic review
Courtney K. Baker, Stefanie D. Livers, Margret Hjalmarson, et al.
School Science and Mathematics (2024)
Open Access
Noticing struggle during collaborative problem-solving in the middle-school mathematics classroom
Michael Jarry-Shore, Alexander Richardson
Journal of Mathematics Teacher Education (2024)
Closed Access
Empowering emerging teacher leaders: insights from a self-study community of practice
Brandon M. Butler, Rose Caraballo, D. Schunn Christian, et al.
Teachers and Teaching (2024), pp. 1-19
Closed Access
Learning to leverage teachers’ ideas: facilitators’ growth in moderation practices with simultaneously strong goal focus and participant focus
Birte Pöhler-Friedrich, Susanne Prediger, Gil Schwarts, et al.
Journal of Mathematics Teacher Education (2024)
Open 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
Professional Learning Opportunities for Teachers of the Early Years in Algebra Teaching: A Study on the Practice of a Teacher Educator
Miriam Criez Nobrega Ferreira, João Pedro da Ponte, Alessandro Jacques Ribeiro
Acta Scientiae (2023) Vol. 25, Iss. 2, pp. 1-32
Open Access | Times Cited: 1
Mathematics Learning Experience at the Basic School and Its Influence on One’s Program of Choice at the Institution Higher of Learning
Seth Amoako Atta, Lauren Jeneva Clark, Ebenezer Bonyah
Golden Ratio of Social Science and Education (2023) Vol. 3, Iss. 1, pp. 36-49
Open Access | Times Cited: 1
Exploring the Impact of Problem-Based Learning Approach on Students’ Performance in Solving Mathematical Problems under Circles (Geometry)
Yaw Ackaah Mensah, Evans Atteh, Augustine Boadi, et al.
Journal of Education Society and Behavioural Science (2022), pp. 35-47
Open Access | Times Cited: 2
The practices of middle leaders of mathematics: alignment of their goals and activities
Colleen Vale, Anne Roche, Jill Cheeseman, et al.
School Leadership and Management (2023) Vol. 43, Iss. 3, pp. 238-260
Open Access
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