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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:

Tools for supporting teacher noticing about classroom video in online professional development
Sarah Larison, Jennifer Richards, Miriam Gamoran Sherin
Journal of Mathematics Teacher Education (2022) Vol. 27, Iss. 2, pp. 139-161
Open Access | Times Cited: 15

Showing 15 citing articles:

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 persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility
Anthony Matranga, Jason Silverman
Journal of Mathematics Teacher Education (2025)
Closed Access
Secondary Mathematics Student Teachers’ Professional Noticing Skills of Attending to and Interpreting Student Mathematical Thinking: Differences Across Focused Video Analysis Experiences
J. Matt Switzer, Dawn Teuscher
Investigations in Mathematics Learning (2025), pp. 1-17
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
How Does Online Professional Development Program Enriched with Collaborative Discussion Develop Teachers’ Noticing Skills?
Reyhan Tekin-Sitrava, Zeynep Özel, Mine Işıksal-Bostan, et al.
International Journal of Science and Mathematics Education (2024)
Closed Access | Times Cited: 3
Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations
Sylvia Gabel, Özün Keskin, Andreas Gegenfurtner
Zeitschrift für Erziehungswissenschaft (2024)
Open Access | Times Cited: 3
Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings
Benzi Slakmon, Rotem Abdu
International Journal of Computer-Supported Collaborative Learning (2024) Vol. 19, Iss. 2, pp. 137-155
Open Access | Times Cited: 2
Individual learning paths mastering teachers’ professional vision
Manuel Oellers, Robin Junker, Manfred Holodynski
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Using Digital Video Recordings in Class Activities for Enhancing Mathematics Pre-Service Teachers’ Reflective Thinking
Wajeeh Daher, Nimer Baya’a, Otman Jaber, et al.
International Journal of Interactive Mobile Technologies (iJIM) (2024) Vol. 18, Iss. 13, pp. 20-36
Open Access | Times Cited: 1
Selective memory may be at play during written reflection: analysis of the noticing of mathematics teacher-researchers
Tikva Ovadiya
Reflective Practice (2024), pp. 1-22
Open Access
¿Cómo atienden, interpretan y deciden futuras maestras al interactuar con el pensamiento algebraico de niñas? El caso de las igualdades numéricas
Eder Pinto, Juan Luis Piñeiro, Camila Cortés, et al.
PNA (2024) Vol. 18, Iss. 5, pp. 495-521
Open Access
Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video‐based online learning
Jinglei Yu, Shengquan Yu, Ling Chen
British Journal of Educational Technology (2024)
Closed Access
Pengembangan Media E-Booklet Gen, DNA, Kromosom untuk Kelas XII SMA
Rizki Oktaviani Oktaviani, Asriah Nurdini Mardiyyaningsih, Wolly Candramila
Diklabio Jurnal Pendidikan dan Pembelajaran Biologi (2024) Vol. 8, Iss. 1, pp. 76-88
Open Access
Evaluating the performance of ChatGPT and GPT-4o in coding classroom discourse data: A study of synchronous online mathematics instruction
Simin Xu, Xiaowei Huang, Chung Kwan Lo, et al.
Computers and Education Artificial Intelligence (2024), pp. 100325-100325
Open Access
The right answer for the wrong reason: how prospective teachers leverage pedagogical opportunities
Andrew Kercher, Canan Güneş, Rina Zazkis
Research in Mathematics Education (2024), pp. 1-16
Closed Access
A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments
Allison W. McCulloch, Lara K. Dick, Jennifer N. Lovett
School Science and Mathematics (2023) Vol. 123, Iss. 7, pp. 348-361
Closed Access | Times Cited: 1
SYSTEMATIC LITERATURE REVIEW (SLR) OF TECHNOLOGY IN MATHEMATICS LEARNING DURING THE LAST DECADE
Ratnah Kurniati, Sigit Sugiarto, Lestari Lestari
MaPan (2023) Vol. 11, Iss. 2, pp. 386-402
Open Access | Times Cited: 1
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