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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 learning in Chinese contexts
Meixia Ding, Yingkang Wu, Qimeng Liu, et al.
ZDM (2022) Vol. 54, Iss. 3, pp. 477-496
Closed Access | Times Cited: 11

Showing 11 citing articles:

Problem solving in mathematics education: tracing its foundations and current research-practice trends
Manuel Santos‐Trigo
ZDM (2024) Vol. 56, Iss. 2, pp. 211-222
Open Access | Times Cited: 5
Influence of family socioeconomic status on academic buoyancy and adaptability: Mediating effect of parental involvement
Mudan Chen, Simiao Liu, Tommy Tanu Wijaya, et al.
Acta Psychologica (2025) Vol. 253, pp. 104753-104753
Closed Access
Competent fish in little ponds: Testing the relationship between academic achievement and social-emotional skills
Jieping Shi, Tengteng Zhuang
International Journal of Educational Research (2025) Vol. 130, pp. 102540-102540
Closed 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
Learning to teach through problem posing: A teacher’s journey in a networked teacher−researcher partnership
Stephen Hwang, Ranran Xu, Yiling Yao, et al.
The Journal of Mathematical Behavior (2024) Vol. 73, pp. 101120-101120
Closed Access | Times Cited: 2
Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students
Qi Xia, Hongbiao Yin, Ruonan Hu, et al.
SAGE Open (2022) Vol. 12, Iss. 4
Open Access | Times Cited: 12
Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States
Rongjin Huang, Joanna C. Weaver, Gabriel Matney, et al.
International Journal for Lesson and Learning Studies (2023) Vol. 13, Iss. 1, pp. 41-55
Closed Access | Times Cited: 4
High-quality use of representations in the mathematics classroom – a matter of the cultural perspective?
Anika Dreher, Ting-Ying Wang, Paul Feltes, et al.
ZDM (2024)
Open Access | Times Cited: 1
Ethnomathematics Learning to Improve Students' Understanding for Numeracy Concepts
Taruly Tampubolon, Sariayu Sibarani, Zuhri, et al.
JPI (Jurnal Pendidikan Indonesia) (2023) Vol. 12, Iss. 2, pp. 358-366
Open Access | Times Cited: 2
Comparing perceived and observed instructional practices and their predictive power for student mathematics achievement: An analysis of Shanghai data from OECD global teaching inSights
Qiang Cheng, Jinkun Shen, Shaoan Zhang
Asian Journal for Mathematics Education (2023) Vol. 2, Iss. 4, pp. 445-468
Open Access | Times Cited: 2
Study on Impact of Students’ Comprehensive Competence on Their Language Learning
宇轩 邵
Statistics and Applications (2024) Vol. 13, Iss. 04, pp. 1468-1483
Closed Access
Beyond Asian and Western Traditions of Mathematics Education
Jinfa Cai, Anne Watson, Binyan Xu
Springer international handbooks of education (2024), pp. 167-193
Closed Access
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