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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:

A Review of Early Numeracy Interventions for Children at Risk in Mathematics
Riikka Mononen, Pirjo Aunio, Tuire Koponen, et al.
International Journal of Early Childhood Special Education (2014) Vol. 6, Iss. 1, pp. 25-25
Open Access | Times Cited: 64

Showing 1-25 of 64 citing articles:

The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis.
Gena Nelson, Kristen L. McMaster
Journal of Educational Psychology (2018) Vol. 111, Iss. 6, pp. 1001-1022
Open Access | Times Cited: 88
An early numeracy intervention for first-graders at risk for mathematical learning difficulties
Pirjo Aunio, Johan Korhonen, Lara Ragpot, et al.
Early Childhood Research Quarterly (2020) Vol. 55, pp. 252-262
Open Access | Times Cited: 43
Effectiveness of Early Intervention Programs in Developing Early Mathematical Skills: A meta-Analysis
Ensar YILDIZ, Özge Koca, Şenel Elaldı
Kuramsal Eğitimbilim (2025) Vol. 18, Iss. 1, pp. 54-80
Open Access
Counting-Focused Intervention Effects for Students With Mathematics Difficulty: A Research Synthesis
Syeda Sharjina Akther, Sarah R. Powell, Danielle O. Lariviere
Learning Disabilities Research and Practice (2025)
Closed 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
Early numeracy development as a foundation of mathematics achievement in primary education
Veronique Dierkx, Bernadette van de Rijt, Dave Hessen, et al.
Learning and Individual Differences (2025) Vol. 121, pp. 102706-102706
Open Access
Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home: a quasi-experimental study
Anne-Françoise de Chambrier, Ariane Baye, Mélanie Tinnes-Vigne, et al.
Early Childhood Research Quarterly (2020) Vol. 54, pp. 164-178
Open Access | Times Cited: 30
System-wide improvement of early-grade mathematics: New evidence from the Gauteng Primary Language and Mathematics Strategy
Brahm Fleisch, Volker Schöer, Gareth Roberts, et al.
International Journal of Educational Development (2016) Vol. 49, pp. 157-174
Closed Access | Times Cited: 28
Scaffolding executive function capabilities via play-&-learn software for preschoolers.
Anton Axelsson, Richard Andersson, Agneta Gulz
Journal of Educational Psychology (2016) Vol. 108, Iss. 7, pp. 969-981
Open Access | Times Cited: 24
Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs
Jo Van Herwegen, Hiwet Mariam Costa, Bethany Nicholson, et al.
Research in Developmental Disabilities (2018) Vol. 77, pp. 1-11
Open Access | Times Cited: 24
The role of pre-algebraic reasoning within a word-problem intervention for third-grade students with mathematics difficulty
Sarah R. Powell, Katherine A. Berry, Marcia A. Barnes
ZDM (2019) Vol. 52, Iss. 1, pp. 151-163
Closed Access | Times Cited: 20
Relations between play skills and mathematical skills in toddlers
Elin Reikerås
ZDM (2020) Vol. 52, Iss. 4, pp. 703-716
Open Access | Times Cited: 16
Design and empirical evaluation of a multitouch interaction game-like app for fostering early embodied math learning
Roberta Barrocas, Julia Bahnmueller, Stephanie Roesch, et al.
International Journal of Human-Computer Studies (2023) Vol. 175, pp. 103030-103030
Closed Access | Times Cited: 6
Early Numeracy Skills Learning and Learning Difficulties—Evidence-based Assessment and Interventions
Pirjo Aunio
Elsevier eBooks (2019), pp. 195-214
Closed Access | Times Cited: 17
The Number Race – computer-assisted intervention for mathematically low-performing first graders
Heidi Hellstrand, Johan Korhonen, Karin Linnanmäki, et al.
European Journal of Special Needs Education (2019) Vol. 35, Iss. 1, pp. 85-99
Open Access | Times Cited: 13
Intervention studies in math: A metareview
Bert Reynvoet, Stefanie Vanbecelaere, Fien Depaepe, et al.
Elsevier eBooks (2021), pp. 283-308
Closed Access | Times Cited: 11
A systematic literature review of math interventions across educational settings from early childhood education to high school
Riikka Pauliina Svane, Marinka M. Willemsen, Dorthe Bleses, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 4
Intervention effects on low performing preschoolers' early mathematical skills: Adding fundamental motor skill practice as a supporting method
Pinja Jylänki, Arja Sääkslahti, Pirjo Aunio
Trends in Neuroscience and Education (2024) Vol. 35, pp. 100227-100227
Open Access | Times Cited: 1
The fabrication of special education mathematics students as knowers through mandatory assessment in preschool class
Anette Bagger, Helena Vennberg
Education Inquiry (2024), pp. 1-15
Open Access | Times Cited: 1
A Mathematics intervention for low-performing Finnish second graders: findings from a pilot study
Riikka Mononen, Pirjo Aunio
European Journal of Special Needs Education (2014) Vol. 29, Iss. 4, pp. 457-473
Closed Access | Times Cited: 11
Implementing a structural approach in preschool number activities. Principles of an intervention program reflected in learning
Camilla Björklund, Anna-Lena Ekdahl, Ulla Runesson Kempe
Mathematical Thinking and Learning (2020) Vol. 23, Iss. 1, pp. 72-94
Open Access | Times Cited: 11
Validity, reliability and viability of pre-school educators’ use of early years toolbox early numeracy
Steven J. Howard, Cathrine Neilsen‐Hewett, Marc de Rosnay, et al.
Australasian Journal of Early Childhood (2021) Vol. 47, Iss. 2, pp. 92-106
Closed Access | Times Cited: 10
CONCEPTUAL SUBITIZING AND PRESCHOOL CLASS CHILDREN’S LEARNING OF THE PART-PART-WHOLE RELATIONS OF NUMBER
Catarina Wästerlid
Problems of Education in the 21st Century (2020) Vol. 78, Iss. 6, pp. 1038-1054
Open Access | Times Cited: 10
Cognitive Research and Mathematics Education—How Can Basic Research Reach the Classroom?
Henrique Simplicio, Hedwig Gasteiger, Beatriz Vargas Dorneles, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 9
Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers’ Early Numeracy: A Pilot Intervention Study
Pinja Jylänki, Elina Sipinen, Theo Mbay, et al.
International Journal of Early Childhood (2022) Vol. 55, Iss. 1, pp. 131-154
Open Access | Times Cited: 6
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