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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:

Towards a more comprehensive model of teacher noticing
Thorsten Scheiner
ZDM (2020) Vol. 53, Iss. 1, pp. 85-94
Closed Access | Times Cited: 52

Showing 1-25 of 52 citing articles:

Mathematics teacher learning to notice: a systematic review of studies of video-based programs
Rossella Santagata, Johannes König, Thorsten Scheiner, et al.
ZDM (2021) Vol. 53, Iss. 1, pp. 119-134
Open Access | Times Cited: 159
Exploring the terrains of mathematics teacher noticing
Jaguthsing Dindyal, Edna O. Schack, Ban Heng Choy, et al.
ZDM (2021) Vol. 53, Iss. 1, pp. 1-16
Closed Access | Times Cited: 75
Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers
Anton Bastian, Gabriele Kaiser, Dennis K. Meyer, et al.
Educational Studies in Mathematics (2021) Vol. 110, Iss. 2, pp. 205-232
Open Access | Times Cited: 51
Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills
Yasemin Copur‐Gencturk, Tammy D. Tolar
Teaching and Teacher Education (2022) Vol. 114, pp. 103696-103696
Open Access | Times Cited: 37
Teacher noticing in mathematics education: a review of recent developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
ZDM (2023) Vol. 56, Iss. 2, pp. 249-264
Open Access | Times Cited: 17
Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths
Thorsten Scheiner
Educational Studies in Mathematics (2023) Vol. 114, Iss. 1, pp. 35-61
Open Access | Times Cited: 14
Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education
Anton Bastian, Johannes König, Jonas Weyers, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model
Mayssa Hayeen-Halloun, Michal Ayalon
Journal of Mathematics Teacher Education (2025)
Open Access
Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective
Alf Coles, Tracy Helliwell
Journal of Mathematics Teacher Education (2025)
Closed Access
Noticing in the midst of building on a critical event
Shari L. Stockero, Laura R. Van Zoest, Keith R. Leatham, et al.
Journal of Mathematics Teacher Education (2025)
Closed Access
Mathematics teachers’ noticing of critical events associated with argumentation
Michal Ayalon, Samaher Nama
Journal of Mathematics Teacher Education (2025)
Closed Access
Video Prompts as Scaffolding for Noticing Students’ Mathematical Thinking Using 360-Degree Videos: Comparing What is Noticed with How
Julie M. Amador, Tracy L. Weston, Karl W. Kosko
Journal für Mathematik-Didaktik (2025) Vol. 46, Iss. 1
Open Access
Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma
Sigal-Hava Rotem
Journal of Mathematics Teacher Education (2025)
Closed Access
Influence of Professional Materials on the Decision-Making of Preservice Secondary Teachers When Noticing Students’ Mathematical Thinking
Mar Moreno, Gloria Sánchez-Matamoros, Julia Valls González
Education Sciences (2025) Vol. 15, Iss. 4, pp. 418-418
Open Access
Teacher noticing: exploring the nexus between effective implementation and academic performance of basic 12 students in geometry in Builsa South District
Enoch Kabinaa Enoch
Research Square (Research Square) (2024)
Open Access | Times Cited: 3
How Does Online Professional Development Program Enriched with Collaborative Discussion Develop Teachers’ Noticing Skills?
Reyhan Tekin-Sitrava, Zeynep Özel, Mine Işıksal-Bostan, et al.
International Journal of Science and Mathematics Education (2024)
Closed Access | Times Cited: 3
How prospective kindergarten teachers develop their noticing skills: the instrumentation of a learning trajectory
Mar Moreno, Gloria Sánchez-Matamoros, María Luz Callejo de la Vega, et al.
ZDM (2021) Vol. 53, Iss. 1, pp. 57-72
Closed Access | Times Cited: 20
Characteristics of mathematics coaches’ suggestions to teachers
Julie M. Amador, Ryan Gillespie, Jeffrey Choppin, et al.
Mathematical Thinking and Learning (2024), pp. 1-27
Closed Access | Times Cited: 2
Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities
Anna Maria Arias, Sarah Fick, Amanda Benedict‐Chambers
Teaching and Teacher Education (2024) Vol. 144, pp. 104585-104585
Closed Access | Times Cited: 2
A model for investigating and developing mathematics teachers' noticing of argumentation
Michal Ayalon
Teaching and Teacher Education (2024) Vol. 148, pp. 104683-104683
Closed Access | Times Cited: 2
Harnessing Asynchronous Digital Simulations of Problem-based Lessons to Support Mathematics Teachers’ Professional Development: A Design-based Approach
Gil Schwarts, Patricio Herbst, Amanda M. Brown
International Journal of Science and Mathematics Education (2024)
Open Access | Times Cited: 2
Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers
Sigal-Hava Rotem, Michal Ayalon
Journal of Mathematics Teacher Education (2023) Vol. 27, Iss. 4, pp. 579-605
Closed Access | Times Cited: 6
Noticing student thinking under pressure in primary mathematics and science lessons
Dan Jazby, Wanty Widjaja, Lihua Xu, et al.
International Journal of Science and Mathematics Education (2022) Vol. 21, Iss. 2, pp. 645-666
Open Access | Times Cited: 9
Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations
Tracy L. Weston, Julie M. Amador
School Science and Mathematics (2023) Vol. 123, Iss. 7, pp. 293-308
Closed Access | Times Cited: 5
A comparison of two simulated classrooms for teaching elementary school mathematics: Cartoon Classroom and Bear Classroom
Yung‐Chi Lin
Technology Pedagogy and Education (2024) Vol. 33, Iss. 2, pp. 149-164
Closed Access | Times Cited: 1
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