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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:

Which research can support PD facilitators? Strategies for content-related PD research in the Three-Tetrahedron Model
Susanne Prediger, Bettina Rösken-Winter, Timo Leuders
Journal of Mathematics Teacher Education (2019) Vol. 22, Iss. 4, pp. 407-425
Open Access | Times Cited: 56

Showing 1-25 of 56 citing articles:

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
Teaching Mathematics in a Context of Lockdown: A Study Focused on Teachers’ Praxeologies
Gilles Aldon, Annalisa Cusi, Florian Schacht, et al.
Education Sciences (2021) Vol. 11, Iss. 2, pp. 38-38
Open Access | Times Cited: 48
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
ChatGPT in didactical tetrahedron, does it make an exception? A case study in mathematics teaching and learning
Dadan Dasari, Agus Hendriyanto, Sani Sahara, et al.
Frontiers in Education (2024) Vol. 8
Open Access | Times Cited: 5
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
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
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
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
A review of lesson study in mathematics education from 2015 to 2022: implementation and impact
Meixia Ding, Rongjin Huang, Catherine Pressimone Beckowski, et al.
ZDM (2023) Vol. 56, Iss. 1, pp. 87-99
Closed Access | Times Cited: 7
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
Documenting professional learning focused on implementing high-quality instructional materials in mathematics: the AIM–TRU learning cycle
John Lawson Russell, Joseph DiNapoli, Eileen Murray
International Journal of STEM Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 9
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
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
Contexts, Forms and Outcomes of Mathematics Teacher Collaboration
Cristina Esteley, Rongjin Huang, Maria Mellone, et al.
New ICMI studies series (2024), pp. 69-134
Open Access | Times Cited: 1
Teacher Educators’ Activity Aiming to Support Inquiry Through Mathematics and Science Teacher Collaboration
Chrissavgi Triantafillou, Giorgos Psycharis, Despina Potari, et al.
International Journal of Science and Mathematics Education (2021) Vol. 19, Iss. S1, pp. 21-37
Closed Access | Times Cited: 11
Adaptive Tasks as a Differentiation Strategy in the Mathematics Classroom: Features from Research and Teachers’ Views
Thomas Bardy, Lars Holzaepfel, Timo Leuders
Mathematics teacher education and development (2021) Vol. 23, Iss. 3
Closed Access | Times Cited: 9
Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?
Julia Bruns, Maike Hagena, Hedwig Gasteiger
Teaching and Teacher Education (2023) Vol. 132, pp. 104270-104270
Open Access | Times Cited: 3
The Mathematics Teacher in the Digital Era: International Research on Professional Learning and Practice
Anna Baccaglini‐Frank, Giulia Lisarelli
Research in Mathematics Education (2023) Vol. 26, Iss. 3, pp. 596-601
Closed Access | Times Cited: 3
Facilitators’ adaptation practices of curriculum material resources for professional development courses
Nikola Leufer, Susanne Prediger, Peter Mahns, et al.
International Journal of STEM Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 9
Implementing professional development programs for mathematics teachers at scale: what counts as success?
Ronnie Karsenty
ZDM (2021) Vol. 53, Iss. 5, pp. 1021-1033
Closed Access | Times Cited: 8
Teacher Facilitation of Elementary Science Discourse after a Professional Development Initiative
Hilda Borko, Florencia Gómez Zaccarelli, Emily Reigh, et al.
The Elementary School Journal (2021) Vol. 121, Iss. 4, pp. 561-585
Closed Access | Times Cited: 7
Learning opportunities experienced by mathematics teachers: unveiling actions and role of the teacher educator during a formative process
Márcia Aguiar, Eduardo Goedert Doná, Vania Batista Flose Jardim, et al.
Acta Scientiae (2021) Vol. 23, Iss. 4, pp. 112-140
Open Access | Times Cited: 7
The servants of two discourses: how novice facilitators draw on their mathematics teaching experience
Gil Schwarts, Avital Elbaum-Cohen, Birte Pöhler, et al.
Educational Studies in Mathematics (2022) Vol. 112, Iss. 2, pp. 247-266
Closed Access | Times Cited: 5
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
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