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:
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
Showing 1-25 of 29 citing articles:
Design research with a focus on learning processes: an overview on achievements and challenges
Susanne Prediger, Koeno Gravemeijer, Jere Confrey
ZDM (2015) Vol. 47, Iss. 6, pp. 877-891
Open Access | Times Cited: 128
Susanne Prediger, Koeno Gravemeijer, Jere Confrey
ZDM (2015) Vol. 47, Iss. 6, pp. 877-891
Open Access | Times Cited: 128
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
“I didn't know it formally”: Shifting work and intended influences of informal teacher leaders in the third year of mathematics professional development
K. Michelle Brown, Susan Swars Auslander, Michael Vo, et al.
School Science and Mathematics (2025)
Closed Access
K. Michelle Brown, Susan Swars Auslander, Michael Vo, et al.
School Science and Mathematics (2025)
Closed Access
Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning
Alix Richter, Julia Bruns, Hedwig Gasteiger
Journal für Mathematik-Didaktik (2025) Vol. 46, Iss. 1
Open Access
Alix Richter, Julia Bruns, Hedwig Gasteiger
Journal für Mathematik-Didaktik (2025) Vol. 46, Iss. 1
Open 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
Bettina Rösken-Winter, Rebekka Stahnke, Susanne Prediger, et al.
ZDM (2021) Vol. 53, Iss. 5, pp. 1007-1019
Open Access | Times Cited: 24
Advancing Research about Mathematics Specialists and Mathematics Teacher Leaders
Courtney K. Baker, Margret Hjalmarson, Francis Fennell
Investigations in Mathematics Learning (2023) Vol. 15, Iss. 1, pp. 1-10
Closed Access | Times Cited: 6
Courtney K. Baker, Margret Hjalmarson, Francis Fennell
Investigations in Mathematics Learning (2023) Vol. 15, Iss. 1, pp. 1-10
Closed Access | Times Cited: 6
Conducting classroom design research with teachers
Michelle Stephan
ZDM (2014) Vol. 47, Iss. 6, pp. 905-917
Closed Access | Times Cited: 20
Michelle Stephan
ZDM (2014) Vol. 47, Iss. 6, pp. 905-917
Closed Access | Times Cited: 20
Mathematics Specialists as the Hidden Players in Professional Development: Researchable Questions and Methodological Considerations
Margret Hjalmarson, Courtney K. Baker
International Journal of Science and Mathematics Education (2020) Vol. 18, Iss. S1, pp. 51-66
Open Access | Times Cited: 17
Margret Hjalmarson, Courtney K. Baker
International Journal of Science and Mathematics Education (2020) Vol. 18, Iss. S1, pp. 51-66
Open Access | Times Cited: 17
Topic-Specific Design Research: An Introduction
Koeno Gravemeijer, Susanne Prediger
ICME-13 monographs (2019), pp. 33-57
Closed Access | Times Cited: 16
Koeno Gravemeijer, Susanne Prediger
ICME-13 monographs (2019), pp. 33-57
Closed Access | Times Cited: 16
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
Mathematics Teachers as Curriculum Designers: An International Perspective to Develop a Deeper Understanding of the Concept
Birgit Pepin, Michèle Artigue, Verônica Gitirana, et al.
Advances in mathematics education (2019), pp. 121-143
Closed Access | Times Cited: 14
Birgit Pepin, Michèle Artigue, Verônica Gitirana, et al.
Advances in mathematics education (2019), pp. 121-143
Closed Access | Times Cited: 14
The impact of teacher attitudes and beliefs about large-scale assessment on the use of provincial data for instructional change
Derek T. Copp
Education Policy Analysis Archives (2016) Vol. 24, pp. 109-109
Open Access | Times Cited: 11
Derek T. Copp
Education Policy Analysis Archives (2016) Vol. 24, pp. 109-109
Open Access | Times Cited: 11
Marginalized within the margins: Supporting mathematics meaning making among students with learning disabilities
Jonee Wilson, Jessica H. Hunt
The Journal of Mathematical Behavior (2022) Vol. 67, pp. 100982-100982
Closed Access | Times Cited: 7
Jonee Wilson, Jessica H. Hunt
The Journal of Mathematical Behavior (2022) Vol. 67, pp. 100982-100982
Closed Access | Times Cited: 7
Resource Design for Re-Sourcing Teaching
Jana Višňovská, José Luis Cortina, Andreas Eckert
Springer international handbooks of education (2023), pp. 1-25
Closed Access | Times Cited: 3
Jana Višňovská, José Luis Cortina, Andreas Eckert
Springer international handbooks of education (2023), pp. 1-25
Closed Access | Times Cited: 3
Synchronous Online Model for Mathematics Teachers' Professional Development
Jeffrey Choppin, Julie M. Amador, Cynthia Callard, et al.
Advances in higher education and professional development book series (2019), pp. 176-202
Closed Access | Times Cited: 9
Jeffrey Choppin, Julie M. Amador, Cynthia Callard, et al.
Advances in higher education and professional development book series (2019), pp. 176-202
Closed Access | Times Cited: 9
Outcome of the Market: The Outdated Mathematics Teacher
Alex Montecino
ICME-13 monographs (2018), pp. 151-168
Closed Access | Times Cited: 7
Alex Montecino
ICME-13 monographs (2018), pp. 151-168
Closed Access | Times Cited: 7
Supporting shifts in teachers’ views of a classroom statistical activity: problem context in teaching statistics
Jana Višňovská, Paul Cobb
Mathematical Thinking and Learning (2019) Vol. 21, Iss. 4, pp. 285-305
Closed Access | Times Cited: 6
Jana Višňovská, Paul Cobb
Mathematical Thinking and Learning (2019) Vol. 21, Iss. 4, pp. 285-305
Closed Access | Times Cited: 6
Didáctica de los sistemas de numeración de las lenguas indígenas: el diseño de una propuesta para escuelas primarias unidocentes
José Luis Cortina, Gerardo Rojas
Revista Latinoamericana de Etnomatemática Perspectivas Socioculturales de la Educación Matemática (2016) Vol. 9, Iss. 2, pp. 103-126
Open Access | Times Cited: 3
José Luis Cortina, Gerardo Rojas
Revista Latinoamericana de Etnomatemática Perspectivas Socioculturales de la Educación Matemática (2016) Vol. 9, Iss. 2, pp. 103-126
Open Access | Times Cited: 3
Secondary Mathematics Teachers’ Anticipations of Student Responses to Cognitively Demanding Tasks
Peter H. Wilson, Allison W. McCulloch, F. Paul Wonsavage, et al.
Investigations in Mathematics Learning (2024) Vol. 16, Iss. 2, pp. 65-82
Closed Access
Peter H. Wilson, Allison W. McCulloch, F. Paul Wonsavage, et al.
Investigations in Mathematics Learning (2024) Vol. 16, Iss. 2, pp. 65-82
Closed Access
Developing Teacher’s Capacity to Implement Interdisciplinary STEM Tasks Specifically Targeted to Responsible Citizenship Education
Katja Maaß, Oliver Straser
(2024), pp. 313-333
Closed Access
Katja Maaß, Oliver Straser
(2024), pp. 313-333
Closed Access
Resource Design for Re-sourcing Teaching
Jana Višňovská, José Luis Cortina, Andreas Eckert
Springer international handbooks of education (2024), pp. 1029-1053
Closed Access
Jana Višňovská, José Luis Cortina, Andreas Eckert
Springer international handbooks of education (2024), pp. 1029-1053
Closed Access
Research-based design of coaching for ambitious mathematics instruction
Bilge Yurekli, Mary Kay Stein
Journal of Mathematics Teacher Education (2024)
Closed Access
Bilge Yurekli, Mary Kay Stein
Journal of Mathematics Teacher Education (2024)
Closed Access
Teacher Knowledge and Learning In-situ: A Case Study of the Long Division Algorithm
Shikha Takker, K. Subramaniam
The Australian journal of teacher education (2018) Vol. 43, Iss. 3, pp. 1-20
Open Access | Times Cited: 2
Shikha Takker, K. Subramaniam
The Australian journal of teacher education (2018) Vol. 43, Iss. 3, pp. 1-20
Open Access | Times Cited: 2
Fault Lines in Designing Learning Activities for Practising Mathematics Teachers: An Autoethnographic Account
Cyril Julie
Springer eBooks (2022), pp. 181-193
Closed Access | Times Cited: 1
Cyril Julie
Springer eBooks (2022), pp. 181-193
Closed Access | Times Cited: 1
Supporting Teachers as a Wicked Problem
Nick Kelly, Marc Clarà, Benjamin Kehrwald, et al.
Palgrave Macmillan UK eBooks (2016), pp. 7-15
Closed Access
Nick Kelly, Marc Clarà, Benjamin Kehrwald, et al.
Palgrave Macmillan UK eBooks (2016), pp. 7-15
Closed Access
