| Generic dimensions of teaching quality: the German framework of Three Basic Dimensions |
26 |
| Studying mathematics instruction through different lenses: setting the ground for understanding instructional quality more comprehensively |
9 |
| Mathematics identity research: the state of the art and future directions: Review and introduction to ZDM Special Issue on Identity in Mathematics Education |
7 |
| Subject-specific characteristics of instructional quality in mathematics education |
7 |
| Classroom observation frameworks for studying instructional quality: looking back and looking forward |
7 |
| Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art |
6 |
| The impact of linguistic complexity on the solution of mathematical modelling tasks |
6 |
| Structuring versus counting: critical ways of using fingers in subtraction |
6 |
| Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems |
5 |
| Mathematical modelling with hands-on experimental tasks: on the student's sense of credibility |
5 |
| Methodological landscape in research on teacher identity in mathematics education: a review |
5 |
| Opportunity to learn problem solving in Dutch primary school mathematics textbooks |
5 |
| Metacognition and mathematics education: an overview |
4 |
| Mathematical-metacognitive discourse: how can it be developed among teachers and their students? Empirical evidence from a videotaped lesson and two case studies |
4 |
| The coordinated movements of collaborative mathematical tasks: the role of affect in transindividual sympathy |
4 |
| Modelling with authentic data in sixth grade |
4 |
| The Role of Mathematics in interdisciplinary STEM education |
4 |
| Measuring metacognitive skills for mathematics: students' self-reports versus on-line assessment methods |
4 |
| Middle school students' reasoning about data and context through storytelling with repurposed local data |
4 |
| Mathematical modelling with digital tools-a quantitative study on mathematising with dynamic geometry software |
4 |
| Assessment in the service of learning: challenges and opportunities or Plus ca Change, Plus c'est la mme Chose |
3 |
| The challenges in the assessment of knowledge for teaching geometry |
3 |
| Measuring who counts: gender and mathematics assessment |
3 |
| Training mathematics teachers for realistic math problems: a case of modeling-based teacher education courses |
3 |
| Video analyses for research and professional development: the teaching for robust understanding (TRU) framework |
3 |
| Why do I have to learn this? A case study on students' experiences of the relevance of mathematical modelling activities |
3 |
| Changing experiences of being, becoming, and belonging: teachers' professional identity revisited |
3 |
| Students' interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence |
3 |
| Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)? |
3 |
| The use and potential of Fermi problems in the STEM disciplines to support the development of twenty-first century competencies |
3 |
| Managing common ground in the classroom: teachers use gestures to support students' contributions to classroom discourse |
3 |
| An interdisciplinary approach to designing online learning: fostering pre-service mathematics teachers' capabilities in mathematical modelling |
3 |
| Mathematical modelling in teacher education: dealing with institutional constraints |
3 |
| Design and research potential of interactive textbooks: the case of fractions |
3 |
| Recent advances in mathematics textbook research and development: an overview |
2 |
| A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics |
2 |
| Considerations on the use of mathematics in modeling activities |
2 |
| Making the able body: school mathematics as a cultural practice |
2 |
| Body studies in mathematics education: diverse scales of mattering |
2 |
| Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students |
2 |
| Exploring everyday examples to explain basis: insights into student understanding from students in Germany |
2 |
| Evidence, proofs, and derivations |
2 |
| Understanding Instructional Quality Through a Relational Lens |
2 |
| Open word problems: taking the additive or the multiplicative road? |
2 |
| Ways to teach modelling-a 50 year study |
2 |
| Blackgirl face: racialized and gendered performativity in mathematical contexts |
2 |
| A zone theory approach to analysing identity formation in mathematics education |
2 |
| The role of reflexivity in the emergence and expression of teachers' identities in teaching primary school mathematics |
2 |
| Coordinating situated identities in mathematics classrooms with sociohistorical narratives: a consideration for design |
2 |
| Narratives of 'good' instruction: teachers' identities as drawing on exploration vs. acquisition pedagogical discourses |
2 |
