| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 769 | 9 | 11 | 7 |
The journal covers a variety of subjects, including Mathematics education, Philosophy of education, Pedagogy, Teacher education and Teaching method. It connects the study in Mathematics education with the closely related area of Professional development. In the journal, Curriculum, Faculty development, Mathematics teacher education, Mathematics instruction and Cognitively Guided Instruction are investigated in conjunction with one another to address concerns in Philosophy of education research.
The studies tackled, which mainly focus on Pedagogy, apply to Identity (social science) as well. The Teacher education study tackled is a key component of adjacent topics in the area of Secondary mathematics. Specifically, studies on Everyday Mathematics are prevalent in the Connected Mathematics works discussed.
The published articles mainly deal with areas of study such as Mathematics education, Philosophy of education, Pedagogy, Teacher education and Teaching method. The most cited papers feature Mathematics education research that overlaps with concepts in Professional development. Issues in Pedagogy were discussed in the most cited papers, taking into consideration concepts from other disciplines like Structure (mathematical logic) and Construct (philosophy).
Journal of Mathematics Teacher Education is mainly concerned with subjects like Mathematics education, Philosophy of education, Teacher education, Professional development and Teacher preparation. Journal of Mathematics Teacher Education aims to bridge the gap between the study of Mathematics education and Quality (business). While the journal focused on Philosophy of education, it was also able to explore topics like Mathematics instruction, Perception and Mathematics teacher education.
Teacher identity studies in the realm of Teacher education interact with fields like Field (Bourdieu). Professional development research featured in the journal incorporates concerns from various other topics such as Mathematical content, Explication and Mechanism (sociology). Issues in Content knowledge were discussed, taking into consideration concepts from other disciplines like Teaching method and Microteaching.
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Journal of Mathematics Teacher Education (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Journal of Mathematics Teacher Education (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 1.89% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 26.92% were posted by at least one author from the top 10 institutions publishing in the journal. Another 11.54% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 21.15% of all publications and 40.38% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
Taking an interest in the subjects discussed in the Journal of Mathematics Teacher Education could potentially lead to an exciting and rewarding career path in the field of Mathematics education. Indeed, this could involve becoming a mathematics teacher or, going a step further, a Licensed Professional Counselor (LPC). As an LPC, individuals can provide guidance to students and professionals in the mathematics field, thereby contributing to the development of the next generation of mathematicians and educators. To become an LPC, one must meet several requirements, which typically include obtaining a master's degree in counseling or a related field, gaining supervised clinical experience, and passing a state-recognized counseling exam. Those with a background in mathematics education may find the transition to become an LPC a fulfilling career progression. If you're interested in exploring this path further, we've compiled a comprehensive guide on how to become an LPC. For instance, if you're living in Hawaii and curious about the specific steps required to become a counselor in this state, you can refer to our dedicated article: How to become an LPC in Hawaii. This potential career route illustrates the wide range of possibilities available for those with a passion for mathematics education. Whether as a teacher, researcher, or counselor, your work can contribute significantly to enhancing the mathematics education field.
Charalambos Y. Charalambous;Heather C. Hill;Mark J. Chin;Daniel McGinn
(2020)Janet Walkoe;Miriam G Sherin;Andrew Elby
(2020)Serife Sevinc;Richard Lesh
(2021)Mary Kay Stein;Jennifer Lin Russell;Victoria Bill;Richard Correnti
(2021)Simon Goodchild;Naneh Apkarian;Chris Rasmussen;Brian Katz
(2021)Brent Davis;Jo Towers;Olive Chapman;Michelle Drefs
(2020)Nicholas H. Wasserman;Keith Weber;Timothy Fukawa-Connelly;William McGuffey
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