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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:

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

Showing 1-25 of 159 citing articles:

Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice
Johannes König, Rossella Santagata, Thorsten Scheiner, et al.
Educational Research Review (2022) Vol. 36, pp. 100453-100453
Open Access | Times Cited: 143
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress
Sigrid Blömeke, Armin Jentsch, Natalie Ross, et al.
Learning and Instruction (2022) Vol. 79, pp. 101600-101600
Open Access | Times Cited: 137
Professional development research on promoting productive practices for teachers’ handling of typical tasks of mathematics teaching: a systematic review
Victoria Shure, Malte Lehmann, Marita Friesen, et al.
ZDM (2025)
Open Access | Times Cited: 1
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
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment
Yizhen Huang, Eric Richter, Thilo Kleickmann, et al.
British Journal of Educational Technology (2022) Vol. 54, Iss. 2, pp. 467-488
Open Access | Times Cited: 48
Early Childhood Learning Losses during COVID-19: Systematic Review
Mustafa Uğraş, Erdal ZENGİN, Stamatios Papadakis, et al.
Sustainability (2023) Vol. 15, Iss. 7, pp. 6199-6199
Open Access | Times Cited: 24
Towards a more comprehensive model of teacher noticing
Thorsten Scheiner
ZDM (2020) Vol. 53, Iss. 1, pp. 85-94
Closed Access | Times Cited: 52
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
Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences
Xinrong Yang, Johannes König, Gabriele Kaiser
ZDM (2021) Vol. 53, Iss. 1, pp. 29-42
Open Access | Times Cited: 40
Measuring teacher noticing: A scoping review of standardized instruments
Jonas Weyers, Johannes König, Rossella Santagata, et al.
Teaching and Teacher Education (2022) Vol. 122, pp. 103970-103970
Open Access | Times Cited: 30
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
Eye-tracking research on teacher professional vision: A meta-analytic review
Özün Keskin, Tina Seidel, Kathleen Stürmer, et al.
Educational Research Review (2023) Vol. 42, pp. 100586-100586
Closed Access | Times Cited: 16
Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction
Olcay Sert, Annaliina Gynne, Maria Larsson
Classroom Discourse (2024), pp. 1-30
Open Access | Times Cited: 6
Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process
Daniel Sommerhoff, Elias Codreanu, Michael Nickl, et al.
Learning and Instruction (2022) Vol. 83, pp. 101689-101689
Open Access | Times Cited: 24
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
In-Service Mathematics Teacher’s Professional Noticing of Exemplary Video Lessons Through Two Frameworks: An Exploratory Study in China
Kexin Chen, Qiaoping Zhang, Mi Yeon Lee, et al.
ECNU Review of Education (2025)
Open Access
Using video case studies to provide prospective secondary teachers in Kenya opportunities to notice and reflect on pedagogical practices
Peter Rugano, Joanna O. Masingila, Leonard Mwathi Kamau, et al.
Teaching Education (2025), pp. 1-17
Closed Access
Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management
Isabell Tucholka, Bernadette Gold
Learning and Instruction (2025) Vol. 97, pp. 102084-102084
Open 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
Exploring the effects of prospective mathematics teachers’ knowledge on their professional noticing
Lê Thị Hồng Liên, Minh Tran Kiem, Nguyen Thi Ha Phuong, et al.
International Journal of Mathematical Education in Science and Technology (2025), pp. 1-23
Closed Access
What do In-Service Teachers Notice in Teaching–Learning Situations that Seek to Foster Modelling?
Horacio Solar, Samuel Rivera, Ceneıda Fernández, et al.
International Journal of Science and Mathematics Education (2025)
Closed 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
Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions
Martin Daumiller, Ricardo Böheim, Aldin Alijagic, et al.
British Journal of Educational Psychology (2025)
Open Access
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