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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:

Using dialogic talk to teach mathematics: the case of interactive groups
Javier Díez-Palomar, Joan Cabré
ZDM (2015) Vol. 47, Iss. 7, pp. 1299-1312
Closed Access | Times Cited: 29

Showing 1-25 of 29 citing articles:

Scaffolding and dialogic teaching in mathematics education: introduction and review
Arthur Bakker, Jantien Smit, Rupert Wegerif
ZDM (2015) Vol. 47, Iss. 7, pp. 1047-1065
Open Access | Times Cited: 149
Implications for Social Impact of Dialogic Teaching and Learning
Rocío García-Carrión, Garazi López de Aguileta, María Padrós Cuxart, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 93
Transforming students’ attitudes towards learning through the use of successful educational actions
Javier Díez-Palomar, Rocío García-Carrión, Linda Hargreaves, et al.
PLoS ONE (2020) Vol. 15, Iss. 10, pp. e0240292-e0240292
Open Access | Times Cited: 55
Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools
Rocío García-Carrión, Silvia Molina, Esther Roca-Campos
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 55
How does dialogical talk promote student learning during small group work? An exploratory study
Javier Díez-Palomar, Man Ching Esther Chan, David Clarke, et al.
Learning Culture and Social Interaction (2021) Vol. 30, pp. 100540-100540
Open Access | Times Cited: 35
The Effects of a Discovery Learning Module on Geometry for Improving Students’ Mathematical Reasoning Skills, Communication and Self-Confidence
Nur Choiro Siregar, Roslinda Rosli, Siti Mistima Maat
International Journal of Learning Teaching and Educational Research (2020) Vol. 19, Iss. 3, pp. 214-228
Open Access | Times Cited: 30
What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review
Aleksandar Baucal, Smiljana Jošić, Ivana Stepanović, et al.
Educational Research Review (2023) Vol. 41, pp. 100567-100567
Closed Access | Times Cited: 8
Evaluación de secuencias de aprendizaje de matemáticas usando la herramienta de los Criterios de Idoneidad Didáctica
Orlando García Marimón, Javier Díez-Palomar, Luisa Morales–Maure, et al.
Bolema Boletim de Educação Matemática (2021) Vol. 35, Iss. 70, pp. 1047-1072
Open Access | Times Cited: 13
Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers
Andrea Khalfaoui, Rocío García-Carrión, Lourdes Villardón-Gallego, et al.
Social Sciences (2020) Vol. 9, Iss. 7, pp. 116-116
Open Access | Times Cited: 11
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers
Sami Lehesvuori, Markus Hähkiöniemi, Laura Ketonen, et al.
Learning Culture and Social Interaction (2021) Vol. 31, pp. 100567-100567
Open Access | Times Cited: 10
Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education
Diego Navarro Mateu, Teresa Gómez-Domínguez, María Padrós Cuxart, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 7
Aprendizaje de las competencias digitales en colectivos vulnerables a través de los Grupos Interactivos
Bernat Oro, Javier Díez-Palomar
Research on Ageing and Social Policy (2018) Vol. 6, Iss. 1, pp. 53-53
Open Access | Times Cited: 5
Análisis de las características de la formación de familiares con colectivos vulnerables
Maria Ángeles Serrano Alfonso, Javier Díez-Palomar, Montserrat Guasch-García
Estudios pedagógicos (2018) Vol. 44, Iss. 3, pp. 35-54
Open Access | Times Cited: 5
Mathematics Makes you Feel Attractive. Empowering New Alternative Masculinities in the Context of Mathematics Classrooms
Javier Díez-Palomar, Liviu Catalin Mara
Masculinities & Social Change (2020) Vol. 9, Iss. 1, pp. 53-53
Open Access | Times Cited: 4
Unifying dialogic learning and mathematics learning: A discursive lens for the study of dialogic mathematics peer learning
Naama Ben-Dor, Einat Heyd‐Metzuyanim
Journal of the Learning Sciences (2024), pp. 1-34
Closed Access
Conceptually driven inquiry: addressing the tension between dialogicity and teleology in dialogic approaches to classroom talk
Marc Clarà
Educational Review (2021) Vol. 75, Iss. 3, pp. 468-487
Closed Access | Times Cited: 3
Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics
Nanke Dokter, Rian Aarts, Jeanne Kurvers, et al.
AZTI arrantza (2017) Vol. 17, Open Issue, Iss. Open Issue, pp. 1-21
Open Access | Times Cited: 2
Qualitative Methodology Innovation That Promotes Educational Success of Children of Immigrant Families in Disadvantaged Contexts
Rosa Valls, Olga Serradell, Roger Campdepadrós, et al.
International Journal of Qualitative Methods (2022) Vol. 21
Open Access | Times Cited: 2
Moving Towards Roma Inclusion in Spain Through Successful Educational Actions
Fernando Macías-Aranda, Teresa Sordé, Jelen Amador-López, et al.
Emerald Publishing Limited eBooks (2019), pp. 139-162
Closed Access | Times Cited: 2
Student participation in peer interaction
Josephine Moate, Sebastian Kuntze, Man Ching Esther Chan
LUMAT International Journal on Math Science and Technology Education (2021) Vol. 9, Iss. 1
Open Access | Times Cited: 2
Fostering Students' Mathematics Communication in Measurement: A Grade 3 Teacher's Perceptions and Practices
Mimi Kam
(2017)
Closed Access | Times Cited: 1
Analizando el impacto de la posición social dentro de grupos interactivos en la resolución de tareas de matemáticas en el aula de infantil
Javier Díez-Palomar, Ane López de Aguileta, Elisabeth Torras-Gómez, et al.
Boletim GEPEM (2022) Vol. 80, pp. 164-192
Open Access | Times Cited: 1
Enhancing Mathematical Reasoning in Primary School with the Strategic Board Game Othello
Erik Ottar Jensen, Emilie Madeline Hersaa Nehammer, Anna Louise Eriksen
European Conference on Games Based Learning (2023) Vol. 17, Iss. 1, pp. 289-295
Open Access
Interactive Groups: Fostering Collaborative Interactions in an Additional Language in a Multilingual Context
Leire Ugalde, Rocío García-Carrión, Nahia Intxausti Intxausti, et al.
International Journal of Sociology of Education (2023) Vol. 12, Iss. 3, pp. 273-292
Open Access
Matemáticas Dialógicas. ‘Yo soy de mates’
Javier Díez-Palomar
Modelling in Science Education and Learning (2017) Vol. 10, Iss. 1, pp. 289-289
Open Access
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