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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:

Exploring prospective teachers’ noticing of students' understanding through micro-case videos
Fadime Ulusoy, Erdinç Çakıroğlu
Journal of Mathematics Teacher Education (2020) Vol. 24, Iss. 3, pp. 253-282
Open Access | Times Cited: 18

Showing 18 citing articles:

Investigation of prospective mathematics teachers’ noticing of student thinking related to probability
Dilek GİRİT YILDIZ, Esila Müftüoğlu
Turkish Journal of Education (2025) Vol. 14, Iss. 1, pp. 93-118
Open Access
Learning to teach through noticing: a bibliometric review of teacher noticing research in mathematics education during 2006–2021
Yicheng Wei, Qiaoping Zhang, Jing Guo, et al.
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 12
Prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos
Fadime Ulusoy
Teaching and Teacher Education (2020) Vol. 94, pp. 103103-103103
Closed Access | Times Cited: 30
Providing a video-case-based professional development environment for prospective mathematics teachers to notice students’ misconceptions in measurement
Dilek GİRİT YILDIZ, Aslıhan Osmanoğlu, Funda Gündoğdu Alaylı
Journal of Mathematics Teacher Education (2022)
Closed Access | Times Cited: 13
Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills
Mustafa Güler, Rukiye Didem Taylan, Müjgan Baki, et al.
International Electronic Journal of Mathematics Education (2023) Vol. 18, Iss. 2, pp. em0737-em0737
Open Access | Times Cited: 2
Facilitating a Sustainable Transformation of Sociomathematical Norms Through Mathematical Modeling Activities
Arzu Aydoğan Yenmez, Ayhan Kürşat Erbaş
International Journal of Science and Mathematics Education (2022) Vol. 21, Iss. 3, pp. 761-785
Closed Access | Times Cited: 3
Animations and depictions as a tool to improve pre-service elementary teachers noticing of students mathematical thinking
Sümeyra Doğan Coşkun
Journal of Pedagogical Research (2024)
Open Access
Supporting prospective mathematics teachers in noticing students' proportional reasoning
Sinem Baş-Ader, Engin Ader, Rukiye Didem Taylan
Journal of Mathematics Teacher Education (2024)
Closed Access
Matematik Öğretmen Adaylarının Öğrencilerin Aritmetik Ortalamaya Yönelik Düşünüşünü Fark Etme Becerilerinin Geliştirilmesi: Bir Öğretim Deneyi
Reyhan Tekin-Sitrava, Neşe Şahin, Nafiye Sümeyye Çopur, et al.
Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi/Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi (2024)
Open Access
Nurturing Pre-Service Teachers’ Professional Noticing Skills Through Pedagogies of Practice
Büşra ÇAYLAN ERGENE, Mine Işıksal-Bostan
International Journal of Science and Mathematics Education (2024)
Closed Access
Preparing middle and high school teachers for teaching mathematical modeling: building curriculum vision and trust through curricular and professional noticing
Rui Kang, Amy B. Ellis
Journal of Mathematics Teacher Education (2024)
Closed Access
Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length
Büşra ÇAYLAN ERGENE, Mine Işıksal-Bostan
European Journal of Science and Mathematics Education (2021) Vol. 10, Iss. 1, pp. 50-70
Open Access | Times Cited: 3
Prospective primary teachers’ initial mathematical problem-solving knowledge
Juan Luis Piñeiro, Olive Chapman, Elena Castro-Rodríguez, et al.
International Journal of Mathematical Education in Science and Technology (2022) Vol. 55, Iss. 8, pp. 1914-1937
Closed Access | Times Cited: 2
Professional Identity Development During Video Cases Discussions: Does It Make a Difference Whether Teacher Candidates Focus Their Own Videos or Experts’ Videos?
Deniz Atal, Raziye Sancar
International Journal of Contemporary Educational Research (2022) Vol. 9, Iss. 4, pp. 738-750
Open Access | Times Cited: 2
Teaching experiment as professional development activity: interpretation of student thinking
Arzu Aydoğan Yenmez
International Journal of Mathematical Education in Science and Technology (2021) Vol. 53, Iss. 11, pp. 3066-3091
Closed Access | Times Cited: 1
Examination of Pre-Service Middle School Mathematics Teachers' Noticing Skills Regarding the Argumentation Process in their Lessons
Berna Tataroğlu Taşdan, Melike Yiğit Koyunkaya, Ayşe Tekin Dede
Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi (2023) Vol. 11, Iss. 2, pp. 220-244
Open Access
Video kulübü aracılığıyla öğrencinin matematiksel düşünmesine dayalı öğretmenin fark etmesinin desteklenmesi
Gülşah ÖZDEMİR BAKİ, Levent Akgün
Turkish Journal of Education (2023), pp. 1-23
Open Access
Examination of a middle School mathematics preservice teacher’s interpretation skills
Ebru Ersari
e-Kafkas Eğitim Araştırmaları Dergisi (2021) Vol. 8, Iss. 2, pp. 413-437
Open Access
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