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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:

The Mathematics Teacher Exchange and ‘Mastery’ in England: The Evidence for the Efficacy of Component Practices
Mark Boylan, Bronwen Maxwell, Claire Wolstenholme, et al.
Education Sciences (2018) Vol. 8, Iss. 4, pp. 202-202
Open Access | Times Cited: 18

Showing 18 citing articles:

Market mirages and the state’s role in professional learning: the case of English mathematics education
Mark Boylan, Gill Adams
Journal of Education Policy (2023) Vol. 39, Iss. 2, pp. 253-275
Open Access | Times Cited: 6
Longitudinal evaluation of the Mathematics Teacher Exchange: China-England - Final Report
Mark Boylan, Claire Wolstenholme, Bronwen Maxwell, et al.
(2019)
Closed Access | Times Cited: 14
Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China
Lianghuo Fan, Cheng Jing, Sicheng Xie, et al.
ZDM (2021) Vol. 53, Iss. 6, pp. 1313-1330
Open Access | Times Cited: 12
Enabling collaborative lesson research
Sally Bamber, Sarah Blears‐Chalmers, Daryn Egan‐Simon, et al.
The Curriculum Journal (2024) Vol. 35, Iss. 4, pp. 605-621
Open Access | Times Cited: 1
Analyzing a teacher’s learning through cross-cultural collaboration: a praxeological perspective of mathematical knowledge for teaching
Xingfeng Huang, Rongjin Huang, Marianna Bosch
Educational Studies in Mathematics (2021) Vol. 107, Iss. 3, pp. 427-446
Closed Access | Times Cited: 9
Are instructional practices different between East and West? An analysis of Grade 8 TIMSS 2019 data
Christian Bokhove
Asian Journal for Mathematics Education (2022) Vol. 1, Iss. 2, pp. 221-241
Open Access | Times Cited: 6
Supporting Mathematics Teaching for Mastery in England
Hannah Blausten, Christopher Gyngell, Hannes Aichmayr, et al.
Springer briefs in education (2020), pp. 29-49
Closed Access | Times Cited: 8
POLICY TRANSFER AND ISOMORPHISM: A CASE STUDY OF THE ENGLAND-CHINA MATHS TEACHER EXCHANGE
Simon Probert
British Journal of Educational Studies (2021) Vol. 70, Iss. 3, pp. 305-321
Open Access | Times Cited: 7
A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?
Rachel Marks, Colin Foster, Nancy Barclay, et al.
Research in Mathematics Education (2020) Vol. 23, Iss. 1, pp. 39-62
Open Access | Times Cited: 6
Beginning mathematics teachers’ values and beliefs about pedagogy during a time of policy flux
Rosalyn Hyde, Rosa Archer, Sally Bamber
Journal of Mathematics Teacher Education (2024)
Open Access
The policy and practice of mathematics mastery: The effects of neoliberalism and neoconservatism on curriculum reform
Nick Pratt, Julie Alderton
The Curriculum Journal (2023) Vol. 34, Iss. 4, pp. 578-593
Open Access | Times Cited: 1
Revisión de la literatura sobre evaluación de la formación continua de docentes en Matemáticas
Angélica Fabiana Oviedo Mandujano, Arnoldo Lizárraga Juárez
Educación matemática (2022) Vol. 34, Iss. 1, pp. 131-156
Open Access | Times Cited: 1
Rethinking teacher education in pandemic times: lessons from and for Singapore
Ee Ling Low
Elsevier eBooks (2022), pp. 710-720
Closed Access | Times Cited: 1
Évolutions et tendances comparées de l’enseignement des mathématiques en Angleterre et en Écosse
Kenneth Ruthven
Revue internationale d éducation de Sèvres (2023), Iss. 93, pp. 143-153
Closed Access
The Ideology of Mastering the Curriculum (with Peter Pawlik)
Tony Brown
Springer eBooks (2020), pp. 35-47
Closed Access
Performance of Grade 8 Students in Mathematics Intervention Program
Jeanalyn G. Francisco, Chard Aye Reyes Alova, Iana Menzi C. Alova, et al.
International Journal of Multidisciplinary Applied Business and Education Research (2022) Vol. 3, Iss. 9, pp. 1742-1748
Open Access
Understanding the Outcomes of the China–England Mathematics Teacher Exchange: Observations of a Shanghai Teacher
Jiaxiang Shi, Pinky Jain
ECNU Review of Education (2021) Vol. 6, Iss. 2, pp. 318-327
Open Access
Experiences of primary school teachers in teaching mathematics and provision of intervention strategies to diverse learners (a case of Johannesburg South District)
Promise Gora
(2021)
Closed Access
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