{"meta":{"query_hash":"ab2fc9807593","filters":{"venue":"International Journal of Education in Mathematics Science and Technology"},"cohort_total":3,"direct_labels_cover":0,"predictions_cover":3,"exported":3,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/ab2fc9807593","api":"https://metacan.xera.ac/api/v1/cohort?venue=International+Journal+of+Education+in+Mathematics+Science+and+Technology"},"results":[{"id":"W2180762658","doi":"10.18404/ijemst.43557","title":"Lessons Learned about Effective Professional Development: Two Contrasting Case Studies","year":2015,"lang":"en","type":"article","venue":"International Journal of Education in Mathematics Science and Technology","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"","keywords":"Professional development; Period (music); Psychology; Sample (material); Mathematics education; Developmental psychology; Social psychology; Pedagogy; Chemistry","score_opus":0.09815600806729347,"score_gpt":0.5125357348929964,"score_spread":0.41437972682570295,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2180762658","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9745662,0.00045470745,0.0028401264,0.012985575,0.0028266904,0.00031029078,6.7224204e-7,0.00005459016,0.0059611066],"genre_scores_gemma":[0.9548907,0.0000664588,0.044434574,0.00007305345,0.000112478934,0.000030451783,2.577866e-7,0.000004905783,0.00038710047],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.998467,0.00007408428,0.00047115522,0.00013359477,0.00068600866,0.00016815479],"domain_scores_gemma":[0.99577844,0.00035968702,0.0005005389,0.0000885834,0.003166942,0.000105792904],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.005562663,0.00008283969,0.00018015367,0.0011614651,0.00027748127,0.000100759906,0.0004977225,0.00006105545,0.00000946854],"category_scores_gemma":[0.0113705145,0.00007018874,0.000016083184,0.0006125246,0.0008409678,0.00038141504,0.00010427161,0.0002464709,0.0000034546918],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000058968617,0.00057195703,0.0024280772,0.000022142403,0.000034980323,0.000045653815,0.09309429,0.0000019574193,0.00029897186,0.79822034,0.00092157786,0.10435415],"study_design_scores_gemma":[0.0004822554,0.000045036948,0.0001336955,0.0005932345,0.00001294042,0.0013807613,0.15847538,0.0001583897,0.0015290269,0.83019966,0.006839366,0.00015028197],"about_ca_topic_score_codex":0.00002821638,"about_ca_topic_score_gemma":0.00009926129,"teacher_disagreement_score":0.104203865,"about_ca_system_score_codex":0.00052561273,"about_ca_system_score_gemma":0.0044217953,"threshold_uncertainty_score":0.9969571},"labels":[],"label_agreement":null},{"id":"W4404225281","doi":"10.46328/ijemst.4385","title":"Arguing for Access: Teachers’ Perspectives on the Use of Argumentation in Elementary Mathematics","year":2024,"lang":"en","type":"article","venue":"International Journal of Education in Mathematics Science and Technology","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Argumentation theory; Mathematics education; Computer science; Mathematics; Psychology; Pedagogy; Epistemology","score_opus":0.07359416804708532,"score_gpt":0.43526139818970017,"score_spread":0.3616672301426148,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404225281","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9461538,0.00015878216,0.0020932588,0.04962834,0.0008345637,0.0002635767,0.0000015544023,0.000009939767,0.0008561411],"genre_scores_gemma":[0.96401614,0.00026268171,0.035311688,0.00018531119,0.000059250644,0.000024585748,4.418456e-7,0.000003887632,0.0001360307],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9989158,0.000022370861,0.000388792,0.000098172546,0.00047162923,0.00010324184],"domain_scores_gemma":[0.99844253,0.0006561556,0.00015810136,0.000063536936,0.0006563594,0.000023287726],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020632716,0.000049251674,0.000088284294,0.0009954893,0.00007585967,0.00020870884,0.00046170666,0.000037163874,0.000035748904],"category_scores_gemma":[0.003157962,0.000036643236,0.00002017777,0.00068464444,0.000454475,0.00047225665,0.000034778852,0.00013560645,0.0000010224444],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000021492833,0.00032783466,0.0013403192,0.00001868781,0.00001164396,6.0678394e-7,0.07798092,0.000005677866,0.00035370034,0.90623134,0.00039586672,0.01333122],"study_design_scores_gemma":[0.00012791826,0.000046951656,0.0006182757,0.00081286265,0.000009123951,0.00001014521,0.30046076,0.00067306287,0.0010387215,0.6908595,0.0052708806,0.00007180789],"about_ca_topic_score_codex":0.000027154583,"about_ca_topic_score_gemma":0.000042624277,"teacher_disagreement_score":0.22247985,"about_ca_system_score_codex":0.00035885736,"about_ca_system_score_gemma":0.0012418054,"threshold_uncertainty_score":0.37806037},"labels":[],"label_agreement":null},{"id":"W7117713467","doi":"10.46328/ijemst.5315","title":"&lt;b&gt;Geometric Transformations and Symmetry in Primary and Secondary Education: A Review of Themes, Media, and Theoretical Frames from 1990 to Present &lt;/b&gt;","year":2025,"lang":"","type":"article","venue":"International Journal of Education in Mathematics Science and Technology","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary; Cape Breton University","funders":"","keywords":"Symmetry (geometry); Focus (optics); Field (mathematics); Key (lock); Set (abstract data type); Concept learning; Transformation geometry","score_opus":0.009767091758695425,"score_gpt":0.3407149747804683,"score_spread":0.33094788302177286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7117713467","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75309026,0.12305792,0.004988377,0.09423079,0.0018877205,0.0014930005,0.00004029084,0.00003315697,0.02117847],"genre_scores_gemma":[0.89856577,0.06745697,0.032946885,0.00080185285,0.00008527007,0.000052713807,0.0000039914707,0.00000899264,0.000077540564],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99705315,0.00012357706,0.0014022918,0.00033129688,0.00085251115,0.00023719933],"domain_scores_gemma":[0.9964221,0.0011612462,0.00068604376,0.00024965353,0.001307987,0.00017297873],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033940407,0.00020574123,0.000565643,0.0043954435,0.00016815735,0.00018723584,0.0008323897,0.00020527485,0.000110779394],"category_scores_gemma":[0.0055946712,0.0001889109,0.00004068986,0.0028553694,0.0020908755,0.00055527885,0.0002589377,0.00045529826,8.4717846e-7],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007528531,0.0008092738,0.0011993936,0.001059993,0.000030994674,6.7801824e-7,0.012680094,9.425212e-8,0.00041908651,0.87340695,0.0014769159,0.10890897],"study_design_scores_gemma":[0.0003615125,0.00009583145,0.004701747,0.012656172,0.00007815719,0.000076350785,0.012146086,0.00015877325,0.0005621048,0.9621956,0.0067441734,0.00022350416],"about_ca_topic_score_codex":0.000043776872,"about_ca_topic_score_gemma":0.000046066114,"teacher_disagreement_score":0.14547552,"about_ca_system_score_codex":0.000286455,"about_ca_system_score_gemma":0.004569363,"threshold_uncertainty_score":0.8105854},"labels":[],"label_agreement":null}]}