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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:

Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings
Luis Radford
Educational Studies in Mathematics (2008) Vol. 70, Iss. 2, pp. 111-126
Closed Access | Times Cited: 281

Showing 1-25 of 281 citing articles:

Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures
Martha W. Alibali, Mitchell J. Nathan
Journal of the Learning Sciences (2011) Vol. 21, Iss. 2, pp. 247-286
Closed Access | Times Cited: 578
Depicting as a method of communication.
Herbert H. Clark
Psychological Review (2016) Vol. 123, Iss. 3, pp. 324-347
Closed Access | Times Cited: 335
Embodied cognition and its significance for education
Lawrence Shapiro, Steven A. Stolz
Theory and Research in Education (2018) Vol. 17, Iss. 1, pp. 19-39
Open Access | Times Cited: 153
The Progressive Development of Early Embodied Algebraic Thinking
Luis Radford
Mathematics Education Research Journal (2013) Vol. 26, Iss. 2, pp. 257-277
Closed Access | Times Cited: 144
The Routledge Handbook of Philosophy of the Social Mind

Routledge eBooks (2016)
Closed Access | Times Cited: 138
The Proceedings of the 12th International Congress on Mathematical Education
Sung Je Cho
Springer eBooks (2015)
Closed Access | Times Cited: 120
New materialist ontologies in mathematics education: the body in/of mathematics
Elizabeth de Freitas, Nathalie Sinclair
Educational Studies in Mathematics (2013) Vol. 83, Iss. 3, pp. 453-470
Closed Access | Times Cited: 113
Language and communication in mathematics education: an overview of research in the field
Candia Morgan, Tracy S. Craig, Marcus Schuette, et al.
ZDM (2014) Vol. 46, Iss. 6, pp. 843-853
Closed Access | Times Cited: 110
Playing Mathematical Instruments: Emerging Perceptuomotor Integration With an Interactive Mathematics Exhibit
Ricardo Nemirovsky, Molly L. Kelton, Bohdan Rhodehamel
Journal for Research in Mathematics Education (2013) Vol. 44, Iss. 2, pp. 372-415
Closed Access | Times Cited: 105
Domain-specific interpretation of eye tracking data: towards a refined use of the eye-mind hypothesis for the field of geometry
Maike Schindler, Achim J. Lilienthal
Educational Studies in Mathematics (2019) Vol. 101, Iss. 1, pp. 123-139
Open Access | Times Cited: 103
Foundations for Decision Making
Roger Jones, Anand Patwardhan, Stewart Cohen, et al.
Cambridge University Press eBooks (2015), pp. 195-228
Closed Access | Times Cited: 102
When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation
Ricardo Nemirovsky, Chris Rasmussen, George Sweeney, et al.
Journal of the Learning Sciences (2011) Vol. 21, Iss. 2, pp. 287-323
Closed Access | Times Cited: 108
Algebraic thinking from a cultural semiotic perspective
Luis Radford
Research in Mathematics Education (2010) Vol. 12, Iss. 1, pp. 1-19
Closed Access | Times Cited: 101
Towards an embodied, cultural, and material conception of mathematics cognition
Luis Radford
ZDM (2014) Vol. 46, Iss. 3, pp. 349-361
Closed Access | Times Cited: 90
Grade 2 Students’ Non-Symbolic Algebraic Thinking
Luis Radford
Advances in mathematics education (2011), pp. 303-322
Closed Access | Times Cited: 88
Getting the point: Tracing worked examples enhances learning
Fang‐Tzu Hu, Paul Ginns, Janette Bobis
Learning and Instruction (2014) Vol. 35, pp. 85-93
Closed Access | Times Cited: 86
Teaching for Excellence and Equity in Mathematics
Cynthia O. Anhalt, Marta Civil, Lawrence M. Lesser
(2012)
Closed Access | Times Cited: 81
Education and the illusions of emancipation
Luis Radford
Educational Studies in Mathematics (2012) Vol. 80, Iss. 1-2, pp. 101-118
Closed Access | Times Cited: 78
The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning
Chialing Chen, Patricio Herbst
Educational Studies in Mathematics (2012) Vol. 83, Iss. 2, pp. 285-307
Closed Access | Times Cited: 77
Learning as Making: Using 3D computer‐aided design to enhance the learning of shape and space in STEM‐integrated ways
Oi‐Lam Ng, To Chan
British Journal of Educational Technology (2018) Vol. 50, Iss. 1, pp. 294-308
Open Access | Times Cited: 70
Embodied Learning Environments for Graphing Motion: a Systematic Literature Review
Carolien Duijzer, Marja van den Heuvel‐Panhuizen, Michiel Veldhuis, et al.
Educational Psychology Review (2019) Vol. 31, Iss. 3, pp. 597-629
Open Access | Times Cited: 67
CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY
Mijung Kim, Wolff‐Michael Roth, Jennifer S. Thom
International Journal of Science and Mathematics Education (2010) Vol. 9, Iss. 1, pp. 207-238
Closed Access | Times Cited: 74
Negotiating energy dynamics through embodied action in a materially structured environment
Rachel E. Scherr, Hunter G. Close, Eleanor W. Close, et al.
Physical Review Special Topics - Physics Education Research (2013) Vol. 9, Iss. 2
Open Access | Times Cited: 67
Grounded blends and mathematical gesture spaces: developing mathematical understandings via gestures
Caroline Yoon, Michael Thomas, Tommy Dreyfus
Educational Studies in Mathematics (2011) Vol. 78, Iss. 3, pp. 371-393
Closed Access | Times Cited: 63
Paying Attention to Gesture when Students Talk Chemistry: Interactional Resources for Responsive Teaching
Virginia J. Flood, François G. Amar, Ricardo Nemirovsky, et al.
Journal of Chemical Education (2014) Vol. 92, Iss. 1, pp. 11-22
Closed Access | Times Cited: 55
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