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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:

Understanding the complexities of mathematical cognition: A multi-level framework
Camilla Gilmore
Quarterly Journal of Experimental Psychology (2023) Vol. 76, Iss. 9, pp. 1953-1972
Open Access | Times Cited: 24

Showing 24 citing articles:

Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions
Gaia Scerif, Emma Blakey, Sylvia Gattas, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 15
Numerical Cognition Across the Lifespan: A Selective Review of Key Developmental Stages and Neural, Cognitive, and Affective Underpinnings
Mikael Skagenholt, Kenny Skagerlund, Ulf Träff
Cortex (2025)
Open Access
High-achieving students in mathematics: A heterogeneous group
Emilie J. Prast, Marian Hickendorff, Eva van de Weijer‐Bergsma
Learning and Individual Differences (2025) Vol. 119, pp. 102629-102629
Open Access
Early mathematics learning: multifactorial nature of early mathematics skills, effectiveness of educational interventions and challenges with measurements / Aprendizaje temprano de las matemáticas: naturaleza multifactorial de las habilidades matemáticas tempranas, efectividad de las intervenciones educativas y desafíos con las mediciones
Pirjo Aunio, Jo Van Herwegen, Dieter Baeyens
Journal for the Study of Education and Development Infancia y Aprendizaje (2025)
Closed Access
The Starting Point: Lakoff and Núñez
Marcel Danesi
Mathematics in mind (2025), pp. 1-21
Closed Access
How executive function contributed to young children’s mathematical achievement: The differential role of non-symbolic and symbolic numerical representation
Jingyi Zhang, Yu Zhang, Yue Qi, et al.
Cognitive Development (2025) Vol. 73, pp. 101545-101545
Closed Access
Individual characteristics associated with elementary school children's mathematical word problem‐solving skills: A systematic review and meta‐analysis
Terhi Vessonen, Maria Dahlberg, Heidi Hellstrand, et al.
Review of Education (2025) Vol. 13, Iss. 1
Closed Access
Understanding working memory as a facilitator of math problem‐solving: Offloading as a potential strategy
Josh Medrano, Dana Miller‐Cotto
British Journal of Educational Psychology (2025)
Open Access
Sharpening the number sense: Developmental trends in numerosity perception
Irene Oeo Morín, Fien Depaepe, Bert Reynvoet
Journal of Experimental Child Psychology (2025) Vol. 256, pp. 106262-106262
Closed Access
The role of cognitive and applied executive function skills in learning rational number knowledge
Camilla Gilmore, Emine Şimşek, Joanne Eaves, et al.
Learning and Individual Differences (2024) Vol. 110, pp. 102408-102408
Open Access | Times Cited: 3
The Domain‐Specificity of Domain‐Generality: Attention, Executive Function, and Academic Skills
Eric D. Wilkey
Mind Brain and Education (2023) Vol. 17, Iss. 4, pp. 349-361
Open Access | Times Cited: 8
Do home mathematical activities relate to early mathematical skills? A systematic review and meta‐analysis
Ella James‐Brabham, Claudia C. von Bastian, Carmel Brough, et al.
Child Development (2024)
Open Access | Times Cited: 2
Measuring Mathematical Skills in Early Childhood: A Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners
Laura A. Outhwaite, Pirjo Aunio, Jaimie K. Y. Leung, et al.
(2024)
Open Access | Times Cited: 1
Perceptual subitizing performance in 3- and 4-year-olds: The impact of visual features of sets
Suzanne Elise Splinter, Fien Depaepe, Lieven Verschaffel, et al.
Journal of Experimental Child Psychology (2024) Vol. 244, pp. 105946-105946
Closed Access | Times Cited: 1
The prediction of mathematical creativity scores: Mathematical abilities, personality and creative self-beliefs
Michaela A. Meier, Anna Ehrengruber, Lara Spitzley, et al.
Learning and Individual Differences (2024) Vol. 113, pp. 102473-102473
Open Access | Times Cited: 1
Brain Active Areas Associated with a Mental Arithmetic Task: An eLORETA Study
Serena Dattola, Lilla Bonanno, Augusto Ielo, et al.
Bioengineering (2023) Vol. 10, Iss. 12, pp. 1388-1388
Open Access | Times Cited: 3
The cognitive foundations of different hierarchical levels of mathematical skills in primary school children: extending the mathematics pathways model
Jie Xu, Dan Cai
European Journal of Psychology of Education (2024)
Closed Access
What is the room for guessing in metacognition? Findings in mathematics problem solving based on gender differences
Kiki Henra, I Ketut Budayasa, Ismail Ismail, et al.
Perspectives of science and education (2024) Vol. 69, Iss. 3, pp. 469-482
Open Access
"Early numeracy skills" y rendimiento matemático: un estudio longitudinal de 7 años
Ana Gospodinov Nazarchevici, Jéssica Mercader Ruiz, Clara Andrés‐Roqueta, et al.
International Journal of Developmental and Educational Psychology Revista INFAD de psicología (2024) Vol. 1, Iss. 1, pp. 413-420
Open Access
Concurrent and predictive associations between executive function and numerical skills in early childhood
Jasmine R. Ernst, Michèle M. M. Mazzocco, Stephanie M. Carlson
Journal of Experimental Child Psychology (2024) Vol. 250, pp. 106113-106113
Closed Access
Exploring the Cognitive Growth Stages in Perry Theory and their Application for Higher Level Mathematics Learning
Rajendra Kunwar, Nara Hari Acharya, Laxmi GC
Deleted Journal (2024) Vol. 39, Iss. 1, pp. 16-34
Open Access
The interplay between ego-resiliency, math anxiety and working memory in math achievement
Eleonora Doz, Alessandro Cuder, Sandra Pellizzoni, et al.
Psychological Research (2024) Vol. 88, Iss. 8, pp. 2401-2415
Open Access
Are Mathematics and Writing Skills Related? Evidence from Meta-Analysis
Young‐Suk Grace Kim, Dandan Yang, Jin Kyoung Hwang
Educational Psychology Review (2024) Vol. 36, Iss. 4
Open Access
Higher level domain specific skills in mathematics; The relationship between algebra, geometry, executive function skills and mathematics achievement
Jayne Spiller, Sarah Clayton, Lucy Cragg, et al.
PLoS ONE (2023) Vol. 18, Iss. 11, pp. e0291796-e0291796
Open Access | Times Cited: 1
Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis
Carola Ruiz, Saskia Kohnen, Alexa von Hagen, et al.
Educational Research Review (2023) Vol. 42, pp. 100583-100583
Closed Access | Times Cited: 1
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