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:
Noticing student thinking under pressure in primary mathematics and science lessons
Dan Jazby, Wanty Widjaja, Lihua Xu, et al.
International Journal of Science and Mathematics Education (2022) Vol. 21, Iss. 2, pp. 645-666
Open Access | Times Cited: 10
Dan Jazby, Wanty Widjaja, Lihua Xu, et al.
International Journal of Science and Mathematics Education (2022) Vol. 21, Iss. 2, pp. 645-666
Open Access | Times Cited: 10
Showing 10 citing articles:
Responsive mathematics teaching and mathematics teacher noticing: a systematic review in early childhood and primary education
́Àngel Alsina, Nataly Pincheira, Berta Barquero, et al.
Mathematics Education Research Journal (2025)
Open Access
́Àngel Alsina, Nataly Pincheira, Berta Barquero, et al.
Mathematics Education Research Journal (2025)
Open Access
Elementary School Science teachers’ Enactment of Epistemic Empathy as a Responsive Teaching Strategy for students’ Negative Epistemic Emotions During Scientific Sense-Making
Sally B. Gutierez, Moonhyun Han
Journal of Science Teacher Education (2025), pp. 1-20
Closed Access
Sally B. Gutierez, Moonhyun Han
Journal of Science Teacher Education (2025), pp. 1-20
Closed Access
A Review of Analytic Frameworks for Noticing in Mathematics and Science: Comparing Noticing Frameworks Across Disciplines and over Time
Julie M. Amador, Tracy L. Weston
International Journal of Science and Mathematics Education (2024) Vol. 22, Iss. 8, pp. 1739-1760
Open Access | Times Cited: 3
Julie M. Amador, Tracy L. Weston
International Journal of Science and Mathematics Education (2024) Vol. 22, Iss. 8, pp. 1739-1760
Open Access | Times Cited: 3
Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations
Tracy L. Weston, Julie M. Amador
School Science and Mathematics (2023) Vol. 123, Iss. 7, pp. 293-308
Closed Access | Times Cited: 5
Tracy L. Weston, Julie M. Amador
School Science and Mathematics (2023) Vol. 123, Iss. 7, pp. 293-308
Closed Access | Times Cited: 5
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
Edmund Aspbury-Miyanishi
Professional Development in Education (2024), pp. 1-13
Open Access | Times Cited: 1
Positioning video in classroom research: Ontological and epistemic tensions
Man Ching Esther Chan, Dan Jazby
Learning Culture and Social Interaction (2022) Vol. 37, pp. 100669-100669
Closed Access | Times Cited: 3
Man Ching Esther Chan, Dan Jazby
Learning Culture and Social Interaction (2022) Vol. 37, pp. 100669-100669
Closed Access | Times Cited: 3
Teachers’ use of digital textbooks in mathematics and science education
Helena Johansson, Anna-Karin Westman, Malin Norberg, et al.
LUMAT International Journal on Math Science and Technology Education (2024) Vol. 12, Iss. 3, pp. 10-10
Open Access
Helena Johansson, Anna-Karin Westman, Malin Norberg, et al.
LUMAT International Journal on Math Science and Technology Education (2024) Vol. 12, Iss. 3, pp. 10-10
Open Access
Drawing meaning from student-generated drawings: exploring chemistry teachers’ noticing
Hanna Stammes, L.G.A. de Putter Smits
Chemistry Education Research and Practice (2024)
Open Access
Hanna Stammes, L.G.A. de Putter Smits
Chemistry Education Research and Practice (2024)
Open Access
Research on Supporting the Endeavour of Mathematics Teaching: Professional Learning and Beyond
Jana Višňovská, Raewyn Eden, Lorraine Gaunt, et al.
(2024), pp. 279-308
Closed Access
Jana Višňovská, Raewyn Eden, Lorraine Gaunt, et al.
(2024), pp. 279-308
Closed Access
‘But, is it supposed to be a straight line?’ Scaffolding students’ experiences with pressure sensors and material resistance in a high school biology classroom
Natalya St. Clair, A. Lynn Stephens, Hee‐Sun Lee
International Journal of Science Education (2023) Vol. 46, Iss. 8, pp. 815-838
Open Access | Times Cited: 1
Natalya St. Clair, A. Lynn Stephens, Hee‐Sun Lee
International Journal of Science Education (2023) Vol. 46, Iss. 8, pp. 815-838
Open Access | Times Cited: 1
