{"meta":{"query_hash":"eb5c67f6c426","filters":{"venue":"Journal for Research in Mathematics Education"},"cohort_total":12,"direct_labels_cover":0,"predictions_cover":12,"exported":12,"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/eb5c67f6c426","api":"https://metacan.xera.ac/api/v1/cohort?venue=Journal+for+Research+in+Mathematics+Education"},"results":[{"id":"W118522196","doi":"10.5951/jresematheduc.43.2.0223","title":"On the Connections Between General Education Theories and Theories in Mathematics Education","year":2012,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Mathematics education; Education theory; LYN; Philosophy of mathematics education; Sociology; Pedagogy; Connected Mathematics; Psychology; Higher education; Political science","score_opus":0.25305786081645926,"score_gpt":0.5600545643571222,"score_spread":0.30699670354066294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W118522196","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007098738,0.7660236,0.010311237,0.03425382,0.003690464,0.00003560964,0.000092251525,0.00007534356,0.17841898],"genre_scores_gemma":[0.07723109,0.8579555,0.0064279805,0.009145029,0.0039251638,0.000072059986,0.0002827471,0.00007637321,0.044883918],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9993655,0.00021688806,0.000030241443,0.00007852281,0.00025255902,0.000056254685],"domain_scores_gemma":[0.99599105,0.003561753,0.00010000912,0.00007601852,0.00020724564,0.00006386035],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014478527,0.0006220817,0.00090028625,0.002171153,0.0006953481,0.003354593,0.0010528372,0.0010538804,0.009462784],"category_scores_gemma":[0.0031690623,0.0002442936,0.0007056466,0.00360436,0.0065031545,0.0058759353,0.0015105543,0.003456666,0.001743192],"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":[0.000027335513,0.000054103206,0.00088472385,0.0025209894,0.0000579277,0.00025744305,0.0029029222,0.0010720454,0.00027148006,0.76025397,0.057172645,0.1745244],"study_design_scores_gemma":[0.000017786684,0.00005071374,0.0036592956,0.0023606266,0.000051444367,0.00039670718,0.0021266146,0.00049172854,0.00020326531,0.5359025,0.45471695,0.000022351584],"about_ca_topic_score_codex":0.0028684295,"about_ca_topic_score_gemma":0.005417868,"teacher_disagreement_score":0.009462784,"about_ca_system_score_codex":0.0019004061,"about_ca_system_score_gemma":0.0018043846,"threshold_uncertainty_score":0.031656146},"labels":[],"label_agreement":null},{"id":"W141692896","doi":"10.5951/jresematheduc.44.1.0288","title":"Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces","year":2013,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":171,"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":"Friendship; Mathematics education; Power (physics); Social worlds; Romance; Sociology; Pedagogy; Psychology; Social science","score_opus":0.1611849232473365,"score_gpt":0.5660694000452725,"score_spread":0.40488447679793604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W141692896","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9777672,0.0001368689,0.0019714108,0.0011525252,0.00004252915,0.000026299183,0.000010349851,0.000017736802,0.018875068],"genre_scores_gemma":[0.99771535,0.00005808764,0.00031604376,0.00007909153,0.000011063048,0.000018227847,0.000009184053,0.000008986443,0.001784015],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9907629,0.0067110225,0.0001843322,0.000638707,0.000982619,0.00072030624],"domain_scores_gemma":[0.98814875,0.007865378,0.0014130345,0.0005113766,0.000508241,0.0015531569],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049818982,0.00037504706,0.0004425689,0.0014634591,0.00661691,0.008987132,0.0011842201,0.0014960214,0.0061902846],"category_scores_gemma":[0.022900464,0.00034154777,0.0002897053,0.0007426621,0.0071577686,0.0073214476,0.009007114,0.0020643529,0.0006092431],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011222889,0.00014543303,0.019138457,0.00004983818,0.000010745298,0.0004293054,0.9511918,0.000073838215,0.0013367154,0.009851652,0.0005571725,0.017102765],"study_design_scores_gemma":[0.000021949963,0.000111994945,0.009716075,0.0000703619,0.000012553363,0.0005411641,0.9568682,0.00054373464,0.0008323845,0.009914825,0.02133229,0.000034455097],"about_ca_topic_score_codex":0.00096323254,"about_ca_topic_score_gemma":0.0015165645,"teacher_disagreement_score":0.008987132,"about_ca_system_score_codex":0.0010889875,"about_ca_system_score_gemma":0.0009857856,"threshold_uncertainty_score":0.02634716},"labels":[],"label_agreement":null},{"id":"W1748404602","doi":"10.5951/jresematheduc.46.4.0423","title":"The Codevelopment of Mathematical Concepts and the Practice of Defining","year":2015,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"CONTEST; Mathematical practice; Class (philosophy); Agency (philosophy); Mathematics education; Space (punctuation); Computer science; Pedagogy; Sociology; Psychology; Political science; Social science; Artificial intelligence","score_opus":0.23528592344195526,"score_gpt":0.5784100528620837,"score_spread":0.34312412942012843,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1748404602","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9808158,0.00016294,0.007243909,0.0005586215,0.0000074331533,0.00003528243,0.000006571343,0.000015012117,0.011154352],"genre_scores_gemma":[0.99605584,0.000098580786,0.002588129,0.000027895841,0.0000022213785,0.000017420898,0.0000073386805,0.000010296471,0.0011921248],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98470366,0.009883722,0.00049484096,0.0014040491,0.0023436833,0.0011699199],"domain_scores_gemma":[0.97297734,0.016174251,0.005068839,0.0021808601,0.002139315,0.0014595117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0106082875,0.00039000218,0.00064029015,0.002685222,0.0059321267,0.00790707,0.0020610776,0.0014580999,0.0012614784],"category_scores_gemma":[0.03336441,0.00059836527,0.00035460855,0.0012509736,0.023466676,0.005192624,0.007937251,0.0034263234,0.00020454297],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000035299352,0.00009539391,0.02099052,0.000078629055,0.000005861826,0.00039350687,0.92205286,0.00037027252,0.0029551827,0.031365745,0.000147432,0.021509336],"study_design_scores_gemma":[0.000017712222,0.00036312544,0.052798938,0.00039963442,0.000026952695,0.0015106099,0.83904463,0.003511637,0.0058704545,0.026733145,0.069601566,0.00012160081],"about_ca_topic_score_codex":0.008314752,"about_ca_topic_score_gemma":0.0124961175,"teacher_disagreement_score":0.0106082875,"about_ca_system_score_codex":0.004820087,"about_ca_system_score_gemma":0.005120213,"threshold_uncertainty_score":0.056102633},"labels":[],"label_agreement":null},{"id":"W2330806132","doi":"10.5951/jresematheduc.47.2.0102","title":"Research Committee: Positioning Mathematics Education Researchers to Influence Storylines","year":2016,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"Educational Assessment and Improvement","field":"Decision Sciences","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Viewpoints; Mathematics education; Perception; Philosophy of mathematics education; Set (abstract data type); Reform mathematics; Connected Mathematics; Core-Plus Mathematics Project; Math wars; Mathematics; Computer science; Psychology","score_opus":0.534210016411487,"score_gpt":0.6417490670643551,"score_spread":0.10753905065286806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2330806132","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0037679686,0.0030862386,0.0065973504,0.88654643,0.08207222,0.00039177854,0.00022162759,0.00016958197,0.017146805],"genre_scores_gemma":[0.18648703,0.0053130924,0.0098700505,0.65581423,0.06966411,0.004493169,0.00043842633,0.0011062262,0.06681362],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9214576,0.0578733,0.00399588,0.0064241593,0.006986332,0.0032627077],"domain_scores_gemma":[0.77841276,0.15591604,0.008234667,0.008145086,0.040259678,0.009031764],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0735379,0.0008080567,0.00092493143,0.002567591,0.014800696,0.011096334,0.005027753,0.014899,0.012274956],"category_scores_gemma":[0.21869932,0.0006854694,0.0011728045,0.002319217,0.012665724,0.00993738,0.008341286,0.021558093,0.0043755155],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010053627,0.000030567586,0.00079842063,0.00047498036,0.000020045565,0.00037315572,0.07107772,0.00014059614,0.00086717965,0.0709896,0.8385123,0.01661473],"study_design_scores_gemma":[0.000018967685,0.000040123738,0.0005430805,0.0011221934,0.00002033118,0.0001066699,0.030900124,0.00037129153,0.0009399421,0.0070495857,0.9588292,0.000058576672],"about_ca_topic_score_codex":0.010659955,"about_ca_topic_score_gemma":0.008678303,"teacher_disagreement_score":0.0735379,"about_ca_system_score_codex":0.013168901,"about_ca_system_score_gemma":0.013683428,"threshold_uncertainty_score":0.38891023},"labels":[],"label_agreement":null},{"id":"W2345515729","doi":"10.5951/jresematheduc.47.3.0308","title":"Explorations of Shifting Forms of Numerical Representations and Cognitive Functions Grounded in and Emergent from Changing Collective Practices","year":2016,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","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":"Université de Montréal","funders":"","keywords":"New guinea; Indigenous; Sociology; Cognition; Field (mathematics); Mathematics education; Indigenous education; Epistemology; Pedagogy; Psychology; Mathematics; Ethnology; Philosophy; Pure mathematics","score_opus":0.31096480507791624,"score_gpt":0.5538970428285458,"score_spread":0.24293223775062955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2345515729","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7606643,0.0022160416,0.06336214,0.0048734136,0.00011803236,0.000072498406,0.000077401164,0.0001418834,0.16847426],"genre_scores_gemma":[0.98665863,0.00038466015,0.008852143,0.000089592606,0.00001122712,0.000036934965,0.000021652853,0.00004920284,0.0038960902],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988111,0.0006939168,0.000029033201,0.00017756673,0.00017748884,0.0001107699],"domain_scores_gemma":[0.9975298,0.0018509335,0.00016083007,0.00028424265,0.00009392772,0.00008031076],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027389615,0.00044548608,0.0002557154,0.0015462339,0.0026135338,0.0065887603,0.00096761127,0.0011489562,0.0036516523],"category_scores_gemma":[0.007269698,0.00035091568,0.00040886644,0.0016920713,0.025954153,0.010297676,0.004091651,0.0023780104,0.00023197751],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037991085,0.000016524978,0.0021723362,0.00011717087,0.0000119897395,0.00046972831,0.7211719,0.0003642412,0.0024333838,0.25028452,0.00058515696,0.022335045],"study_design_scores_gemma":[0.000020957994,0.00005934874,0.016226588,0.00035271043,0.00002582863,0.0018884003,0.4978049,0.0025990948,0.0027341798,0.4142614,0.06395894,0.00006764298],"about_ca_topic_score_codex":0.002654323,"about_ca_topic_score_gemma":0.004221824,"teacher_disagreement_score":0.0065887603,"about_ca_system_score_codex":0.0014118099,"about_ca_system_score_gemma":0.00082599977,"threshold_uncertainty_score":0.01448524},"labels":[],"label_agreement":null},{"id":"W2409015857","doi":"10.5951/jresematheduc.44.4.0646","title":"Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction","year":2013,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":175,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Mathematics education; Class (philosophy); Task (project management); Cognition; Quality (philosophy); Computer science; Psychology; Artificial intelligence","score_opus":0.7865314601492639,"score_gpt":0.524914413917575,"score_spread":0.2616170462316889,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2409015857","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986526,0.000030159033,0.00040962122,0.000028449269,0.000002459961,0.000021524931,0.000007219767,0.000006696963,0.0008412733],"genre_scores_gemma":[0.9988374,0.00003094661,0.0006544656,0.000017466764,0.0000036687652,0.000051382696,0.000031428186,0.000005665791,0.0003675882],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9929651,0.0035599123,0.00043207235,0.00095724466,0.0011415107,0.0009441644],"domain_scores_gemma":[0.9161435,0.05535795,0.01761155,0.0017612024,0.0029178949,0.00620786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071542854,0.00055072235,0.00049187586,0.0014250429,0.0019781317,0.0052824966,0.0015127994,0.0011667373,0.0023820342],"category_scores_gemma":[0.067721605,0.00069104874,0.00039319062,0.00055642106,0.0026424257,0.0031699724,0.004243017,0.0022445312,0.00031303635],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010194513,0.0040223277,0.53345186,0.00031748787,0.000110380395,0.00077906175,0.3980223,0.0006253571,0.017633764,0.0024218883,0.00031715864,0.04127898],"study_design_scores_gemma":[0.00003921365,0.00094071036,0.8517602,0.00011300539,0.000041558287,0.0001827958,0.13955396,0.000664326,0.002715121,0.0013815697,0.0025310705,0.00007641567],"about_ca_topic_score_codex":0.0026976883,"about_ca_topic_score_gemma":0.0058843843,"teacher_disagreement_score":0.0071542854,"about_ca_system_score_codex":0.0021099006,"about_ca_system_score_gemma":0.0013168086,"threshold_uncertainty_score":0.037835956},"labels":[],"label_agreement":null},{"id":"W2480385626","doi":"10.5951/jresematheduc.43.5.0651","title":"Enhancing Students' Mathematical Learning Through Focused Teacher Growth: A Review of of Promoting Purposeful Discourse…","year":2012,"lang":"en","type":"review","venue":"Journal for Research in Mathematics Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":1,"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 Alberta","funders":"","keywords":"Mathematics education; Reform mathematics; Connected Mathematics; Mathematical practice; Discourse analysis; Pedagogy; Focus (optics); Math wars; Philosophy of mathematics education; Psychology; Linguistics","score_opus":0.3244533737414385,"score_gpt":0.6044947061177477,"score_spread":0.2800413323763092,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2480385626","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00070004916,0.99801123,0.000111026246,0.00039016776,0.00006943599,0.0000080551345,0.0000048547204,0.000003414524,0.0007017159],"genre_scores_gemma":[0.004945485,0.99414474,0.00039945584,0.00020253971,0.00009682022,0.000019787722,0.000011739444,0.000004264102,0.00017522954],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990771,0.00035029964,0.00017180742,0.0001591188,0.00019132189,0.000050399798],"domain_scores_gemma":[0.9960491,0.003079965,0.0002751761,0.00006972507,0.00041702914,0.00010894824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025864767,0.0005393161,0.001103579,0.002473743,0.00041508698,0.0018556286,0.00092743133,0.0012355956,0.0017848144],"category_scores_gemma":[0.0045606443,0.00033761424,0.00068284513,0.0022038773,0.0008679996,0.0020614688,0.0010693315,0.0012687154,0.00055164465],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012226067,0.00019849766,0.00033924132,0.0421352,0.00009697437,0.000068375455,0.0009229528,0.00011012975,0.00068073685,0.0029811328,0.0040423204,0.94830215],"study_design_scores_gemma":[0.00011973431,0.0009901169,0.008770833,0.09254239,0.0011123078,0.0012579727,0.001690191,0.00027940635,0.0028172147,0.0047614933,0.885591,0.00006737373],"about_ca_topic_score_codex":0.0022179657,"about_ca_topic_score_gemma":0.003751509,"teacher_disagreement_score":0.0025864767,"about_ca_system_score_codex":0.0010013368,"about_ca_system_score_gemma":0.0023149312,"threshold_uncertainty_score":0.013678789},"labels":[],"label_agreement":null},{"id":"W2492703937","doi":"10.5951/jresematheduc.44.5.0852","title":"Empirical Investigations of Creativity and Giftedness in Mathematics: An International Perspective","year":2013,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"Creativity in Education and Neuroscience","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Creativity; Mathematics education; China; Perspective (graphical); Empirical research; Relevance (law); Psychology; Social science; Sociology; Mathematics; Political science; Law; Social psychology","score_opus":0.3304233979036126,"score_gpt":0.5854141357013215,"score_spread":0.2549907377977089,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2492703937","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20137128,0.28456542,0.009871651,0.028587816,0.0013699804,0.000045027944,0.00021385477,0.000050699913,0.47392425],"genre_scores_gemma":[0.80938435,0.1658579,0.007030067,0.0021487984,0.0011697876,0.00007881693,0.00023831813,0.00004796293,0.014043992],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99893004,0.00057337544,0.00011211996,0.00012027076,0.0001990738,0.00006506933],"domain_scores_gemma":[0.99070776,0.007949786,0.00065212423,0.0002552792,0.000287633,0.00014748482],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019472352,0.00036857842,0.00043181918,0.002756394,0.0009304163,0.0039633806,0.00039602382,0.0005332009,0.0039784964],"category_scores_gemma":[0.006537388,0.00017842231,0.00027484223,0.006227932,0.004474359,0.005344584,0.0026614214,0.0019168349,0.0002738083],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057839825,0.00008729448,0.022480212,0.0014622539,0.00010119232,0.0008880428,0.07041158,0.0005110067,0.000884282,0.70198375,0.010302959,0.19082968],"study_design_scores_gemma":[0.000044320142,0.00021051605,0.16639237,0.006862501,0.00016344081,0.004979143,0.12524785,0.0010281389,0.0018763943,0.2624376,0.43067193,0.0000857734],"about_ca_topic_score_codex":0.00051544595,"about_ca_topic_score_gemma":0.0009314203,"teacher_disagreement_score":0.0039784964,"about_ca_system_score_codex":0.00082709576,"about_ca_system_score_gemma":0.0005936473,"threshold_uncertainty_score":0.01330936},"labels":[],"label_agreement":null},{"id":"W2914952883","doi":"10.5951/jresematheduc.49.4.0373","title":"Asset-Based Approaches to Equitable Mathematics Education Research and Practice","year":2018,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":99,"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; St. Francis Xavier University","funders":"","keywords":"Reform mathematics; Math wars; Connected Mathematics; Equity (law); Core-Plus Mathematics Project; Mathematics education; Everyday Mathematics; Philosophy of mathematics education; Narrative; Focus group; Pedagogy; Political science; Mathematics; Sociology","score_opus":0.6428811055535424,"score_gpt":0.6099160763903007,"score_spread":0.03296502916324173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914952883","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013193403,0.03837937,0.15379187,0.50791067,0.004735247,0.00043674072,0.00007794192,0.00019845736,0.2812763],"genre_scores_gemma":[0.79224604,0.025043966,0.08861664,0.056591142,0.0035711417,0.002094907,0.000088052635,0.00026053356,0.031487472],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.8831631,0.10058518,0.001936074,0.0046818983,0.0071491664,0.0024845712],"domain_scores_gemma":[0.9043128,0.07249412,0.0034871674,0.009537282,0.005467396,0.004701204],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.08882886,0.0008365067,0.0008906841,0.0041237706,0.013366816,0.02178986,0.0053476826,0.008664699,0.0065372954],"category_scores_gemma":[0.07662077,0.0004912225,0.00075763935,0.0029941981,0.10435757,0.024656259,0.02504359,0.0133170625,0.0013059978],"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":[0.000005485197,0.000011604479,0.00013747811,0.00013836662,0.000007448103,0.00005487277,0.02687919,0.00012633363,0.000034508394,0.95911986,0.004346995,0.009137979],"study_design_scores_gemma":[0.0000107984315,0.000024023693,0.0001780689,0.001191915,0.000010423784,0.000091861366,0.023474509,0.0002655292,0.00011909362,0.7802951,0.19432807,0.000010690881],"about_ca_topic_score_codex":0.004147004,"about_ca_topic_score_gemma":0.006466969,"teacher_disagreement_score":0.08882886,"about_ca_system_score_codex":0.019396402,"about_ca_system_score_gemma":0.029937133,"threshold_uncertainty_score":0.46977752},"labels":[],"label_agreement":null},{"id":"W2953435723","doi":"10.5951/jresematheduc.50.4.0362","title":"Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success","year":2019,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Thompson Rivers University","funders":"","keywords":"Mathematics education; African american; Psychology; Teaching method; Pedagogy; Academic achievement; Sociology","score_opus":0.10430180710532294,"score_gpt":0.5072656764013089,"score_spread":0.402963869295986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2953435723","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99965227,0.000019961775,0.000056647244,0.000012276169,5.9339084e-7,0.000003844118,0.0000033936456,7.557148e-7,0.0002502969],"genre_scores_gemma":[0.99961567,0.000033445744,0.00020671291,0.000007331006,0.0000013335483,0.0000081506705,0.000012409079,7.392715e-7,0.00011421259],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993555,0.00020320462,0.000043796295,0.00008724199,0.00014525205,0.00016496298],"domain_scores_gemma":[0.99641883,0.000763223,0.0016984546,0.00015524235,0.00044196352,0.00052227074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011578557,0.00020535005,0.00018225223,0.0012424233,0.0009575511,0.0010213071,0.00030302568,0.00028550648,0.00062835513],"category_scores_gemma":[0.0058573587,0.00015768326,0.00014867252,0.0006978894,0.0010877562,0.00061763846,0.0013607921,0.00049067865,0.000093276416],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007163908,0.00022630024,0.9652283,0.000018719207,0.000016160466,0.00010350193,0.018798241,0.00006671488,0.005161919,0.00039245005,0.00004979061,0.009866287],"study_design_scores_gemma":[0.0000033739054,0.00019198247,0.98416233,0.000012082512,0.000008761149,0.00013579118,0.013847584,0.0001774268,0.0009399726,0.00019151854,0.0003232096,0.000005981596],"about_ca_topic_score_codex":0.006119657,"about_ca_topic_score_gemma":0.020689812,"teacher_disagreement_score":0.006119657,"about_ca_system_score_codex":0.0006087599,"about_ca_system_score_gemma":0.0010545574,"threshold_uncertainty_score":0.012168109},"labels":[],"label_agreement":null},{"id":"W3007001880","doi":"10.5951/jresematheduc-2020-0018","title":"Learning Mathematics in a Second Language: Language Positive and Language Neutral Classrooms","year":2020,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"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 Ottawa","funders":"","keywords":"Socialization; Mathematics education; Foreign language; Mainstream; Pedagogy; Psychology; Social psychology","score_opus":0.09789519421384264,"score_gpt":0.4174348309446311,"score_spread":0.31953963673078845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007001880","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99846554,0.000072058254,0.000046622645,0.000068071764,0.000005105406,0.00000876596,0.0000050295293,0.0000017418527,0.0013270457],"genre_scores_gemma":[0.99916697,0.00006388992,0.000096445874,0.000048877137,0.0000041275794,0.000027261827,0.000010328947,0.0000016710487,0.00058044976],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9987288,0.00031262444,0.00007395256,0.00021592008,0.00025342198,0.00041527665],"domain_scores_gemma":[0.9982913,0.000409845,0.00032233406,0.00006595696,0.00014779219,0.00076273305],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016059836,0.00044565724,0.0006306556,0.0017665328,0.0034389587,0.003693769,0.00075543264,0.0006545353,0.0016328294],"category_scores_gemma":[0.0022157454,0.00030263045,0.0003081456,0.00049830734,0.0058143977,0.0021742377,0.0049193045,0.0011514022,0.00016482308],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00057465443,0.002350247,0.19874954,0.00024414755,0.000025166843,0.0028588432,0.7420738,0.0001074798,0.019321946,0.008180906,0.00052554253,0.024987811],"study_design_scores_gemma":[0.000054437874,0.0012731031,0.163834,0.00010525406,0.000028412675,0.0011522305,0.8241516,0.00017123764,0.0020264653,0.002322523,0.0048277094,0.000053016298],"about_ca_topic_score_codex":0.005148186,"about_ca_topic_score_gemma":0.013393902,"teacher_disagreement_score":0.005148186,"about_ca_system_score_codex":0.001754086,"about_ca_system_score_gemma":0.0015415348,"threshold_uncertainty_score":0.012726903},"labels":[],"label_agreement":null},{"id":"W4372324778","doi":"10.5951/jresematheduc-2021-0147","title":"A Participatory Turn in Mathematics Education Research: Possibilities and Tensions","year":2023,"lang":"en","type":"article","venue":"Journal for Research in Mathematics Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Citizen journalism; Participatory action research; Mathematics education; Sociology; Pedagogy; Social justice; Set (abstract data type); Educational research; Reform mathematics; Connected Mathematics; Political science; Social science; Psychology; Computer science","score_opus":0.7706371545727749,"score_gpt":0.63721217702391,"score_spread":0.13342497754886495,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4372324778","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.061564226,0.010276825,0.14088053,0.5794517,0.00439254,0.00047678596,0.0000640629,0.00015383084,0.20273957],"genre_scores_gemma":[0.9410674,0.0028522995,0.030434597,0.015583567,0.0013158232,0.0010347145,0.000027121581,0.00013667607,0.0075477324],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.7708141,0.198852,0.0033520446,0.007125309,0.0150831975,0.0047733025],"domain_scores_gemma":[0.78778505,0.18248478,0.006748327,0.011203902,0.007594029,0.0041837865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.14238468,0.0009384258,0.0014763009,0.0039467937,0.033635866,0.033869456,0.0056103873,0.011425188,0.0038369736],"category_scores_gemma":[0.11263136,0.0012579641,0.0015048397,0.0031479688,0.16341794,0.034871418,0.027058579,0.015206226,0.0005867665],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018482055,0.000018711296,0.0001530406,0.000093381415,0.000006747042,0.00017435533,0.1347833,0.00008115672,0.000096174364,0.85945666,0.0013056477,0.003812268],"study_design_scores_gemma":[0.000044086126,0.000045552115,0.00016224638,0.00044882033,0.000014151319,0.00024234263,0.12396943,0.00043002635,0.00020528903,0.8091123,0.065294646,0.00003113859],"about_ca_topic_score_codex":0.0033451668,"about_ca_topic_score_gemma":0.005731371,"teacher_disagreement_score":0.14238468,"about_ca_system_score_codex":0.013007739,"about_ca_system_score_gemma":0.020884138,"threshold_uncertainty_score":0.75301117},"labels":[],"label_agreement":null}]}