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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:

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

Showing 19 citing articles:

Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art
Stanislaw Schukajlow, Gabriele Kaiser, Gloria Stillman
ZDM (2018) Vol. 50, Iss. 1-2, pp. 5-18
Closed Access | Times Cited: 121
Promoting active citizenship in mathematics teaching
Katja Maaß, Michiel Doorman, Vincent Jonker, et al.
ZDM (2019) Vol. 51, Iss. 6, pp. 991-1003
Open Access | Times Cited: 54
A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?
Dustin Schiering, Stefan Sorge, Melanie M. Keller, et al.
Journal of Research in Science Teaching (2022) Vol. 60, Iss. 1, pp. 136-163
Open Access | Times Cited: 27
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
Promoting Active Citizenship in Mathematics and Science Teaching
Katja Maaß, Stefan Sorge, Marta Romero Ariza, et al.
International Journal of Science and Mathematics Education (2021) Vol. 20, Iss. 4, pp. 727-746
Open Access | Times Cited: 27
Professional development on connections to the world of work in mathematics and science education
Katja Maaß, Katrin Engeln
ZDM (2019) Vol. 51, Iss. 6, pp. 967-978
Open Access | Times Cited: 25
Teachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms
Carol Murphy, Abdullah Abu-Tineh, Nigel Calder, et al.
Teaching and Teacher Education (2021) Vol. 104, pp. 103367-103367
Closed Access | Times Cited: 18
Values in preservice mathematics teachers’ discussions of the Body Mass Index - A critical perspective
Suela Kacerja, Cyril Julie
The Journal of Mathematical Behavior (2023) Vol. 70, pp. 101035-101035
Open Access | Times Cited: 5
Mathematical modelling – a key to citizenship education
Katja Maaß, Michèle Artigue, Hugh Burkhardt, et al.
Springer eBooks (2022), pp. 31-50
Closed Access | Times Cited: 6
Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?
Gemma Sala, Berta Barquero, Vicenç Font
Mathematics (2021) Vol. 9, Iss. 15, pp. 1714-1714
Open Access | Times Cited: 4
Capturing Collaboration in Mathematics Teacher Education, in Terms of Relevant Actors, Targets and Environments
Konrad Krainer, Bettina Rösken-Winter, Carina Spreitzer
New ICMI studies series (2024), pp. 317-344
Open 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
Diseño de proyectos de enseñanza para modelación matemática en la formación del ingeniero en computación
Lorena Alonso Guzmán, Claudio Flores Seefoó, Víctor Manuel Hernández Alarcón
Foro de estudios de guerrero. (2024) Vol. 10, Iss. 1, pp. 92-94
Open Access
Estudos Sobre o Desenvolvimento Profissional de Professores
Ana Paula Krein Müller, Marli Teresinha Quartieri
Jornal Internacional de Estudos em Educação Matemática (2021) Vol. 14, Iss. 1, pp. 42-49
Open Access | Times Cited: 2
A strategy to improve professional curriculum practice in a Grade R mathematics class
Seipati Baloyi-Mothibeli
(2018)
Closed Access | Times Cited: 1
Development of E-module Teaching Simulation Tools in SIPEJAR for Teaching Practice of Prospective Teacher Students
Titis Angga Rini, Ella Nur Irwina
(2022), pp. 122-126
Closed Access | Times Cited: 1
Lesestrategien zur Unterstützung des Verstehens von Textaufgaben. Vermittlung und Routinen im Mathematikunterricht aus Sicht von Lehrkräften und Lernenden
Anke Schmitz, Fabiana Karstens
Journal für Mathematik-Didaktik (2021) Vol. 43, Iss. 2, pp. 255-279
Open Access | Times Cited: 1
Ensinar e aprender o fazer Modelagem Matemática: uma interpretação semiótica
Lourdes María Werle de Almeida, Daiany Cristiny Ramos, Karina Alessandra Pessôa da Silva
Ciência & Educação (Bauru) (2021) Vol. 27
Open Access | Times Cited: 1
A large-scale PD intervention for improvement of teachers’ mathematical knowledge in disadvantaged communities
Sitti Maesuri Patahuddin, Ajay Ramful, Siti Rokhmah
Mathematics Education Research Group of Australasia (2019), pp. 556-563
Closed Access
Relaciones entre los procesos de modelización matemática y de indagación desde la perspectiva del aprendizaje de las matemáticas
Gemma Sala, Vicenç Font, Carlos Ledezma
Quadrante (2021) Vol. 30, Iss. 1, pp. 116-139
Closed Access
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