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:
Evidence-based CPD: Scaling up sustainable interventions
Bettina Rösken-Winter, Celia Hoyles, Sigrid Blömeke
ZDM (2015) Vol. 47, Iss. 1, pp. 1-12
Closed Access | Times Cited: 65
Bettina Rösken-Winter, Celia Hoyles, Sigrid Blömeke
ZDM (2015) Vol. 47, Iss. 1, pp. 1-12
Closed Access | Times Cited: 65
Showing 1-25 of 65 citing articles:
Transforming the mathematical practices of learners and teachers through digital technology
Celia Hoyles
Research in Mathematics Education (2018) Vol. 20, Iss. 3, pp. 209-228
Open Access | Times Cited: 96
Celia Hoyles
Research in Mathematics Education (2018) Vol. 20, Iss. 3, pp. 209-228
Open Access | Times Cited: 96
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
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
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
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
Attention to number: The convergence of numerical magnitude processing, attention, and mathematics in the inferior frontal gyrus
Eric D. Wilkey, Gavin R. Price
Human Brain Mapping (2018) Vol. 40, Iss. 3, pp. 928-943
Open Access | Times Cited: 38
Eric D. Wilkey, Gavin R. Price
Human Brain Mapping (2018) Vol. 40, Iss. 3, pp. 928-943
Open Access | Times Cited: 38
A research-informed web-based professional development toolkit to support technology-enhanced mathematics teaching at scale
Alison Clark‐Wilson, Celia Hoyles
Educational Studies in Mathematics (2018) Vol. 102, Iss. 3, pp. 343-359
Open Access | Times Cited: 33
Alison Clark‐Wilson, Celia Hoyles
Educational Studies in Mathematics (2018) Vol. 102, Iss. 3, pp. 343-359
Open Access | Times Cited: 33
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
Bettina Rösken-Winter, Rebekka Stahnke, Susanne Prediger, et al.
ZDM (2021) Vol. 53, Iss. 5, pp. 1007-1019
Open Access | Times Cited: 24
Supporting teachers’ use of research-based instructional sequences
Paul Cobb, Kara Jackson
ZDM (2015) Vol. 47, Iss. 6, pp. 1027-1038
Closed Access | Times Cited: 29
Paul Cobb, Kara Jackson
ZDM (2015) Vol. 47, Iss. 6, pp. 1027-1038
Closed Access | Times Cited: 29
Vi kan lykkes i realfag
Ann Haavik, Ove Edvard Hatlevik, Julius Kristjan, et al.
(2016)
Open Access | Times Cited: 27
Ann Haavik, Ove Edvard Hatlevik, Julius Kristjan, et al.
(2016)
Open Access | Times Cited: 27
On the instructional model of a blended learning program for developing mathematical knowledge for teaching
Salomé Martínez, Flavio Guíñez, Raúl Zamora, et al.
ZDM (2020) Vol. 52, Iss. 5, pp. 877-891
Closed Access | Times Cited: 25
Salomé Martínez, Flavio Guíñez, Raúl Zamora, et al.
ZDM (2020) Vol. 52, Iss. 5, pp. 877-891
Closed Access | Times Cited: 25
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: 21
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: 21
Collaborative design of a reform-oriented mathematics curriculum: contradictions and boundaries across teaching, research, and policy
Despina Potari, Giorgos Psycharis, Charalampos Sakonidis, et al.
Educational Studies in Mathematics (2018) Vol. 102, Iss. 3, pp. 417-434
Closed Access | Times Cited: 23
Despina Potari, Giorgos Psycharis, Charalampos Sakonidis, et al.
Educational Studies in Mathematics (2018) Vol. 102, Iss. 3, pp. 417-434
Closed Access | Times Cited: 23
Modelling the sustainability of a primary school digital education curricular reform and professional development program
Laila El‐Hamamsy, Emilie-Charlotte Monnier, Sunny Avry, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 3, pp. 2857-2904
Open Access | Times Cited: 6
Laila El‐Hamamsy, Emilie-Charlotte Monnier, Sunny Avry, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 3, pp. 2857-2904
Open Access | Times Cited: 6
Insights into scaling up a nationwide learning and teaching initiative on various levels
Konrad Krainer, Stefan Zehetmeier, Barbara Hanfstingl, et al.
Educational Studies in Mathematics (2018) Vol. 102, Iss. 3, pp. 395-415
Open Access | Times Cited: 20
Konrad Krainer, Stefan Zehetmeier, Barbara Hanfstingl, et al.
Educational Studies in Mathematics (2018) Vol. 102, Iss. 3, pp. 395-415
Open Access | Times Cited: 20
Combining material- and community-based implementation strategies for scaling up: the case of supporting low-achieving middle school students
Susanne Prediger, Claudia Fischer, Christoph Selter, et al.
Educational Studies in Mathematics (2018) Vol. 102, Iss. 3, pp. 361-378
Closed Access | Times Cited: 20
Susanne Prediger, Claudia Fischer, Christoph Selter, et al.
Educational Studies in Mathematics (2018) Vol. 102, Iss. 3, pp. 361-378
Closed Access | Times Cited: 20
Impact of professional development involving modelling on teachers and their teaching
Katja Maaß, Katrin Engeln
ZDM (2018) Vol. 50, Iss. 1-2, pp. 273-285
Closed Access | Times Cited: 19
Katja Maaß, Katrin Engeln
ZDM (2018) Vol. 50, Iss. 1-2, pp. 273-285
Closed Access | Times Cited: 19
Teaching strategies to foster techno-mathematical literacies in an innovative mathematics course for future engineers
Nathalie J. van der Wal, Arthur Bakker, Paul Drijvers
ZDM (2019) Vol. 51, Iss. 6, pp. 885-897
Open Access | Times Cited: 18
Nathalie J. van der Wal, Arthur Bakker, Paul Drijvers
ZDM (2019) Vol. 51, Iss. 6, pp. 885-897
Open Access | Times Cited: 18
Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments
Joanne Blannin, Marian Mahat, Benjamin Cleveland, et al.
Center for Educational Policy Studies Journal (2020) Vol. 10, Iss. 3, pp. 99-116
Open Access | Times Cited: 15
Joanne Blannin, Marian Mahat, Benjamin Cleveland, et al.
Center for Educational Policy Studies Journal (2020) Vol. 10, Iss. 3, pp. 99-116
Open Access | Times Cited: 15
A computational lens on design research
Celia Hoyles, Richard Noss
ZDM (2015) Vol. 47, Iss. 6, pp. 1039-1045
Open Access | Times Cited: 15
Celia Hoyles, Richard Noss
ZDM (2015) Vol. 47, Iss. 6, pp. 1039-1045
Open Access | Times Cited: 15
Erratum to: Enhancing use of learning sciences research in planning for and supporting educational change: Leveraging and building social networks
William R. Penuel, Philip Bell, Bronwyn Bevan, et al.
Journal of Educational Change (2016) Vol. 17, Iss. 2, pp. 279-279
Open Access | Times Cited: 13
William R. Penuel, Philip Bell, Bronwyn Bevan, et al.
Journal of Educational Change (2016) Vol. 17, Iss. 2, pp. 279-279
Open Access | Times Cited: 13
Considering, piloting, scaling and sustaining a research-based precalculus curriculum and professional development innovation
Marilyn P. Carlson, Alan E. O’Bryan, Jeremy F. Strayer, et al.
The Journal of Mathematical Behavior (2024) Vol. 73, pp. 101126-101126
Closed Access | Times Cited: 1
Marilyn P. Carlson, Alan E. O’Bryan, Jeremy F. Strayer, et al.
The Journal of Mathematical Behavior (2024) Vol. 73, pp. 101126-101126
Closed Access | Times Cited: 1
Effectiveness of a lesson study intervention on teacher behaviour and student motivation in physical education lessons
Lars B. Borghouts, Menno Slingerland, Gwen Weeldenburg, et al.
Physical Education and Sport Pedagogy (2021) Vol. 28, Iss. 2, pp. 121-138
Open Access | Times Cited: 11
Lars B. Borghouts, Menno Slingerland, Gwen Weeldenburg, et al.
Physical Education and Sport Pedagogy (2021) Vol. 28, Iss. 2, pp. 121-138
Open Access | Times Cited: 11
Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study
Katja Maaß, Malcolm Swan, Anna-Maria Aldorf
Journal of Education and Training Studies (2017) Vol. 5, Iss. 9, pp. 1-1
Open Access | Times Cited: 11
Katja Maaß, Malcolm Swan, Anna-Maria Aldorf
Journal of Education and Training Studies (2017) Vol. 5, Iss. 9, pp. 1-1
Open Access | Times Cited: 11
Education of Mathematics Teacher Educators
Ruhama Even, Konrad Krainer, Rongjin Huang
Springer eBooks (2020), pp. 258-262
Closed Access | Times Cited: 11
Ruhama Even, Konrad Krainer, Rongjin Huang
Springer eBooks (2020), pp. 258-262
Closed Access | Times Cited: 11
Developing Techno-mathematical Literacies in higher technical professional education
Nathalie J. van der Wal
(2020)
Open Access | Times Cited: 9
Nathalie J. van der Wal
(2020)
Open 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
Julia Bruns, Maike Hagena, Hedwig Gasteiger
Teaching and Teacher Education (2023) Vol. 132, pp. 104270-104270
Open Access | Times Cited: 3
