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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 textbooks and curriculum resources as instruments for change
Sebastian Rezat, Lianghuo Fan, Birgit Pepin
ZDM (2021) Vol. 53, Iss. 6, pp. 1189-1206
Open Access | Times Cited: 54

Showing 1-25 of 54 citing articles:

Analysis of Climate Change in General Chemistry Textbooks
Patrick M. Wilson, Nevaeh Duarte, Tia Harris, et al.
Journal of Chemical Education (2024) Vol. 101, Iss. 4, pp. 1435-1441
Closed Access | Times Cited: 10
Teaching and learning of probability
Carmen Batanero, Rocío Álvarez‐Arroyo
ZDM (2023) Vol. 56, Iss. 1, pp. 5-17
Open Access | Times Cited: 18
Factors Affecting the Use of Digital Mathematics Textbooks in Indonesia
Tommy Tanu Wijaya, Ying Zhou, Tony Houghton, et al.
Mathematics (2022) Vol. 10, Iss. 11, pp. 1808-1808
Open Access | Times Cited: 25
Enhancing student’s interactivity and responses in learning geometry by using augmented reality
Dedi Rohendi, Muhammad Oka Ramadhan, Suzieleez Syrene Abdul Rahim, et al.
Eurasia Journal of Mathematics Science and Technology Education (2025) Vol. 21, Iss. 1, pp. em2559-em2559
Open Access
Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: an empirical investigation of teachers’ perspectives
Xinrong Yang, LI Xiao-shuang, Zhuojun Deng, et al.
ZDM (2025)
Open Access
How curriculum materials can contribute to implementing instructional innovations: the case of enactment of strategy instruction
Jennifer Dröse, Leonie Ahlemeyer, Susanne Prediger
ZDM (2025)
Open Access
Perspectives of secondary school teachers on the strengths and limitations of digital mathematics textbooks: an exploratory research in China
Tommy Tanu Wijaya, Yiming Cao, Xiaoyu Xiao, et al.
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access
Curricular noticing in Chinese lesson study: teachers’ interactions with textbooks for project-based learning
Chunxia Qi, Siyu Zuo, Lizhe Liu
ZDM (2025)
Closed Access
Research on curriculum resources in mathematics education: a survey of the field
Sebastian Rezat
ZDM (2024) Vol. 56, Iss. 2, pp. 223-237
Open Access | Times Cited: 3
Decision Making of Curriculum Attainment Degree for Engineering Geology Based on Fuzzy Set Theory
Binbin Yang, DU Shu-ting, Xiaoming Zhao, et al.
Advances in Civil Engineering (2021) Vol. 2021, Iss. 1
Open Access | Times Cited: 18
Relationship Between Opportunity to Learn, Mathematics Self-Efficacy, and Math Performance: Evidence from PISA 2012 in 63 Countries and Economies
Xuran Wang, Richard T. Houang, William H. Schmidt, et al.
International Journal of Science and Mathematics Education (2024) Vol. 22, Iss. 8, pp. 1683-1708
Closed Access | Times Cited: 2
Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project
Susanne Prediger, Bärbel Barzel, Stephan Hußmann, et al.
ZDM (2021) Vol. 53, Iss. 6, pp. 1233-1248
Open Access | Times Cited: 17
Teachers’ instructional goals and their alignment to the school mathematics curriculum: a case study of the calculus instructional material from a Singapore Pre-University Institution
Tin Lam Toh
Mathematics Education Research Journal (2022) Vol. 34, Iss. 3, pp. 631-659
Closed Access | Times Cited: 8
Mathematical creativity in upper elementary school mathematics curricula
Ali Biçer, Helen Aleksani, C. C. Butler, et al.
Thinking Skills and Creativity (2024) Vol. 51, pp. 101462-101462
Closed Access | Times Cited: 1
Comparative Study of Traditional vs. Digital Learning Materials in Ghanaian Schools
Sampson Agyapong Atuahene, Xu Qian, Goeffrey Bentum-Micah
Research Square (Research Square) (2024)
Open Access | Times Cited: 1
Zimbabwean mathematics pre-service teachers’ implementation of the learner-centered curriculum during teaching practice
Gladys Sunzuma, Kakoma Luneta
Eurasia Journal of Mathematics Science and Technology Education (2023) Vol. 19, Iss. 5, pp. em2258-em2258
Open Access | Times Cited: 4
Working with digital textbooks or printed materials: A study with boys and girls on conditional probability
Maxim Brnic, Gilbert Greefrath, Frank Reinhold
ZDM (2024) Vol. 56, Iss. 4, pp. 559-572
Open Access | Times Cited: 1
Guía para el análisis de la idoneidad epistémica y cognitiva de lecciones sobre tablas estadísticas en libros de texto
Jocelyn D. Pallauta, Carmen Batanero
Bolema Boletim de Educação Matemática (2024) Vol. 38
Open Access | Times Cited: 1
Design of a pattern and correspondence unit to foster functional thinking in an elementary mathematics textbook
Pang Jeongsuk, Jin Sunwoo
ZDM (2022) Vol. 54, Iss. 6, pp. 1315-1331
Closed Access | Times Cited: 7
Multiple pathways for developing functional thinking in elementary mathematics textbooks: a case study in China
Rui Ding, Rongjin Huang, Xixi Deng
Educational Studies in Mathematics (2023) Vol. 114, Iss. 2, pp. 223-248
Closed Access | Times Cited: 3
An Analysis of Sustainable Activities in Japanese, Korean, and Singaporean Elementary Mathematics Textbooks
Pang Jeongsuk, JeongWon Kim
Eurasia Journal of Mathematics Science and Technology Education (2022) Vol. 18, Iss. 2, pp. em2080-em2080
Open Access | Times Cited: 5
Time as a resource in mathematics education: Teachers’ perspectives
Dubravka Glasnović Gracin, Goran Trupčević
Asian Journal for Mathematics Education (2022) Vol. 1, Iss. 2, pp. 162-186
Open Access | Times Cited: 5
Static, dynamic and interactive elements in digital teaching materials in mathematics
Anneli Dyrvold, Ida Bergvall
LUMAT International Journal on Math Science and Technology Education (2023) Vol. 11, Iss. 3
Open Access | Times Cited: 2
Desire of teachers and realities in textbooks: dealing with history of mathematics in the new French curriculum and its impact on teacher training
Marc Moyon
ZDM (2022) Vol. 54, Iss. 7, pp. 1613-1630
Closed Access | Times Cited: 3
An empirical study of mathematical creativity and students’ opinions on multiple solution tasks
Ljerka Jukić Matić, Josip Sliško
International Journal of Mathematical Education in Science and Technology (2022) Vol. 55, Iss. 9, pp. 2170-2190
Closed Access | Times Cited: 3
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