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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:

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

Showing 1-25 of 149 citing articles:

Teaching for the 21st century: A case for dialogic pedagogy
Peter Teo
Learning Culture and Social Interaction (2019) Vol. 21, pp. 170-178
Closed Access | Times Cited: 232
Integrating Computational Thinking in STEM Education: A Literature Review
Changzhao Wang, Ji Shen, Jie Chao
International Journal of Science and Mathematics Education (2021) Vol. 20, Iss. 8, pp. 1949-1972
Closed Access | Times Cited: 124
The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate
Yunxian Guo, Yongliang Wang, José Luis Ortega-Martín
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023), Iss. 40, pp. 253-273
Open Access | Times Cited: 72
The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before
Анна Шварц, Arthur Bakker
Mind Culture and Activity (2019) Vol. 26, Iss. 1, pp. 4-23
Open Access | Times Cited: 87
Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach
Madeleine Bieg, Thomas Goetz, Fabio Sticca, et al.
ZDM (2017) Vol. 49, Iss. 3, pp. 411-422
Closed Access | Times Cited: 63
Promoting pupils’ creative thinking in primary school mathematics: A case study
Eveline M. Schoevers, Paul Leseman, Esther M. Slot, et al.
Thinking Skills and Creativity (2019) Vol. 31, pp. 323-334
Open Access | Times Cited: 57
Co‐teaching in a mainstream post‐primary mathematics classroom: an evaluation of models of co‐teaching from the perspective of the teachers
Audrey Carty, Ann Marie Farrell
Support for Learning (2018) Vol. 33, Iss. 2, pp. 101-121
Closed Access | Times Cited: 52
Gamification for Internet Gaming Disorder Prevention: Evaluation of a Wise IT-Use (WIT) Program for Hong Kong Primary Students
Chor-lam Chau, Yvonne Yin-yau Tsui, Cecilia Cheng
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 50
Speaking or not speaking as a cultural practice: analysis of mathematics classroom discourse in Shanghai, Seoul, and Melbourne
Lihua Xu, David Clarke
Educational Studies in Mathematics (2019) Vol. 102, Iss. 1, pp. 127-146
Closed Access | Times Cited: 46
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
Fostering mathematical modelling competency of South African engineering students: which influence does the teaching design have?
Rina Durandt, Werner Blum, Alfred Lindl
Educational Studies in Mathematics (2021) Vol. 109, Iss. 2, pp. 361-381
Open Access | Times Cited: 27
Facing the fear: a scaffolding approach to teaching life sciences undergraduates R coding
Elena Paci, Alex Swainson, Nadia L. Cerminara
Frontiers in Education (2025) Vol. 9
Open Access
Un programa de tutoría entre iguales para la resolución de problemas matemáticos
Clara Bastart Jané, Marta Flores
Revista Electrónica de Investigación Educativa (2025) Vol. 26, pp. 1-16
Open Access
Discourse trajectories in mathematics classrooms: An empirical study of preservice teachers in Ghana
Edmund Anamboi Aduko, Peter Akayuure
Asian Journal for Mathematics Education (2025)
Open Access
Teaching tactics supporting beginner modelling in upper secondary
Gloria Stillman, Jill Brown
ZDM (2025)
Closed Access
What students need from their teacher: Need satisfaction as mediator of the association between perceived cognitive adaptive support, and student outcomes
Afra Wilhelmina Maria Essen, Nienke Smit, Janneke van de Pol, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Exploring teachers’ identification of qualities in students’ mathematical thinking
Tablu Othmann, Thorsten Scheiner, Brigitte Lutz-Westphal
Research in Mathematics Education (2025), pp. 1-21
Open Access
Montessori, math, and materials: a case of extended cognition
Patrick R. Frierson, Laura Desirée Di Paolo
Synthese (2025) Vol. 205, Iss. 5
Open Access
Scaffolding tertiary students’ writing in a genre-based writing intervention.
Chris Kuiper, Julie Smit, Leonie Wächter, et al.
Journal of Writing Research (2017) Vol. 9, Iss. 1, pp. 27-59
Open Access | Times Cited: 35
The Language Dimension of Mathematical Difficulties
Susanne Prediger, Kirstin Erath, Elisabeth Moser Opitz
Springer eBooks (2019), pp. 437-455
Closed Access | Times Cited: 31
The challenge of inclusive dialogic teaching in public secondary school
Chrysi Rapanta, Mercè García-Milà, Ana Remesal, et al.
Comunicar (2020) Vol. 29, Iss. 66, pp. 21-31
Open Access | Times Cited: 29
Initiation-entry-focus-exit and participation: a framework for understanding teacher groupwork monitoring routines
Nadav Ehrenfeld, Ilana Seidel Horn
Educational Studies in Mathematics (2020) Vol. 103, Iss. 3, pp. 251-272
Closed Access | Times Cited: 28
A review of teacher implemented scaffolding in K-12
Sara Domínguez, Vanessa Svihla
Social Sciences & Humanities Open (2023) Vol. 8, Iss. 1, pp. 100613-100613
Open Access | Times Cited: 10
Scaffolding to Support Problem-Solving Performance in a Bioengineering Lab—A Case Study
Renee Clark, Arash Mahboobin
IEEE Transactions on Education (2017) Vol. 61, Iss. 2, pp. 109-118
Closed Access | Times Cited: 30
Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berbasis Masalah dengan Scaffolding
Mohamad Gilar Jatisunda, Dede Salim Nahdi
Jurnal Elemen (2020) Vol. 6, Iss. 2, pp. 228-243
Open Access | Times Cited: 24
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