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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:

Prospective mathematics teachers’ development of noticing in an online teacher education program
Ceneıda Fernández, Salvador Llinares, Yoilyn Rojas
ZDM (2020) Vol. 52, Iss. 5, pp. 959-972
Open Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

COVID-19 and teacher education: a literature review of online teaching and learning practices
Carmen Carrillo, María Assunção Flores
European Journal of Teacher Education (2020) Vol. 43, Iss. 4, pp. 466-487
Closed Access | Times Cited: 908
Transformation of the mathematics classroom with the internet
Johann Engelbrecht, Salvador Llinares, Marcelo C. Borba
ZDM (2020) Vol. 52, Iss. 5, pp. 825-841
Open Access | Times Cited: 236
Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths
Thorsten Scheiner
Educational Studies in Mathematics (2023) Vol. 114, Iss. 1, pp. 35-61
Open Access | Times Cited: 16
What do In-Service Teachers Notice in Teaching–Learning Situations that Seek to Foster Modelling?
Horacio Solar, Samuel Rivera, Ceneıda Fernández, et al.
International Journal of Science and Mathematics Education (2025)
Closed Access
Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma
Sigal-Hava Rotem
Journal of Mathematics Teacher Education (2025)
Closed Access
Influence of Professional Materials on the Decision-Making of Preservice Secondary Teachers When Noticing Students’ Mathematical Thinking
Mar Moreno, Gloria Sánchez-Matamoros, Julia Valls González
Education Sciences (2025) Vol. 15, Iss. 4, pp. 418-418
Open Access
Exploring prospective mathematics teachers’ noticing of primary students’ higher order thinking through learning video cases
Restu Lusiana, Cholis Sa’dijah, Subanji Subanji, et al.
AIP conference proceedings (2025) Vol. 3142, pp. 020044-020044
Closed Access
Teacher leaders' noticing of argumentative orchestration
Horacio Solar, Florencia Gómez Zaccarelli, María Victoria Martínez, et al.
Journal of Mathematics Teacher Education (2025)
Closed Access
How Does Online Professional Development Program Enriched with Collaborative Discussion Develop Teachers’ Noticing Skills?
Reyhan Tekin-Sitrava, Zeynep Özel, Mine Işıksal-Bostan, et al.
International Journal of Science and Mathematics Education (2024)
Closed Access | Times Cited: 3
Bahan Ajar Interaktif Berbasis Pendekatan STEAM pada Muatan IPS Siswa Kelas V SD
I Made Putra Wirawan, I Gusti Agung Ayu Wulandari, Gusti Ngurah Sastra Agustika
Jurnal Penelitian dan Pengembangan Pendidikan (2022) Vol. 6, Iss. 1, pp. 152-161
Open Access | Times Cited: 11
Developing an electronic module based on mathematical literacy to enhance students' mathematical reasoning
Retno Marsitin, Nyamik Rahayu Sesanti
Jurnal Elemen (2023) Vol. 9, Iss. 1, pp. 197-210
Open Access | Times Cited: 5
Enhancing technological pedagogical content knowledge of prospective teachers through mathematics lesson plan development
İpek Saralar-Aras, Belma Türker Biber
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
Teaching Skills of the Prospective Physical Education Teachers Based on Group Learning Commitment
Jusuf Blegur, Andreas J. F. Lumba
JPI (Jurnal Pendidikan Indonesia) (2022) Vol. 11, Iss. 1, pp. 107-116
Open Access | Times Cited: 5
Using Digital Technology and Blending to Change the Mathematics Classroom and Mathematics Teacher Education
Marcelo C. Borba, Johann Engelbrecht, Salvador Llinares
Research in mathematics education (2021), pp. 21-42
Closed Access | Times Cited: 6
What they notice in photographs: A study of preservice teachers' noticing in a formative assessment cycle
Sarah Roller Dyess, Katherine Ariemma Marin, Elizabeth P. Cunningham
School Science and Mathematics (2024) Vol. 124, Iss. 3, pp. 186-202
Closed Access
The controversial mathematical reasoning process of prospective teachers when solving mathematical problems
Alfiani Athma Putri Rosyadi, Cholis Sa’dijah, S. Susiswo, et al.
Routledge eBooks (2024), pp. 141-148
Open Access
Supporting prospective mathematics teachers in noticing students' proportional reasoning
Sinem Baş-Ader, Engin Ader, Rukiye Didem Taylan
Journal of Mathematics Teacher Education (2024)
Closed Access
Variations in prospective teachers’ levels of noticing students’ mathematical thinking based on narrative writing
Rabih El Mouhayar
Mathematics Education Research Journal (2024)
Closed Access
Elementary Teachers’ Noticing of Students’: How to Stimulate Students’ Critical and Creative Thinking
Restu Lusiana, Cholis Sa’dijah, Subanji Subanji, et al.
TEM Journal (2024), pp. 1319-1330
Open Access
The right answer for the wrong reason: how prospective teachers leverage pedagogical opportunities
Andrew Kercher, Canan Güneş, Rina Zazkis
Research in Mathematics Education (2024), pp. 1-16
Closed Access
Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions
Anthony Matranga, Jason Silverman
Journal of Mathematics Teacher Education (2022) Vol. 27, Iss. 3, pp. 325-354
Closed Access | Times Cited: 2
Apoyando el desarrollo de la competencia mirar profesionalmente del futuro profesorado de matemáticas: Práctica e investigación
Ceneıda Fernández
Realidad y Reflexión (2021) Vol. 53, Iss. 53, pp. 40-60
Open Access | Times Cited: 2
Changes in Pre-service Teachers’ Noticing Through an Elementary Mathematics Method
Pang Jeongsuk, Jin Sunwoo
(2021) Vol. 31, Iss. 3, pp. 231-255
Open Access | Times Cited: 2
Confronting Teachers with Contingencies to Support Their Learning About Situation-Specific Pedagogical Decisions in an Online Context
Amanda M. Brown, Irma E. Stevens, Patricio Herbst, et al.
Research in mathematics education (2021), pp. 291-316
Closed Access | Times Cited: 2
Learning from noticing: elementary mathematics preservice teachers’ noticing and responsiveness on lesson modification
Hea-Jin Lee, Hee-jeong Kim
Educational Studies (2022) Vol. 50, Iss. 6, pp. 1071-1092
Closed Access | Times Cited: 1
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