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Journal of Mathematics Teacher Education 期刊封面 教育学
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Review Cycle Records

Journal of Mathematics Teacher Education

Springer SSCI 非OA
2026新锐 2区2025中科院 2区2025 JCR Q2
676.5平均天数
676中位天数
65最短天数
1,003最长天数
622025发文量

Paper Review Records

全部论文审稿周期

10 篇有效样本 · 按发表日期由新到旧排列
审稿天数=录用日期-收稿日期;保留 PDF/DOI/网页源链接

977 天

Chinese expert teachers’ implementation of U.S. mathematics textbook lessons

作者Meixia Ding; Rahma Goran; Xuejing Xu; Wei Chen

作者单位1. Temple University, Philadelphia, USA; 2. Nanjing Xiao Zhuang University, Nanjing, China

PDF源文件 DOI 网页
875 天

Mathematics teacher change in times of disruption: a longitudinal large-scale study across three countries

作者Ellen Vandervieren; Daniel Thurm; Filip Moons; Marcel Klinger; Paul Drijvers

作者单位1. University of Antwerp, Antwerp, Belgium; 2. Universität Siegen, Siegen, Germany; 3. Utrecht University, Utrecht, The Netherlands; 4. Universität Duisburg-Essen, Essen, Germany

PDF源文件 DOI 网页
750 天

Learning to teach across departments: an ecological perspective on the learning experiences of mathematics pre-service teachers

作者Nadav Ehrenfeld; Corey Brady

作者单位1. Weizmann Institute of Science, Rehovot, Israel; 2. Simmons School, Southern Methodist University, Dallas, USA

PDF源文件 DOI 网页
673 天

Networking two theoretical frames of variation in a problem-solving-based mathematics instruction task design

作者Berie Getie Kassa; Liping Ding

作者单位1. Department of Mathematics, Bahir Dar University, Bahir Dar, Ethiopia; 2. Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway

PDF源文件 DOI 网页
530 天

Roles of teacher in synchronous online mathematical discussion on parametric functions

作者Sara Bagossi; Eugenia Taranto; Silvia Beltramino; Ferdinando Arzarello

作者单位1. Free University of Bozen-Bolzano, Brixen, Italy; 2. Kore University of Enna, Enna, Italy; 3. Liceo M. Curie, Turin, Italy; 4. University of Turin, Turin, Italy

PDF源文件 DOI 网页
591 天

A framework for conceptualising pre-service mathematics teachers’ learning across the contexts of coursework and school placement

作者Amalie Sødal

作者单位1. Department of Mathematical Sciences, University of Agder, Kristiansand, Norway

PDF源文件 DOI 网页
65 天

Critical Noticing and its Consequences

作者John Mason

作者单位1. Open University, Milton Keynes, UK; 2. University of Oxford, Oxford, UK

PDF源文件 DOI 网页
679 天

Teaching 3D geometry with dynamic environments in upper secondary classes: How to help students combine empirical perception and theoretical deduction?

作者Mingyu Shao; Jana Trgalova; Luc Trouche

作者单位1. South China Normal University, Guangzhou, China; 2. Haute Ecole Pédagogique du Canton de Vaud, Lausanne, Switzerland; 3. Ecole Normale Supérieure de Lyon, Lyon, France

PDF源文件 DOI 网页
1,003 天

Knowledge, disposition and the capacity for instruction: An optional mathematics course for preservice teachers

作者Siún Nic Mhuirí; Aisling Twohill

作者单位1. Institute of Education, Dublin City University, Dublin, Ireland; 2. Centre for the Advancement of STEM teaching and Learning (CASTeL), Dublin City University, Dublin, Ireland

PDF源文件 DOI 网页
622 天

Growing practice in place: evidence of teacher learning from side-by-side coaching

作者Jen Munson

作者单位1. School of Education and Social Policy, Northwestern University, Evanston, USA

PDF源文件 DOI 网页

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我是环境工程专业,需要一篇 SCI,希望 3 个月内见刊。没有基金,也没有大牛挂名,可以投哪些期刊?

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拟题建议
《融合机器学习与生命周期评价的城市污水处理碳排放预测与优化》

样本口径2026 年最近 5 篇有效论文样本

平均审稿96.4 天

中位数77 天

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