Mathematical Thinking and Learning

Top Research Topics at Mathematical Thinking and Learning?

The objective of the journal is to combine knowledge in the areas of Mathematics education, Mathematics instruction, Teaching method, Pedagogy and Curriculum. The study on Mathematics education presented is investigated in conjunction with research in Context (language use). The research on Mathematics instruction tackled can also make contributions to studies in the areas of Algebra over a field, Mathematical logic and Mathematical thinking.

Pedagogy studies presented in it focus on topics such as Professional development and Cognitively Guided Instruction. Mathematical Thinking and Learning explores the study of Reform mathematics to improve our understanding of the broader topic of Connected Mathematics. It focuses on different Connected Mathematics studies like Math wars and Core-Plus Mathematics Project.

• Mathematics education (70.00%)
• Mathematics instruction (20.00%)
• Teaching method (18.21%)

What are the most cited papers published in the journal?

• Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell (639 citations)
• A Situated and Sociocultural Perspective on Bilingual Mathematics Learners (351 citations)
• Learning Trajectories in Mathematics Education (327 citations)

Research areas of the most cited articles at Mathematical Thinking and Learning:

The journal articles are organized to reinforce research efforts on Mathematics education, Pedagogy, Mathematics instruction, Concept learning and Teaching method. While Mathematics education is the focus of the journal articles, it also provides insights into the studies of Cognitive development, Context (language use) and Construct (philosophy). The most cited papers focus on Pedagogy but the discussions also offer insight into other areas such as Cultural diversity, Sociocultural evolution, Face (sociological concept) and Equity (economics).

What topics the last edition of the journal is best known for?

• Mathematics education
• Linguistics
• Statistics

The previous edition focused in particular on these issues:

Mathematical Thinking and Learning facilitates discussions on Mathematics education, Data science, Statistical model, Mathematics instruction and Calculus. In addition to Mathematics education, Mathematical Thinking and Learning tackled discussions on SWORD. The Statistical model works featured in Mathematical Thinking and Learning incorporate elements from Context (language use), Resampling and Natural language processing.

Concepts in Early childhood education, as well as related topics in Competence (human resources) and Early childhood, are covered in the Mathematics instruction research presented in it. The journal holds forums on Calculus that merges themes from other disciplines such as Undergraduate engineering, Multiplication, Graph of a function and Register (sociolinguistics). Mathematical Thinking and Learning facilitates discussions on Teaching method that incorporate concepts from other fields like Concept learning, Structure (category theory) and Equivalence (measure theory).

The most cited articles from the last journal are:

• Teaching practices for differentiating mathematics instruction for middle school students (6 citations)
• Patterning Strategies in Early Childhood: A Mixed Methods Study Examining 3- to 5-Year-Old Children's Patterning Competencies. (5 citations)
• Introducing teachers who use GUI-driven tools for the randomization test to code-driven tools (4 citations)

Papers citation over time

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.

Top authors and change over time

The top authors publishing in Mathematical Thinking and Learning (based on the number of publications) are:

• Lieven Verschaffel (12 papers) absent at the last edition,
• Michael N. Fried (11 papers) published 1 paper at the last edition, 1 less than at the previous edition,
• Dani Ben-Zvi (6 papers) published 2 papers at the last edition,
• Douglas H. Clements (6 papers) published 1 paper at the last edition the same number as at the previous edition,
• Bharath Sriraman (6 papers) absent at the last edition.

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.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Mathematical Thinking and Learning (based on the number of publications) are:

• Katholieke Universiteit Leuven (13 papers) published 1 paper at the last edition, 2 less than at the previous edition,
• Ben-Gurion University of the Negev (12 papers) published 1 paper at the last edition, 1 less than at the previous edition,
• Michigan State University (10 papers) absent at the last edition,
• Illinois State University (8 papers) published 2 papers at the last edition, 1 more than at the previous edition,
• University of Haifa (8 papers) published 2 papers at the last edition the same number as at the previous edition.

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.

Publication chance based on affiliation

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, 0.00% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 30.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 2.50% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 30.00% of all publications and 37.50% were from other institutions.

Returning Authors Index

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.

Returning Institution Index

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.

The experience to innovation index

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:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Further career opportunities for Mathematical Education Researchers

In the landscape of mathematical education and related areas of research, there are diverse job opportunities available for professionals. One such field that highly benefits from insights in this discipline is substance abuse counseling. This sector requires deep comprehension of statistical data for efficient and effective patient management.

For example, understanding the statistical data on substance abuse trends helps counselors better comprehend the scope and scale of the problem they are dealing with. Additionally, insights into mathematical thinking and pedagogical methods can significantly assist in structuring effective recovery programs with measurable outcomes.

Substance abuse counselors in many regions, such as Oklahoma, could deepen their practical use of these skills with advanced knowledge of mathematical education research. If you’re curious about making this transition or understanding how mathematical research skills can strengthen your work in counseling, you may wish to explore How to be a substance abuse counselor in Oklahoma.