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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 Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study
Katja Maaß, Malcolm Swan, Anna-Maria Aldorf
Journal of Education and Training Studies (2017) Vol. 5, Iss. 9, pp. 1-1
Open Access | Times Cited: 11

Showing 11 citing articles:

Different ways to implement innovative teaching approaches at scale
Katja Maaß, Paul Cobb, Konrad Krainer, et al.
Educational Studies in Mathematics (2019) Vol. 102, Iss. 3, pp. 303-318
Open Access | Times Cited: 63
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
Changes in mathematics teachers’ self-reported beliefs and practices over the course of a blended continuing professional development programme
James Calleja
Mathematics Education Research Journal (2021) Vol. 34, Iss. 4, pp. 835-861
Closed Access | Times Cited: 13
Professional Development and Adjunct Perspectives
Nikkita Jackson, Karleah Harris, Jonathan Trauth
Advances in mobile and distance learning book series (2024), pp. 193-209
Closed Access
A Useful Ethics Framework for Mathematics Teachers
Lucy Rycroft‐Smith, Dennis Müller, Maurice Chiodo, et al.
Advances in mathematics education (2024), pp. 359-394
Closed Access
Impacts of Teachers’ Mindsets on Their Ways of Teaching Students in High Needs Schools
Serigne Mbaye Gningue, Gaoyin Qian, Jennifer M. Robinson, et al.
SAGE Open (2024) Vol. 14, Iss. 2
Open Access
In-service teachers’ developing conceptualisations of inquiry in mathematics during a professional development course
Marte Bråtalien, Margrethe Naalsund
Research in Mathematics Education (2024), pp. 1-20
Open Access
Exploring the Interplay between Conceptualizing and Realizing Inquiry—The Case of One Mathematics Teacher’s Trajectory
Marte Bråtalien, Margrethe Naalsund, Elisabeta Eriksen
Education Sciences (2023) Vol. 13, Iss. 8, pp. 843-843
Open Access | Times Cited: 1
Implementation of STEM in Secondary Mathematics Classrooms: Identification of Teachers' Beliefs
Önder Köklü, Peter C. Phan
International Journal of Humanities and Applied Social Science (2020), pp. 1-13
Open Access | Times Cited: 3
Using an inquiry-based approach to enhance grade 3 learners’ basic science concepts development
Zukiswa Nhase, Chinedu Ifedi Okeke, Christian S. Ugwuanyi
Cypriot Journal of Educational Sciences (2021) Vol. 16, Iss. 3, pp. 1065-1072
Open Access | Times Cited: 2
An intrinsic case study exploring the relationship between expatriate teachers' personal histories and agency at a non-traditional Indonesian international school
Leonard Kelvinson Chang
(2021)
Open Access
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