{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":1142,"total_is_capped":false,"direct_labels_cover":1,"predictions_cover":1142,"direct_label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline (scores rank; they never assert a category)","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"query_hash":"d15c6b500e3a","filters":{"topic":"Mathematics Education and Teaching Techniques"}},"results":[{"id":"W1949020749","doi":"10.1108/978-1-60752-874-620251021","title":"The Learning and Teaching of School Algebra","year":2006,"lang":"en","type":"book-chapter","venue":"","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":593,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Mathematics education; Algebra over a field; Computer science; Pedagogy; Mathematics; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.03040808853435632,"gpt":0.3442141147168537,"spread":0.3138060261824974,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001358894,0.00008462572,0.0001220509,0.00004771549,0.0007403128,0.00008697572,0.000150168,0.0001229359,0.0003543147],"category_scores_gemma":[0.0004266834,0.00005937969,0.00004519393,0.000005176054,0.0002076024,0.00003149225,0.00004058222,0.0004491428,0.00001044345],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003050992,"about_ca_system_score_gemma":0.00009395656,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007359445,"about_ca_topic_score_gemma":0.000209879,"domain_scores_codex":[0.9993327,0.00007125283,0.0001863458,0.00009857398,0.00021646,0.00009463095],"domain_scores_gemma":[0.999252,0.0003704426,0.0001865196,0.0001061297,0.00003943016,0.00004550338],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[2.72097e-7,0.000003033225,0.00004981249,0.000008727139,0.000006377368,7.024394e-8,0.0009353478,2.635786e-8,0.00000106044,0.9791752,0.013128,0.006692147],"study_design_scores_gemma":[0.0000102247,0.000005545974,0.000005203183,0.00004575754,0.000007327804,2.199113e-7,0.0003007836,0.00000365245,0.000002244037,0.3293248,0.6702396,0.00005465512],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"other","genre_gemma":"other","genre_scores_codex":[0.00003106084,0.0001844735,0.002293863,0.0006523657,0.00005194982,0.0001358686,4.094096e-7,0.0001303284,0.9965197],"genre_scores_gemma":[0.03171696,0.0002546913,0.002616212,0.00002986928,0.0001270581,0.000003211087,0.000001872727,0.00001398938,0.9652361],"genre_candidate":"other","genre_consensus":"other","teacher_disagreement_score":0.6571116,"threshold_uncertainty_score":0.5693963,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2068018908","doi":"10.1007/s10649-006-2372-4","title":"Mathematics-for-Teaching: an Ongoing Investigation of the Mathematics that Teachers (Need to) Know","year":2006,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":324,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Mathematics education; Session (web analytics); Context (archaeology); Reform mathematics; Curriculum; Interpretation (philosophy); Connected Mathematics; Philosophy of mathematics education; Conjecture; Fluency; Mathematics curriculum; Math wars; Teaching method; Mathematics; Computer science; Pedagogy; Psychology; Pure mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.1002045858246361,"gpt":0.4135390646268592,"spread":0.3133344788022231,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004317535,0.0002767806,0.0004893461,0.0002647295,0.0008199536,0.00008664576,0.0008275087,0.0001161203,0.00005329319],"category_scores_gemma":[0.004605306,0.0002243345,0.0001524653,0.0004742039,0.0006524842,0.0002318847,0.0001284129,0.0002836919,0.00001157329],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004904265,"about_ca_system_score_gemma":0.0004278259,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003367637,"about_ca_topic_score_gemma":0.001127968,"domain_scores_codex":[0.9973246,0.0002548303,0.0009368614,0.000298968,0.0007885066,0.0003962619],"domain_scores_gemma":[0.9959214,0.002336901,0.0006886137,0.0006124438,0.0003305369,0.000110137],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[9.717781e-7,0.000656564,0.002076143,0.0003786873,0.00002650855,6.088943e-8,0.2986445,0.00002877674,0.0001891536,0.6869676,0.01094036,0.00009061613],"study_design_scores_gemma":[0.0001636788,0.00003123936,0.0008560294,0.0008016605,0.00005575088,0.000003156751,0.1247617,0.0003729479,0.0008213003,0.8687329,0.003099985,0.0002997128],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9193125,0.0003580782,0.01856443,0.0174784,0.001330278,0.003755404,0.0000276768,0.0002763919,0.03889679],"genre_scores_gemma":[0.5756988,0.00002737012,0.4196865,0.0001381939,0.0003610822,0.0004334784,0.0000132328,0.0000473837,0.003593973],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4011221,"threshold_uncertainty_score":0.9148094,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4235882638","doi":"10.1017/cbo9781139600378","title":"Mathematics and the Body","year":2014,"lang":"en","type":"book","venue":"Cambridge University Press eBooks","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":257,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Materialism; Mathematics education; Perspective (graphical); Gesture; Embodied cognition; Humanism; Field (mathematics); Philosophy of mathematics; Historical materialism; Epistemology; Resource (disambiguation); Mathematics; Computer science; Artificial intelligence; Geometry; Philosophy; Pure mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.0231544639387353,"gpt":0.256498197220586,"spread":0.2333437332818507,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009964015,0.00015669,0.0002795635,0.00007234729,0.0006480763,0.0001038948,0.0005386951,0.0002239978,0.000005018561],"category_scores_gemma":[0.0001355434,0.0001319324,0.00009997822,0.000008610738,0.001057893,0.00003422693,0.0001773406,0.0003369996,0.000006593515],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001373561,"about_ca_system_score_gemma":0.0002648513,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003679424,"about_ca_topic_score_gemma":0.00001372823,"domain_scores_codex":[0.9990418,0.0002056248,0.0001301914,0.0001885179,0.0002642255,0.0001696249],"domain_scores_gemma":[0.9986916,0.0005102364,0.0002234006,0.0003853344,0.00008720806,0.0001022142],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000004138497,0.000005943838,1.289537e-7,0.00006046447,0.00002108601,0.000001537382,0.002490457,6.109273e-9,2.45915e-7,0.7573186,0.2398843,0.0002131811],"study_design_scores_gemma":[0.0002392793,0.000005570868,3.74365e-7,0.0001021565,0.0001142031,0.000001872429,0.0004089273,0.00005261074,0.000005109126,0.003126175,0.9957902,0.0001534949],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"other","genre_scores_codex":[0.00001224606,0.00004553619,0.007428931,0.000179229,0.0001180053,0.0005085198,0.00001175091,0.0002134471,0.9914823],"genre_scores_gemma":[0.0002304807,0.000115362,0.001439872,0.000105303,0.0001799516,0.00000190064,0.000006446772,0.00001801653,0.9979027],"genre_candidate":"other","genre_consensus":"other","teacher_disagreement_score":0.7559059,"threshold_uncertainty_score":0.5380048,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1592124373","doi":"10.1023/a:1017530828058","title":"Signs and meanings in students' emergent algebraic thinking: A semiotic analysis","year":2000,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":252,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Laurentian University","funders":"","keywords":"Semiotics; Praxis; Objectification; Epistemology; Generality; Meaning (existential); Sociology; Situated; Subjectivity; Mathematics education; Interpretation (philosophy); Psychology; Pedagogy; Linguistics; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.07144353901653164,"gpt":0.4490794906392233,"spread":0.3776359516226916,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002316056,0.0001399694,0.0003377371,0.0003509537,0.0003200072,0.00007178327,0.0003471343,0.0000598237,0.001339145],"category_scores_gemma":[0.001019181,0.0001343939,0.0000610869,0.001007234,0.0002350117,0.000103268,0.00006600972,0.0001645406,0.00002408118],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002667052,"about_ca_system_score_gemma":0.0001092878,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000342398,"about_ca_topic_score_gemma":0.00203741,"domain_scores_codex":[0.9982975,0.0001695111,0.0004878972,0.0002313435,0.0005674774,0.0002463024],"domain_scores_gemma":[0.9987206,0.0008345473,0.0001236197,0.0001905859,0.00006226063,0.00006836386],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000001518919,0.0008417596,0.0520045,0.00009484667,0.0002064944,9.077364e-7,0.4470211,0.00002489949,0.000001713334,0.4974052,0.002084799,0.000312268],"study_design_scores_gemma":[0.0001232135,0.00001461427,0.009558036,0.0001661861,0.0001098751,0.000001101656,0.03749461,0.0001390776,0.000002833086,0.9501221,0.002054999,0.000213427],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9595116,0.001092872,0.0006300786,0.008634693,0.0002262236,0.0006346621,0.000002417921,0.00009715718,0.02917033],"genre_scores_gemma":[0.972672,0.001675636,0.02130635,0.0002064265,0.0001042886,0.0001307291,0.00000509026,0.00001292587,0.003886556],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4527168,"threshold_uncertainty_score":0.9995738,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2613401512","doi":"10.1007/s10649-017-9761-8","title":"A conceptual model of mathematical reasoning for school mathematics","year":2017,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":234,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mathematics education; Mathematical logic; Logical reasoning; Concept learning; Abstract reasoning; Mathematics; Psychology; Calculus (dental); Cognition; Algorithm","retraction":null,"screen_n_in":null,"score":{"opus":0.2344026155052528,"gpt":0.489519018930662,"spread":0.2551164034254091,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.002734325,0.000200829,0.000549965,0.0001400586,0.001051064,0.0001017677,0.0008595554,0.0001228488,0.0001915878],"category_scores_gemma":[0.02652056,0.000189219,0.0001382527,0.00008914017,0.001398662,0.0002405629,0.000150701,0.0001762162,0.00002247327],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002589817,"about_ca_system_score_gemma":0.0006360692,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0000348834,"about_ca_topic_score_gemma":0.00008918988,"domain_scores_codex":[0.9980342,0.00005643736,0.00080295,0.0002350745,0.0005247384,0.0003465962],"domain_scores_gemma":[0.9959728,0.001909157,0.0008099966,0.0006936339,0.0004910241,0.0001233588],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000002539349,0.0006164907,0.000283257,0.0004263782,0.00004788467,1.053317e-7,0.1001828,0.00001910471,0.00002902806,0.8943396,0.003988731,0.00006411105],"study_design_scores_gemma":[0.0002240196,0.00001807041,0.00003622012,0.0006716005,0.00003919126,0.000001439281,0.04322742,0.006210439,0.0001155097,0.9487444,0.0005157581,0.0001959005],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"methods","genre_scores_codex":[0.1901863,0.001177041,0.3631099,0.01756651,0.00181716,0.006067904,0.0001166234,0.000387109,0.4195714],"genre_scores_gemma":[0.3628017,0.0001670554,0.6312752,0.00004647448,0.0002344352,0.0004617983,0.000003923964,0.00002987036,0.004979536],"genre_candidate":"methods","genre_consensus":null,"teacher_disagreement_score":0.4145919,"threshold_uncertainty_score":0.9816795,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2030339444","doi":"10.1007/s10857-008-9081-0","title":"What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems","year":2008,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":220,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Mathematics education; Psychological intervention; Quality (philosophy); Mathematical problem; Philosophy of education; Psychology; Mathematics; Epistemology; Higher education; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.04307644451463016,"gpt":0.3565544752796075,"spread":0.3134780307649773,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004005909,0.000258213,0.0004687294,0.0004599371,0.0004756062,0.0003626988,0.0006272281,0.0001583657,0.0002222493],"category_scores_gemma":[0.003181737,0.000223673,0.0001820562,0.0004388964,0.0002152411,0.001002839,0.00006786396,0.0006060913,0.00005473011],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005885411,"about_ca_system_score_gemma":0.001131134,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00006838135,"about_ca_topic_score_gemma":0.00005331629,"domain_scores_codex":[0.996996,0.0003382523,0.001188238,0.0002310307,0.0008606714,0.0003857413],"domain_scores_gemma":[0.9969587,0.0004202042,0.001172774,0.0003437549,0.0007540916,0.0003505055],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000009019973,0.0063965,0.007546031,0.0003889918,0.0001004761,0.000005438846,0.8818894,0.000005678445,0.0009239694,0.06010645,0.0261487,0.01647932],"study_design_scores_gemma":[0.0006288819,0.0005175113,0.00244884,0.00620637,0.0002308777,0.0007007216,0.2236474,0.0001352391,0.001297073,0.7386484,0.02447031,0.001068373],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9107883,0.0001613187,0.04689702,0.01057217,0.0009751973,0.00158916,7.424001e-7,0.0002126212,0.02880345],"genre_scores_gemma":[0.6015978,0.00006296986,0.3943497,0.0004643638,0.0007686485,0.00009741083,0.000001329918,0.00005097777,0.00260675],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.678542,"threshold_uncertainty_score":0.9121122,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2030029089","doi":"10.1007/s11858-007-0061-0","title":"Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in different contexts","year":2007,"lang":"en","type":"article","venue":"ZDM","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":212,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Laurentian University","funders":"","keywords":"Iconicity; Semiotics; Objectification; Algebraic number; Mathematics; Sign (mathematics); Fluency; Generalization; Algebra over a field; Mathematics education; Computer science; Linguistics; Pure mathematics; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.02881666614567173,"gpt":0.3396151211978818,"spread":0.31079845505221,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005829975,0.00003561213,0.0001201286,0.0000833709,0.00003194971,0.000004033847,0.00004913467,0.00004143384,0.00003651511],"category_scores_gemma":[0.0001842636,0.00003055732,0.00001832073,0.00009049918,0.00010637,0.0000547192,0.000008688991,0.00003905241,8.375598e-8],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000240014,"about_ca_system_score_gemma":0.00003609775,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001142228,"about_ca_topic_score_gemma":0.00359451,"domain_scores_codex":[0.9994658,0.00005419389,0.0002570549,0.00005072567,0.0001101256,0.0000621139],"domain_scores_gemma":[0.9995048,0.0001513627,0.0001896482,0.00006671346,0.00005689011,0.00003059088],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.00000323203,0.00009487108,0.4132807,0.0000994109,0.000007086851,7.718145e-8,0.02142811,7.612161e-7,0.003891497,0.5600308,0.00003821487,0.001125292],"study_design_scores_gemma":[0.0003638161,0.00005598322,0.7505749,0.0002615025,0.00001882493,6.705808e-7,0.003262232,0.0001414917,0.06543274,0.1796776,0.0001095136,0.0001006651],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.983455,0.00002548269,0.01477708,0.0002055213,0.00002703581,0.0001511595,0.000003242666,0.00001212579,0.001343335],"genre_scores_gemma":[0.9994072,0.00002835619,0.0004848638,0.00002705946,0.00001120206,0.000002805421,0.000003507955,0.000002333067,0.00003266709],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3803531,"threshold_uncertainty_score":0.2005821,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2064984561","doi":"10.1007/s10649-006-5423-y","title":"Learning to Teach with Mathematics Textbooks: How Preservice Teachers Interpret and Use Curriculum Materials","year":2006,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":187,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Practicum; Coursework; Mathematics education; Curriculum; Teacher education; Pedagogy; Teaching method; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.04036448066905984,"gpt":0.3717296529238595,"spread":0.3313651722547996,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001633647,0.00024615,0.0003920421,0.0002186642,0.0005452097,0.0003468426,0.0003231841,0.00008679021,0.0000971011],"category_scores_gemma":[0.002806116,0.0002054631,0.00003078969,0.0003191712,0.0003155086,0.0003009035,0.000151265,0.0002337092,0.00001909945],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002811129,"about_ca_system_score_gemma":0.0001469618,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007836132,"about_ca_topic_score_gemma":0.001183285,"domain_scores_codex":[0.9981954,0.0002140335,0.0004341324,0.0003046324,0.0004957268,0.0003561359],"domain_scores_gemma":[0.9980062,0.001162426,0.0002074245,0.0002671939,0.0002550614,0.0001017225],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000003836944,0.001045378,0.01106918,0.0005361037,0.00007542268,0.000001649236,0.4315367,0.00001711071,0.0002030658,0.5331486,0.02221605,0.0001468555],"study_design_scores_gemma":[0.0004218663,0.0001694,0.002823953,0.002358518,0.0001160041,0.00002955174,0.4759293,0.000200529,0.0004893536,0.4890955,0.02729395,0.001072146],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9734037,0.0001923857,0.00312877,0.00979328,0.0002771594,0.001185388,0.000007707223,0.0002253167,0.01178629],"genre_scores_gemma":[0.7717289,0.00008324948,0.2171926,0.0001262446,0.0002815835,0.0003820595,0.00001175507,0.0000419196,0.01015169],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2140638,"threshold_uncertainty_score":0.8378543,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1494946542","doi":"10.1023/a:1020291317178","title":"Generalization of patterns: the tension between algebraic thinking and algebraic notation","year":2002,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":182,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Generality; Mathematics education; Notation; Variety (cybernetics); Algebraic number; Algebra over a field; Mathematics; Psychology; Pure mathematics; Arithmetic","retraction":null,"screen_n_in":null,"score":{"opus":0.132736564486211,"gpt":0.401224358293453,"spread":0.2684877938072421,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001313424,0.00009827331,0.0001864611,0.0001135947,0.0004463313,0.00003714665,0.000195486,0.00005242243,0.0001322361],"category_scores_gemma":[0.001691277,0.00007478861,0.0000303358,0.0002564834,0.0002725441,0.0001140537,0.00005628106,0.0001040799,0.00000648742],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009023536,"about_ca_system_score_gemma":0.00003648394,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001043554,"about_ca_topic_score_gemma":0.0001274684,"domain_scores_codex":[0.9987814,0.0001641905,0.0003985129,0.0001311362,0.000388801,0.0001359215],"domain_scores_gemma":[0.9980445,0.001332525,0.0002609984,0.0001630079,0.0001697762,0.00002919349],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[2.841576e-7,0.0001466119,0.01938856,0.0001746296,0.00002992389,7.934149e-8,0.2392825,0.000002904546,0.00001227314,0.7368318,0.002787319,0.001343118],"study_design_scores_gemma":[0.00009559914,0.00001463532,0.009286717,0.0003335887,0.00003416105,0.000001579161,0.02800426,0.0004330299,0.0000558629,0.9604923,0.001109989,0.0001383115],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9422994,0.003055427,0.01242739,0.02678293,0.0005705461,0.001100261,0.000008198735,0.0001178462,0.01363797],"genre_scores_gemma":[0.9806327,0.00131603,0.01707846,0.0001510387,0.0002038264,0.00005805904,0.00000702125,0.00001126949,0.0005416427],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2236605,"threshold_uncertainty_score":0.3432865,"prediction_status":"machine_predicted_unvalidated"},"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,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Mathematics education; Class (philosophy); Task (project management); Cognition; Quality (philosophy); Computer science; Psychology; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.7865314601492639,"gpt":0.524914413917575,"spread":0.2616170462316889,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01232142,0.0001557325,0.0003094812,0.001853049,0.001043024,0.0005772848,0.0003337646,0.0001240946,0.00004387802],"category_scores_gemma":[0.005629406,0.0001444505,0.00004776486,0.0006379528,0.0001771935,0.001016323,0.00009338417,0.001088889,0.00001308722],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008427594,"about_ca_system_score_gemma":0.0005987056,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005028862,"about_ca_topic_score_gemma":0.0007189272,"domain_scores_codex":[0.9967869,0.0008047629,0.0009665716,0.0002192892,0.0006615451,0.00056094],"domain_scores_gemma":[0.9964395,0.002389075,0.000287882,0.0002129706,0.0003584993,0.000312056],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00000477635,0.0006026442,0.01757029,0.0008901625,0.00001413973,0.000001098782,0.476411,0.00001837015,0.0002865284,0.4591627,0.002962976,0.04207534],"study_design_scores_gemma":[0.000235357,0.00003327677,0.007296676,0.00196551,0.00000592101,0.000009520421,0.3638084,0.001438553,0.0000313726,0.6214179,0.003574546,0.0001830049],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9659255,0.00003656151,0.003901716,0.02381964,0.0003168886,0.001978188,0.000004841175,0.00004861999,0.003968092],"genre_scores_gemma":[0.912646,0.0001937815,0.08461983,0.00002776301,0.0002538892,0.0008348643,0.0000139129,0.00003422561,0.001375767],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1622551,"threshold_uncertainty_score":0.8022203,"prediction_status":"machine_predicted_unvalidated"},"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,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Friendship; Mathematics education; Power (physics); Social worlds; Romance; Sociology; Pedagogy; Psychology; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.1611849232473365,"gpt":0.5660694000452725,"spread":0.404884476797936,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01037764,0.0001338316,0.000283942,0.00133477,0.0002329943,0.0004469359,0.0004496516,0.0001432767,0.0006049419],"category_scores_gemma":[0.003355558,0.0001124798,0.00006363368,0.0008971304,0.0001298982,0.000471634,0.00005798543,0.0007276947,0.00006216674],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001143036,"about_ca_system_score_gemma":0.0006820534,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007176044,"about_ca_topic_score_gemma":0.003399618,"domain_scores_codex":[0.9964918,0.000814953,0.0009595141,0.0002151931,0.0008510246,0.0006675522],"domain_scores_gemma":[0.9978313,0.00125543,0.0001993915,0.0002523458,0.0002543551,0.0002072216],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00001512121,0.01305787,0.04590492,0.0004457182,0.00001162146,0.000007663984,0.4180869,0.0001035998,0.0001367475,0.512302,0.004567422,0.005360377],"study_design_scores_gemma":[0.0002894271,0.00004854791,0.006669777,0.0009662827,0.000002059533,0.000006328096,0.06602722,0.001252979,0.00003496469,0.9239508,0.0006085481,0.0001430951],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9729345,0.00006492799,0.001247376,0.008744872,0.0002800827,0.002482064,8.89438e-7,0.00002404289,0.01422117],"genre_scores_gemma":[0.9811079,0.00009865867,0.0163149,0.0000339571,0.00008717752,0.001366102,0.000002588155,0.00002290785,0.0009658192],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4116488,"threshold_uncertainty_score":0.662369,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W630326657","doi":"10.1007/978-1-4419-7329-0","title":"Introduction to Homotopy Theory","year":2011,"lang":"en","type":"book","venue":"Universitext","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":170,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Homotopy; Mathematics; Pure mathematics; Computer science; Algebra over a field","retraction":null,"screen_n_in":null,"score":{"opus":0.02192415865405317,"gpt":0.2772071752902461,"spread":0.2552830166361929,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0005756943,0.00009768914,0.0001190164,0.0002592007,0.0002984017,0.00002902657,0.0003367041,0.0001759366,0.0129997],"category_scores_gemma":[0.0001125295,0.0001098886,0.00006211086,0.00007979686,0.0001081132,0.00007167749,0.00005352805,0.0001850859,0.00135178],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003822437,"about_ca_system_score_gemma":0.0003517758,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001421711,"about_ca_topic_score_gemma":0.0001028864,"domain_scores_codex":[0.9993141,0.0001139754,0.00007901043,0.000191667,0.0001685779,0.0001326896],"domain_scores_gemma":[0.9993981,0.00005676191,0.00008052633,0.0002677245,0.00008697919,0.000109924],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000002123665,0.000009809718,3.644043e-7,0.000004633737,0.000006398702,5.677038e-7,0.01666537,1.547606e-8,5.308749e-7,0.5637533,0.4146696,0.004887298],"study_design_scores_gemma":[0.00001267451,0.00001085264,5.469211e-7,0.00001939836,0.0000161329,2.01334e-7,0.0008210036,5.971367e-8,0.000005468727,0.2991288,0.6998966,0.00008829934],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"other","genre_scores_codex":[0.000007815715,0.00002108266,0.01356005,0.00125633,0.0004647317,0.0002533483,0.000004178625,0.0002531683,0.9841793],"genre_scores_gemma":[0.0001870368,0.00004682486,0.00385651,0.0001897667,0.001345608,0.000001827249,0.00001641054,0.00001447333,0.9943416],"genre_candidate":"other","genre_consensus":"other","teacher_disagreement_score":0.285227,"threshold_uncertainty_score":0.9994258,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2743936757","doi":"10.1007/s11858-017-0879-z","title":"Digital curriculum resources in mathematics education: foundations for change","year":2017,"lang":"en","type":"article","venue":"ZDM","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":160,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Affordance; Summative assessment; Formative assessment; Curriculum; Mathematics education; Conceptual change; Quality (philosophy); Computer science; Pedagogy; Sociology; Engineering ethics; Epistemology; Engineering; Psychology; Human–computer interaction","retraction":null,"screen_n_in":null,"score":{"opus":0.105150546253518,"gpt":0.4347312535196369,"spread":0.3295807072661189,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004252586,0.00005215235,0.00007633759,0.00006507054,0.0007814642,0.0005395791,0.0003473831,0.00004404514,0.0001101404],"category_scores_gemma":[0.001664854,0.00005079485,0.00003592366,0.00004281102,0.0001048633,0.0003918056,0.00003143239,0.00005013824,0.00002477215],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005339817,"about_ca_system_score_gemma":0.0001406702,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005760172,"about_ca_topic_score_gemma":0.0009133012,"domain_scores_codex":[0.9995165,0.00001585712,0.0001286908,0.0000950392,0.0001178035,0.0001261462],"domain_scores_gemma":[0.9993641,0.00008336365,0.0001389072,0.0002840702,0.00006762941,0.00006189481],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[3.354672e-7,0.0003888985,0.00866028,0.0000394897,0.000002808512,7.81241e-8,0.04298193,1.220567e-8,0.000001002317,0.9074232,0.008353927,0.03214806],"study_design_scores_gemma":[0.000071777,0.000008892122,0.00210763,0.00009371547,0.000005099811,4.568192e-7,0.008269039,0.0000765785,0.000006403656,0.3497844,0.6394632,0.0001127476],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.06873428,0.0000652586,0.005645577,0.01797775,0.0008772803,0.001522095,0.00001604959,0.0002503113,0.9049114],"genre_scores_gemma":[0.9676981,0.00001883516,0.01920787,0.0001341614,0.0005661646,0.0004570493,0.0000112689,0.00001103607,0.0118955],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.8989638,"threshold_uncertainty_score":0.601047,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2070662229","doi":"10.1007/s10649-008-9131-7","title":"Exemplifying definitions: a case of a square","year":2008,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":153,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Generality; Correctness; Mathematics education; Contrast (vision); Square (algebra); Computer science; Mathematical structure; Calculus (dental); Mathematics; Epistemology; Algebra over a field; Psychology; Artificial intelligence; Pure mathematics; Algorithm; Geometry","retraction":null,"screen_n_in":null,"score":{"opus":0.3818143181762041,"gpt":0.4820175710459844,"spread":0.1002032528697803,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008230092,0.00008571712,0.0002046442,0.0001631246,0.0005151605,0.000008114762,0.0001408757,0.0000441355,0.0001978758],"category_scores_gemma":[0.003267893,0.00008420357,0.00005080059,0.0003406113,0.0004869819,0.00008057221,0.00003867293,0.0001004633,0.00001714944],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001522182,"about_ca_system_score_gemma":0.0003064619,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002747305,"about_ca_topic_score_gemma":0.0003695203,"domain_scores_codex":[0.9990201,0.00009120423,0.0003977118,0.0001106566,0.0002286504,0.0001517022],"domain_scores_gemma":[0.9979822,0.001393273,0.0001809996,0.000172583,0.0002287905,0.00004214358],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[4.826661e-7,0.0004237964,0.001155378,0.0001609797,0.00002077334,0.00001052807,0.2416847,0.000001081698,0.00000206421,0.7525569,0.003909168,0.00007423294],"study_design_scores_gemma":[0.00008242871,0.00001099813,0.0001404124,0.0002648968,0.00001157151,0.0002423803,0.105149,0.00001958455,0.00002477911,0.8927807,0.001155686,0.000117587],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7917086,0.002770093,0.004685591,0.00522864,0.0008133934,0.001028478,0.00001737893,0.0001913038,0.1935565],"genre_scores_gemma":[0.8788428,0.0009098944,0.1194337,0.00004641956,0.0001057063,0.0001523012,0.000002457041,0.000009040812,0.0004977241],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1930588,"threshold_uncertainty_score":0.396225,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2030623252","doi":"10.1007/bf03217401","title":"Mathematical modelling in the early school years","year":2005,"lang":"en","type":"article","venue":"Mathematics Education Research Journal","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":151,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Victoria Park","funders":"","keywords":"Mathematics education; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.156837711513855,"gpt":0.4874578499453416,"spread":0.3306201384314866,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.01850949,0.0001076165,0.0001577269,0.0005834673,0.0008815616,0.0009499154,0.001045648,0.0001074999,0.001403484],"category_scores_gemma":[0.002668796,0.00008308305,0.0000811516,0.0006718184,0.000250678,0.0003609661,0.00004479421,0.001322957,0.0005855044],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004166044,"about_ca_system_score_gemma":0.001612527,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001354835,"about_ca_topic_score_gemma":0.0000663005,"domain_scores_codex":[0.9960506,0.00103477,0.0005867889,0.0001523651,0.001637375,0.0005380765],"domain_scores_gemma":[0.9977444,0.001012441,0.0001653552,0.0003926761,0.000411475,0.0002736206],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00000156777,0.001039891,0.0001833869,0.0000305687,0.000006289088,0.000001767407,0.1382526,0.00003351101,0.000007601245,0.8316177,0.02207758,0.006747549],"study_design_scores_gemma":[0.00009869324,0.00001937272,0.0001598998,0.000203715,0.000006141953,0.00004523024,0.03969759,0.001930972,0.00001132779,0.901273,0.05643104,0.0001229905],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.3954007,0.0004083069,0.1981611,0.03378845,0.0003804535,0.001805804,0.000001430427,0.0001651658,0.3698886],"genre_scores_gemma":[0.836509,0.0002019711,0.1582414,0.0003157746,0.00109924,0.000132809,0.000001020441,0.00002400879,0.003474702],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4411083,"threshold_uncertainty_score":0.9995094,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1592133358","doi":"10.1023/a:1024360204239","title":"Key Ideas: What are they and how can they help us understand how people view proof?","year":2003,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":141,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of New Brunswick","funders":"","keywords":"Mathematics education; Mathematical logic; Mathematics; Sociology; Epistemology; Pedagogy; Calculus (dental); Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.09163533698547996,"gpt":0.3770419887417102,"spread":0.2854066517562303,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001912522,0.0002118937,0.0003721446,0.0001257636,0.0006736005,0.0003988732,0.0002488282,0.00008631257,0.00006179903],"category_scores_gemma":[0.004205237,0.0001820597,0.00005319568,0.0002259927,0.0002774775,0.0003144862,0.00005848627,0.0001891328,0.000004657208],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003904268,"about_ca_system_score_gemma":0.000361098,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000113625,"about_ca_topic_score_gemma":0.01250187,"domain_scores_codex":[0.9983775,0.0003069788,0.0002390444,0.0002668607,0.0004921281,0.0003174747],"domain_scores_gemma":[0.9979517,0.00113128,0.0002849692,0.0002795829,0.0002428929,0.0001095357],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[6.026405e-7,0.0002739527,0.003909166,0.0003620252,0.00004329068,3.93792e-7,0.2836899,7.00073e-7,0.000001474725,0.7059464,0.00558904,0.0001830457],"study_design_scores_gemma":[0.00007971703,0.00001076855,0.0003742686,0.0004400292,0.00001882595,0.000004814228,0.3213238,0.000007192431,0.00001217128,0.6717173,0.005838322,0.0001727705],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5168837,0.03284262,0.004580531,0.3766526,0.00410277,0.005016125,0.00003445843,0.0004539836,0.05943313],"genre_scores_gemma":[0.9689988,0.006293512,0.02050817,0.0002696396,0.0001671765,0.0002108472,0.000004076527,0.00002637668,0.003521422],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.452115,"threshold_uncertainty_score":0.7424178,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2137756600","doi":"10.1007/s10649-008-9178-5","title":"Re-mythologizing mathematics through attention to classroom positioning","year":2009,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":138,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of New Brunswick","funders":"Social Sciences and Humanities Research Council of Canada; National Science Foundation","keywords":"Conceptualization; Mathematics education; Pedagogy; Epistemology; Mathematics; Sociology; Computer science; Artificial intelligence; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.1398396667092315,"gpt":0.4731813981411462,"spread":0.3333417314319148,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001819861,0.0001948315,0.000333651,0.0002022667,0.0007136771,0.0001072519,0.0003717881,0.0001018967,0.000159605],"category_scores_gemma":[0.003599494,0.0001927965,0.00008262675,0.0005868561,0.0001736131,0.0002491827,0.00006224274,0.0002184907,0.0001272412],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005381946,"about_ca_system_score_gemma":0.000160284,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00004142449,"about_ca_topic_score_gemma":0.0001640411,"domain_scores_codex":[0.9980491,0.0001318694,0.0006318416,0.0002712936,0.0005395662,0.0003763102],"domain_scores_gemma":[0.9981521,0.0009243176,0.0002501618,0.0003192607,0.0002656779,0.00008842519],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000001224173,0.0006522645,0.0002880517,0.00008017039,0.0000185264,9.000817e-7,0.189089,0.00001115649,0.00006982026,0.7952275,0.01417239,0.0003890508],"study_design_scores_gemma":[0.0000795401,0.00003810768,0.0004720668,0.0005114058,0.00001888176,0.00000347765,0.09061467,0.00004580618,0.00005328042,0.9052098,0.002728119,0.0002248665],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.18308,0.001225452,0.1351282,0.1449758,0.002541238,0.002955267,0.00001145,0.0009495327,0.5291331],"genre_scores_gemma":[0.4998679,0.0002076347,0.4957419,0.001024519,0.000380665,0.0001290404,0.000008359842,0.00001768162,0.002622286],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.5265108,"threshold_uncertainty_score":0.7862015,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2146049188","doi":"10.1080/14926156.2013.784828","title":"Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":127,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Procedural knowledge; Descriptive knowledge; Quality (philosophy); Knowledge management; Psychology; Body of knowledge; Personal knowledge management; Organizational learning; Computer science; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.1194348703661092,"gpt":0.3871677973252075,"spread":0.2677329269590983,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002426245,0.000104096,0.0001917517,0.0005853139,0.001224328,0.0002588381,0.0004058054,0.00008716545,0.00002749405],"category_scores_gemma":[0.00249391,0.00007736886,0.0000141843,0.0009814923,0.004403291,0.0004354214,0.00005185775,0.0002643464,0.000007359248],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001311618,"about_ca_system_score_gemma":0.005039225,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0009969549,"about_ca_topic_score_gemma":0.002859675,"domain_scores_codex":[0.9990569,0.00006128432,0.0003405602,0.0001487446,0.0001210661,0.0002713879],"domain_scores_gemma":[0.9979622,0.000248362,0.0002404777,0.000158805,0.001007715,0.000382462],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[2.111281e-7,0.00005369309,0.005506685,0.00006960663,0.000007904012,9.149673e-8,0.1353758,7.428112e-9,0.0001832103,0.8022999,0.00179466,0.05470818],"study_design_scores_gemma":[0.0001696863,0.0001403395,0.01102515,0.0004855554,0.00005858118,0.00007838678,0.3115201,0.00007033374,0.0006902612,0.6456359,0.02977336,0.0003523104],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9826396,0.001830675,0.0001934631,0.006181151,0.0004136768,0.0003017989,8.739017e-7,0.00002880022,0.008409931],"genre_scores_gemma":[0.9940712,0.0001521196,0.005216812,0.00002710277,0.0001291387,0.00002479895,2.813093e-7,0.000007044731,0.000371485],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1761443,"threshold_uncertainty_score":0.9983062,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2033003746","doi":"10.1080/14926150109556452","title":"Symbols and the bifurcation between procedural and conceptual thinking","year":2001,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":121,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Formalism (music); Axiom; Mathematics education; Divergence (linguistics); Mathematics; Calculus (dental); Epistemology; Algebra over a field; Computer science; Pure mathematics; Linguistics; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.02207753984114843,"gpt":0.3126559091386294,"spread":0.290578369297481,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002716009,0.00006602226,0.0001396495,0.0005426005,0.001265464,0.000237154,0.0003022106,0.00007514687,0.00001071552],"category_scores_gemma":[0.001698786,0.00004724192,0.00001135706,0.0005763975,0.005743376,0.0002685579,0.00002122323,0.0001785529,5.247236e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007537265,"about_ca_system_score_gemma":0.002224825,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007918141,"about_ca_topic_score_gemma":0.001101354,"domain_scores_codex":[0.9992669,0.00002948328,0.0002408964,0.00009863204,0.0001844205,0.0001796751],"domain_scores_gemma":[0.9989532,0.0001475382,0.0002642426,0.0001031169,0.0003224063,0.0002094597],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[3.841429e-7,0.000008604509,0.008368239,0.000009447393,0.000003425326,2.135297e-7,0.04695039,1.673932e-8,0.00002214657,0.9312715,0.0001377825,0.01322786],"study_design_scores_gemma":[0.0001381201,0.00002686037,0.001361724,0.0001303942,0.00002843491,0.0001264006,0.0865339,0.00004163576,0.00007798499,0.9066789,0.004772873,0.00008278484],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9580787,0.0006777662,0.001856082,0.03502649,0.0001567785,0.0002590038,5.078751e-7,0.00002218293,0.003922515],"genre_scores_gemma":[0.9877982,0.0002130621,0.01166864,0.0001356749,0.00007527525,0.00000744232,2.145825e-7,0.000003931629,0.00009760198],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03958352,"threshold_uncertainty_score":0.9969624,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2145158322","doi":"10.1007/s11858-014-0624-9","title":"Language and communication in mathematics education: an overview of research in the field","year":2014,"lang":"en","type":"article","venue":"ZDM","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":120,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of New Brunswick","funders":"","keywords":"Scholarship; Philosophy of mathematics education; Field (mathematics); Mathematics education; Relevance (law); Dominance (genetics); Language of mathematics; Relation (database); Pedagogy; Connected Mathematics; Psychology; Computer science; Mathematics; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.2340816386436711,"gpt":0.5561043011135081,"spread":0.322022662469837,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004768205,0.00002069325,0.00004919461,0.00007773687,0.00007426198,0.00002719379,0.0002458208,0.00003025637,0.00003913977],"category_scores_gemma":[0.0006789739,0.00001603659,0.000005910346,0.0001875632,0.00007082344,0.00005435318,0.00002122259,0.00011778,0.000001531866],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001298411,"about_ca_system_score_gemma":0.00005714229,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003650002,"about_ca_topic_score_gemma":0.004543208,"domain_scores_codex":[0.9990318,0.0006201011,0.0001048805,0.00004248887,0.0001412928,0.00005945717],"domain_scores_gemma":[0.9987702,0.0008961658,0.00003279827,0.000258119,0.00002882466,0.00001392716],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[2.188246e-7,0.0001345473,0.001240337,0.00004686712,2.114149e-7,1.837038e-8,0.1538639,1.749915e-8,0.000005647045,0.8352128,0.0006861311,0.008809388],"study_design_scores_gemma":[0.0000568893,0.00002790505,0.005303135,0.0003397738,0.000001589314,5.283149e-7,0.105625,0.0001324125,0.00008729471,0.8726882,0.01568607,0.00005119395],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7363287,0.001119938,0.0002694484,0.01702392,0.00003519441,0.0004610457,3.85173e-7,0.00003185418,0.2447296],"genre_scores_gemma":[0.993092,0.0002777935,0.006223315,0.0002250315,0.00002025782,0.00002356291,0.000001243936,0.000001919628,0.0001348874],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2567633,"threshold_uncertainty_score":0.5517735,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2120470264","doi":"10.1007/s10649-007-9110-4","title":"What makes a counterexample exemplary?","year":2008,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":116,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Counterexample; Bridging (networking); Cognition; Face (sociological concept); Mathematics education; Power (physics); Psychology; Epistemology; Computer science; Mathematics; Sociology; Discrete mathematics; Social science; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.242037406980147,"gpt":0.4682536784831164,"spread":0.2262162715029694,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001017705,0.0001233053,0.0002239911,0.0001341195,0.0006563024,0.00006431554,0.0002861809,0.00005649259,0.0004899487],"category_scores_gemma":[0.001802758,0.0001173387,0.00004987539,0.0002750234,0.0005436548,0.0003412056,0.00005353981,0.0001348459,0.0000989305],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002781929,"about_ca_system_score_gemma":0.0003268842,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001333663,"about_ca_topic_score_gemma":0.0004039591,"domain_scores_codex":[0.9987024,0.0001021462,0.0003539924,0.0001700874,0.000428432,0.0002429498],"domain_scores_gemma":[0.9982387,0.001145769,0.0001364798,0.0002255404,0.0001907719,0.00006275492],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000001020027,0.0004998177,0.00157745,0.00008929564,0.00002608233,0.00000176241,0.3525351,8.569207e-7,0.00000378268,0.58356,0.06157381,0.0001309719],"study_design_scores_gemma":[0.0001111308,0.00001308449,0.0008519344,0.0003485256,0.000009409123,0.000022212,0.1274447,0.00002275338,0.00002302221,0.8186592,0.0522682,0.0002258737],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.663628,0.01181519,0.004559442,0.05448136,0.009078433,0.002382955,0.00001282688,0.0007276294,0.2533141],"genre_scores_gemma":[0.8390369,0.01403457,0.1164222,0.0009609245,0.0009120525,0.0004899328,0.0000157198,0.00004070935,0.02808692],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2350991,"threshold_uncertainty_score":0.5364594,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1986503174","doi":"10.1007/s10649-011-9364-8","title":"Diagram, gesture, agency: theorizing embodiment in the mathematics classroom","year":2011,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":113,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Gesture; Semiotics; Phenomenology (philosophy); Diagram; Epistemology; Agency (philosophy); Sociology; Cognition; Mathematics education; Psychology; Computer science; Philosophy; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.1947289272681818,"gpt":0.4289960082432994,"spread":0.2342670809751176,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00439206,0.0002103942,0.0003179252,0.0002078262,0.0004437829,0.00006029706,0.0007663781,0.00008270559,0.0003261806],"category_scores_gemma":[0.002705908,0.0001539003,0.00008263699,0.000486895,0.0004307537,0.0001381536,0.000090709,0.0003357803,0.00006925551],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003543368,"about_ca_system_score_gemma":0.0002510989,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002515851,"about_ca_topic_score_gemma":0.0008100116,"domain_scores_codex":[0.9977742,0.0003216351,0.0006707807,0.0002292455,0.0006151103,0.0003889608],"domain_scores_gemma":[0.9972583,0.001846642,0.0002728965,0.0004361584,0.0001296529,0.00005636784],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[5.810255e-7,0.0008589004,0.0008189081,0.00008130275,0.000015936,0.000001280685,0.4134809,3.051968e-7,0.000001164093,0.5821484,0.002374496,0.0002178321],"study_design_scores_gemma":[0.0000783319,0.0000146667,0.001726694,0.0002048719,0.00001788715,0.000003561402,0.1084996,0.0000310584,0.00001243151,0.8874806,0.001761884,0.0001684356],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.1856665,0.002675338,0.005779047,0.0117634,0.002171477,0.003014718,0.000007861811,0.0002755629,0.7886461],"genre_scores_gemma":[0.8640779,0.0007869132,0.1325908,0.0003644925,0.0002748273,0.0006288762,0.000004385082,0.00002639023,0.001245409],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.7874007,"threshold_uncertainty_score":0.6275873,"prediction_status":"machine_predicted_unvalidated"},"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,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"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","retraction":null,"screen_n_in":null,"score":{"opus":0.6428811055535424,"gpt":0.6099160763903007,"spread":0.03296502916324173,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","scholarly_communication"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.06320513,0.0001659815,0.000254478,0.001817627,0.002655023,0.001181417,0.000742,0.0001900607,0.000104265],"category_scores_gemma":[0.02821836,0.0001582425,0.00005330097,0.001544802,0.0005873651,0.0006164443,0.000147669,0.0009053868,0.0000819843],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00107954,"about_ca_system_score_gemma":0.006441427,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003292512,"about_ca_topic_score_gemma":0.0002962009,"domain_scores_codex":[0.9948252,0.001268055,0.000716417,0.0003566165,0.001741441,0.001092201],"domain_scores_gemma":[0.9892662,0.006251918,0.0002842408,0.000516716,0.003157531,0.0005233535],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00002225566,0.003743457,0.00008695015,0.0004741914,0.00001148267,2.941388e-7,0.05958284,0.00000108121,0.0001455706,0.8622246,0.06194308,0.01176424],"study_design_scores_gemma":[0.000131092,0.0002519515,0.00002806597,0.0007028752,0.00001031138,0.00002552778,0.1044296,0.0007779116,0.0002782895,0.7952088,0.09799282,0.0001628167],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"methods","genre_scores_codex":[0.09056927,0.0008531488,0.2049144,0.1746917,0.003541449,0.0135217,0.00001444984,0.0002940577,0.5115998],"genre_scores_gemma":[0.2098165,0.0001115162,0.7780891,0.0002902292,0.00137604,0.001213807,0.000009531838,0.00006404546,0.009029278],"genre_candidate":"methods","genre_consensus":null,"teacher_disagreement_score":0.5731747,"threshold_uncertainty_score":0.9998555,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1549304902","doi":"10.30827/pna.v4i2.6169","title":"&lt;p&gt;Layers of generality and types of generalization in pattern activities&lt;/p&gt;","year":2010,"lang":"en","type":"article","venue":"PNA","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":98,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Laurentian University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Typology; Algebraic number; Mathematics; Generalization; Generality; Algebra over a field; Humanities; Pure mathematics; Philosophy; Sociology; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.02520167044531363,"gpt":0.3271917146311422,"spread":0.3019900441858285,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005776067,0.00004494825,0.000105741,0.00006535881,0.00004855422,0.00001285059,0.00009252063,0.0000606087,0.0001396103],"category_scores_gemma":[0.0001490041,0.00004361027,0.00001850367,0.00009537573,0.0001140771,0.0000720348,0.00001893616,0.00005894601,6.36277e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001362212,"about_ca_system_score_gemma":0.00005334137,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001032891,"about_ca_topic_score_gemma":0.005255433,"domain_scores_codex":[0.9994594,0.00009140301,0.0001502872,0.00008047595,0.0001378461,0.00008057691],"domain_scores_gemma":[0.9996547,0.00005765782,0.000108509,0.0001137742,0.00003602752,0.0000293912],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00000652857,0.0002984147,0.0820547,0.0001686103,0.00001765123,3.254666e-7,0.0595256,0.000005438728,0.1918038,0.6365682,0.002155748,0.02739494],"study_design_scores_gemma":[0.001596187,0.0002195397,0.2092866,0.0003655282,0.0001112972,0.000004318393,0.00383448,0.006070754,0.2885757,0.3502209,0.1382704,0.001444402],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9848613,0.00002681331,0.003344531,0.0003061451,0.0001190149,0.00009714546,0.000004170206,0.00002654417,0.01121436],"genre_scores_gemma":[0.9962571,0.0000543169,0.003358511,0.00003661598,0.00004987511,0.000006286843,0.000002893206,0.00000453665,0.0002298856],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2863474,"threshold_uncertainty_score":0.2932655,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2565834887","doi":"10.31129/lumat.v3i1.1049","title":"Mathematics teachers’ knowledge for teaching problem solving","year":2015,"lang":"en","type":"article","venue":"LUMAT International Journal on Math Science and Technology Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":95,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Perspective (graphical); Mathematics education; USable; Interdependence; Computer science; Teaching method; Mathematics; Artificial intelligence; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.04470388566784859,"gpt":0.4120941853909783,"spread":0.3673902997231296,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005604464,0.0001122597,0.0001306172,0.0009477889,0.001027572,0.000482502,0.0008665944,0.0001144045,0.00001141058],"category_scores_gemma":[0.00409994,0.00009974925,0.00003135954,0.0003352973,0.0006323867,0.0005519609,0.0000815714,0.0003767599,0.00001951518],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006228508,"about_ca_system_score_gemma":0.002484976,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003160545,"about_ca_topic_score_gemma":0.00001910008,"domain_scores_codex":[0.9985158,0.00005097865,0.0003021991,0.0002182278,0.0006475478,0.0002652186],"domain_scores_gemma":[0.9977348,0.0001265884,0.0002866973,0.0001560244,0.001500564,0.0001952527],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000002038237,0.0003240308,0.0002600246,0.00000531194,0.000007900716,2.619832e-7,0.03723504,2.413326e-7,0.0002224138,0.9103065,0.007821066,0.04381523],"study_design_scores_gemma":[0.0002290611,0.0001062276,0.00004348527,0.0002280962,0.00001332345,0.00009411035,0.06730909,0.0004193306,0.0003862266,0.7392924,0.191698,0.0001806557],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5621663,0.0004218001,0.06802363,0.0756705,0.007639464,0.00150389,0.000005200502,0.0008129076,0.2837563],"genre_scores_gemma":[0.8322669,0.00006943532,0.1643119,0.0003400047,0.0005018537,0.00007439952,0.000002479212,0.00001509034,0.002417976],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2813384,"threshold_uncertainty_score":0.7903355,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2052175338","doi":"10.1007/s11858-008-0073-4","title":"ICMI Study 19: Proof and proving in mathematics education","year":2008,"lang":"en","type":"article","venue":"ZDM","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":94,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Mathematics education; Calculus (dental); Computer science; Mathematics; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.05654967846337387,"gpt":0.3833185745728656,"spread":0.3267688961094917,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006931109,0.00004619164,0.00007448673,0.00008029483,0.0002262252,0.00002924448,0.00009099738,0.0000288622,0.00004302172],"category_scores_gemma":[0.0004621536,0.00004358432,0.000009238295,0.0001198733,0.00005871083,0.00008190853,0.00001952929,0.00007232447,0.000004891959],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005339046,"about_ca_system_score_gemma":0.0002864474,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001133811,"about_ca_topic_score_gemma":0.0009471477,"domain_scores_codex":[0.99945,0.00008132583,0.0001352321,0.00009456891,0.0001457641,0.00009307473],"domain_scores_gemma":[0.9996917,0.00006359711,0.00005628946,0.0001106174,0.0000276938,0.0000500547],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000001088654,0.002436676,0.1220662,0.00007759114,0.000004711244,0.000001770263,0.6803062,1.780134e-7,0.00002786389,0.1821214,0.004592736,0.008363503],"study_design_scores_gemma":[0.0007690832,0.0002342109,0.08768901,0.0003479477,0.00003672996,0.00003340706,0.3018693,0.0003839942,0.0004120971,0.551411,0.05596178,0.0008513937],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9301971,0.00004864283,0.0007392468,0.0007316073,0.00009271094,0.0008609687,2.134371e-7,0.0001073049,0.06722225],"genre_scores_gemma":[0.987139,0.00001498762,0.009997436,0.0000554414,0.00005605772,0.00007915263,5.238294e-7,0.000005493929,0.002651922],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3784369,"threshold_uncertainty_score":0.1777317,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2121965963","doi":"","title":"Interactivity of Visual Mathematical Representations: Factors Affecting Learning and Cognitive Processes","year":2006,"lang":"en","type":"article","venue":"The Journal of Interactive Learning Research","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":87,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Interactivity; Computer science; Cognition; Multimedia; Human–computer interaction; Educational technology; Visual learning; Instructional design; Teaching method; Mathematics education; Cognitive psychology; Cognitive science; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.07642208816235595,"gpt":0.5168189678586739,"spread":0.4403968796963179,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.008381078,0.000086093,0.0002190249,0.0003325294,0.00077574,0.0001275679,0.0001960685,0.0000506834,0.0001759161],"category_scores_gemma":[0.04062647,0.00005862607,0.00005443591,0.0004227429,0.0005061558,0.0004125244,0.00009571989,0.00163915,0.000003614766],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008841808,"about_ca_system_score_gemma":0.0002369011,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000793609,"about_ca_topic_score_gemma":0.00007925196,"domain_scores_codex":[0.9952246,0.003350249,0.0003777549,0.00009780058,0.0007330279,0.0002165916],"domain_scores_gemma":[0.9756112,0.02215466,0.0006189995,0.00004895631,0.00150794,0.00005829414],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0007726093,0.001828372,0.1756325,0.0006261467,0.0003451924,0.00001314736,0.77763,0.00009276023,0.01439584,0.01295589,0.0005398398,0.01516776],"study_design_scores_gemma":[0.0004529796,0.001146424,0.01728948,0.002610893,0.0001068727,0.00007315969,0.8844602,0.0004279806,0.04600268,0.04619321,0.001001278,0.0002348037],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9720989,0.0001005774,0.01148504,0.0003458045,0.00003921868,0.0001999503,3.313865e-7,0.00002341376,0.01570674],"genre_scores_gemma":[0.9984508,0.00007649208,0.000495336,0.00000278926,0.0001248275,0.000003121837,7.395841e-7,0.00001213674,0.0008337281],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.158343,"threshold_uncertainty_score":0.9674547,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2498493700","doi":"10.1007/978-1-4614-3549-5","title":"Lesson Play in Mathematics Education:","year":2012,"lang":"en","type":"book","venue":"","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":84,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Lesson study; Construct (python library); Mathematics education; Pedagogy; Professional development; Psychology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.05744798282137505,"gpt":0.3893639849499786,"spread":0.3319160021286036,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001208529,0.000149798,0.0002279628,0.0002186039,0.0001360859,0.00007071932,0.0003539542,0.000342146,0.004601425],"category_scores_gemma":[0.0001859301,0.000144398,0.00006258536,0.00007557368,0.00009624217,0.00009894292,0.00003518114,0.000323389,0.0003826575],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004883701,"about_ca_system_score_gemma":0.002387634,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003508621,"about_ca_topic_score_gemma":0.001180447,"domain_scores_codex":[0.9989152,0.0000725905,0.0003061209,0.0001436629,0.0003345055,0.0002279053],"domain_scores_gemma":[0.9991336,0.0001952058,0.0001928399,0.000301134,0.00006456472,0.0001126594],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[7.600227e-8,0.0001475011,0.00002371368,0.00005461724,0.000002558609,7.543581e-8,0.02315865,5.036576e-9,1.22762e-7,0.7208059,0.2532162,0.002590619],"study_design_scores_gemma":[0.00001224496,0.000001463548,0.000006332605,0.0001544272,0.000006991086,4.72359e-7,0.0008624886,6.744506e-7,0.000002023143,0.394458,0.6043797,0.0001152676],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"other","genre_gemma":"other","genre_scores_codex":[0.00001244471,0.0002342569,0.0009767315,0.0008757699,0.000543303,0.0004314916,0.000001686414,0.0002184776,0.9967058],"genre_scores_gemma":[0.000789951,0.0001309408,0.0214222,0.0002086438,0.0006700538,0.00006714577,0.00002411454,0.00002751236,0.9766594],"genre_candidate":"other","genre_consensus":"other","teacher_disagreement_score":0.3511634,"threshold_uncertainty_score":0.9963085,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2054364057","doi":"10.1007/s10649-011-9380-8","title":"Education and the illusions of emancipation","year":2012,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":84,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Laurentian University","funders":"","keywords":"Emancipation; Epistemology; Individualism; Enlightenment; Sociology; Autonomy; Sociocultural evolution; Social science; Aesthetics; Law; Philosophy; Political science; Politics; Anthropology","retraction":null,"screen_n_in":null,"score":{"opus":0.1075055299057502,"gpt":0.4744097535404766,"spread":0.3669042236347264,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002451395,0.00006387884,0.000150437,0.0000872511,0.0003023236,0.00001157254,0.0001227673,0.00003299069,0.0000800846],"category_scores_gemma":[0.003754067,0.00004521479,0.00002715037,0.0002055866,0.000643809,0.0001204244,0.00004722068,0.00007526308,0.000005936251],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009356641,"about_ca_system_score_gemma":0.0002076254,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001434265,"about_ca_topic_score_gemma":0.00009678931,"domain_scores_codex":[0.9991363,0.0001591698,0.0002905858,0.00006190744,0.0002241099,0.0001279495],"domain_scores_gemma":[0.9979818,0.001497534,0.0001854901,0.0001390752,0.0001572988,0.00003873302],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[9.097001e-7,0.0003247485,0.002195157,0.00006253446,0.000008533437,1.900014e-9,0.2257966,1.657031e-7,0.000001575926,0.7686275,0.002390158,0.0005921408],"study_design_scores_gemma":[0.0001211014,0.000003502208,0.003183419,0.000147471,0.00002142528,0.000001682815,0.09729633,0.0000198165,0.00001597291,0.8927991,0.006316033,0.00007413456],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6243006,0.01688023,0.003653599,0.0429286,0.00393306,0.002259233,0.000004925664,0.0001108702,0.3059289],"genre_scores_gemma":[0.9686888,0.0008297854,0.02824286,0.0001101787,0.000281383,0.0001890386,0.000002057505,0.000005722626,0.001650189],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3443882,"threshold_uncertainty_score":0.449424,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1987575324","doi":"10.1007/s10857-007-9047-7","title":"Interweaving mathematics and pedagogy in task design: a tale of one task","year":2007,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":81,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Affordance; Task (project management); Task analysis; Computer science; Philosophy of education; Focus (optics); Instructional design; Mathematics education; Job design; Human–computer interaction; Psychology; Higher education; Multimedia; Social psychology; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.05571181652733884,"gpt":0.4156526656897337,"spread":0.3599408491623948,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008467945,0.0001333721,0.0003927136,0.0005332041,0.00009012682,0.00005807912,0.0003090002,0.0001339926,0.00009508916],"category_scores_gemma":[0.002148889,0.0001266539,0.00007680925,0.0002865353,0.0001558653,0.0002508927,0.00003589692,0.0003365923,0.000003180028],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002149819,"about_ca_system_score_gemma":0.0006668167,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001411357,"about_ca_topic_score_gemma":0.0001372139,"domain_scores_codex":[0.9979152,0.0001575356,0.001121278,0.0001073474,0.0004775542,0.0002210475],"domain_scores_gemma":[0.9974108,0.0006983855,0.001236963,0.0002083168,0.0003103003,0.000135211],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0000194129,0.01351122,0.004508437,0.001037482,0.00007624571,0.00000323141,0.738893,0.000003519408,0.01068032,0.1901871,0.002229288,0.03885076],"study_design_scores_gemma":[0.0008043991,0.0003357376,0.004301419,0.003442317,0.0002523064,0.0001602669,0.2970737,0.0005902973,0.006256225,0.6823506,0.00381313,0.0006195764],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5652975,0.0003689192,0.4253524,0.0008111164,0.0002534281,0.0003991958,5.531229e-7,0.0000290841,0.007487746],"genre_scores_gemma":[0.6590304,0.00009319023,0.340335,0.00002594155,0.0001343863,0.000004936637,4.834932e-7,0.00001607061,0.0003595384],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4921635,"threshold_uncertainty_score":0.5164796,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2094089248","doi":"10.1080/14926150209556516","title":"Student‐generated examples in the learning of mathematics","year":2002,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":81,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Exemplification; Mathematics education; Reflection (computer programming); Cognition; Computer science; Psychology; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.04467771579303519,"gpt":0.3387021284219146,"spread":0.2940244126288794,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003094205,0.00006929178,0.0001593062,0.001138287,0.0005033137,0.0001117612,0.0006750515,0.00007572021,0.0000754655],"category_scores_gemma":[0.001895932,0.00005239508,0.00002062577,0.00141346,0.001548098,0.0001619788,0.00001360822,0.0002466759,0.000001775722],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001011988,"about_ca_system_score_gemma":0.001218926,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008830553,"about_ca_topic_score_gemma":0.002589593,"domain_scores_codex":[0.9989613,0.00004793045,0.0004023614,0.00008282236,0.0002990169,0.0002065378],"domain_scores_gemma":[0.9987844,0.0001426699,0.0004049024,0.0001625016,0.0003860916,0.0001194601],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[6.084571e-8,0.0001988282,0.006594153,0.00002861969,0.000003582818,0.000001012808,0.1303116,0.00000135264,0.0003123234,0.8566017,0.0003404664,0.00560633],"study_design_scores_gemma":[0.0001611162,0.0001424284,0.001273255,0.0004571538,0.00003909535,0.0001453973,0.5820693,0.001036731,0.0009109997,0.4030773,0.01046828,0.0002189592],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9810649,0.0005059093,0.001304217,0.004539339,0.0001874155,0.0002035903,4.566546e-7,0.00001438924,0.01217981],"genre_scores_gemma":[0.9777666,0.0001344129,0.02188403,0.00003478044,0.00002883856,0.000006673551,1.530085e-7,0.000004596356,0.0001398864],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4535244,"threshold_uncertainty_score":0.570403,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2076699979","doi":"10.1007/s11858-015-0679-2","title":"Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study","year":2015,"lang":"en","type":"article","venue":"ZDM","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":79,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Mathematics education; Spatial intelligence; Inclusion (mineral); Task (project management); Spatial ability; Quality (philosophy); Lesson study; Geometry; Perception; Professional development; Psychology; Pedagogy; Computer science; Mathematics; Engineering; Cognition; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.04374579796821357,"gpt":0.3888584557994075,"spread":0.3451126578311939,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006732325,0.00006541528,0.0001373738,0.0001083469,0.0003183822,0.00008817599,0.0001092599,0.00002539698,0.000003524717],"category_scores_gemma":[0.002709271,0.0000552721,0.000009343042,0.0001661165,0.00004879502,0.00008576933,0.0001016896,0.0003778471,7.196226e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000390433,"about_ca_system_score_gemma":0.0000404105,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.1702866,"about_ca_topic_score_gemma":0.02505795,"domain_scores_codex":[0.998258,0.001027447,0.0001798506,0.0001602549,0.0002394893,0.0001349742],"domain_scores_gemma":[0.9993005,0.000369637,0.0001006795,0.0001187657,0.00003427757,0.00007611023],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000004779673,0.0001927818,0.1487253,0.000003967527,0.000005198499,0.00002105877,0.8343595,0.000003263854,0.000007531171,0.0003001174,0.00001114107,0.01636535],"study_design_scores_gemma":[0.0001559757,0.0003170705,0.02148882,0.00005551906,0.00001153867,0.00001120124,0.9773169,0.0002167945,0.000003573105,0.0001435866,0.0001923669,0.00008669587],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9974526,0.00003034769,0.0005869131,0.0001018374,0.00004600759,0.0005069181,1.981717e-7,0.00004362454,0.001231532],"genre_scores_gemma":[0.9982064,0.000001216916,0.001498227,0.00001293259,0.00005765422,0.0000188783,8.849118e-8,0.000007846961,0.0001968001],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1452287,"threshold_uncertainty_score":0.9927322,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2067460250","doi":"10.1080/14926156.2013.784825","title":"Contingency in the Mathematics Classroom: Opportunities Taken and Opportunities Missed","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":77,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Contingency; Mathematics education; Contingency theory; Psychology; Pedagogy; Computer science; Epistemology; Knowledge management","retraction":null,"screen_n_in":null,"score":{"opus":0.08536877981116905,"gpt":0.3160873527998759,"spread":0.2307185729887068,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002969563,0.0001013703,0.0001831458,0.001147703,0.0007113693,0.0003697436,0.0005793548,0.00008775803,0.00007818054],"category_scores_gemma":[0.001271656,0.00007649105,0.00001892609,0.0004778152,0.002565784,0.0004979841,0.00001909416,0.0002322264,0.000001945208],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001041378,"about_ca_system_score_gemma":0.003857596,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001862443,"about_ca_topic_score_gemma":0.002506486,"domain_scores_codex":[0.998884,0.00004395024,0.0004238503,0.0001039036,0.0002593121,0.000284992],"domain_scores_gemma":[0.9985124,0.0001739152,0.0003619276,0.0001928251,0.000496532,0.0002624319],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[8.147629e-8,0.00006195981,0.0004841411,0.00004029991,0.000003590491,0.000002300721,0.06218299,1.743569e-8,0.00006026284,0.9137582,0.001500227,0.02190593],"study_design_scores_gemma":[0.00005752121,0.00003955299,0.0002524957,0.0002043003,0.00001770644,0.0001484093,0.3974039,0.00009086594,0.00005155379,0.5868786,0.01473723,0.0001179003],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.881632,0.0009051695,0.0006973754,0.07014862,0.0002991058,0.0005416158,0.000001491558,0.00003094384,0.04574362],"genre_scores_gemma":[0.973261,0.0007911214,0.02505195,0.0003812046,0.00004410394,0.00003269924,4.486753e-7,0.000007662766,0.00042983],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3352209,"threshold_uncertainty_score":0.9453739,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1995419206","doi":"10.1080/14794800802233670","title":"To be or to become: how dynamic geometry changes discourse","year":2008,"lang":"en","type":"article","venue":"Research in Mathematics Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":76,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Transformation geometry; Focus (optics); Geometry; Class (philosophy); Mathematics education; Computer science; Mathematics; Physics; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.248983890291567,"gpt":0.5350026087645183,"spread":0.2860187184729513,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004928808,0.0001322132,0.0002116689,0.001429969,0.0006300265,0.0001749269,0.000653605,0.0001042804,0.0003246137],"category_scores_gemma":[0.003884214,0.0001177178,0.00003330697,0.002084457,0.0001968439,0.0001535083,0.000123779,0.000336799,0.0001533485],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007060866,"about_ca_system_score_gemma":0.001471042,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005722448,"about_ca_topic_score_gemma":0.004367665,"domain_scores_codex":[0.9973758,0.0003727526,0.0002374448,0.0002982386,0.001120166,0.0005955235],"domain_scores_gemma":[0.9979178,0.0007175049,0.00007262768,0.0005282965,0.0003492803,0.0004144387],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001591154,0.003177512,0.001075403,0.0005040372,0.00001670854,0.00000692901,0.4538343,0.000002863402,0.0005048173,0.3641416,0.148747,0.02797285],"study_design_scores_gemma":[0.0003777526,0.000519909,0.004053701,0.001697706,0.00001964216,0.00003912333,0.4238592,0.0007331357,0.001159722,0.3339854,0.232257,0.001297753],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7514312,0.00005329723,0.01022001,0.2119366,0.0004599553,0.002642248,0.000008944924,0.0002200705,0.02302763],"genre_scores_gemma":[0.8859504,0.0002237499,0.0832985,0.0005295548,0.0002194396,0.0008628772,0.00001019077,0.0000361076,0.02886912],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2114071,"threshold_uncertainty_score":0.4845718,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2074016187","doi":"10.1007/s11858-014-0652-5","title":"Investigating the development of mathematics leaders’ capacity to support teachers’ learning on a large scale","year":2014,"lang":"en","type":"article","venue":"ZDM","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":74,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Mathematics education; Scale (ratio); Professional development; Set (abstract data type); Professional learning community; Learning design; Pedagogy; Psychology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.1092265823547868,"gpt":0.3634117770506239,"spread":0.2541851946958371,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003705409,0.00007112994,0.0001169977,0.00004879306,0.000553646,0.00003442239,0.0002511394,0.00004843257,0.000106],"category_scores_gemma":[0.001709089,0.00005378359,0.00003088246,0.000133877,0.0001199173,0.00003370989,0.00003816018,0.0001934978,0.00006251749],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005449547,"about_ca_system_score_gemma":0.0000984712,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00008394759,"about_ca_topic_score_gemma":0.0005762898,"domain_scores_codex":[0.9989609,0.0001965718,0.0002300778,0.0001042691,0.0003170909,0.0001910842],"domain_scores_gemma":[0.9993367,0.0002447749,0.000128948,0.0001610475,0.0000430672,0.00008552319],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[1.453166e-7,0.00008311905,0.002562687,0.00002283032,0.000004432093,1.184321e-8,0.8834859,0.000002080701,0.0001984155,0.1099388,0.001085727,0.002615845],"study_design_scores_gemma":[0.0003114672,0.0002177744,0.003551065,0.0005499619,0.00003212319,0.00000121204,0.4996414,0.0007425284,0.01668467,0.0894623,0.3881968,0.0006086611],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8603099,8.333366e-7,0.05587847,0.001542242,0.000060168,0.0002294696,5.155059e-7,0.0001433797,0.08183505],"genre_scores_gemma":[0.8600737,2.225902e-7,0.1385444,0.0002895168,0.00004428203,0.0000193049,9.298152e-7,0.000008278289,0.001019396],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3871111,"threshold_uncertainty_score":0.4258253,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2054273257","doi":"10.1007/s10857-010-9164-6","title":"Understanding change through a high school mathematics teacher’s journey to inquiry-based teaching","year":2010,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":71,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Perspective (graphical); Conceptual change; Interpretation (philosophy); Pedagogy; Philosophy of education; Mathematics education; Teacher education; Professional development; Sociology; Psychology; Higher education; Political science; Mathematics; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.2698343632802594,"gpt":0.4402263136784271,"spread":0.1703919503981677,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.007884741,0.0003443144,0.0005814961,0.0006444591,0.0007718227,0.0004991376,0.0009767428,0.000334701,0.001039286],"category_scores_gemma":[0.006589624,0.0003105738,0.0002470287,0.0004391564,0.0001825326,0.0008659245,0.00006495685,0.001821542,0.00007930159],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009408684,"about_ca_system_score_gemma":0.001717736,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003549536,"about_ca_topic_score_gemma":0.0002123992,"domain_scores_codex":[0.9963552,0.0004110499,0.001280312,0.0002570594,0.001195885,0.0005004853],"domain_scores_gemma":[0.9962143,0.0005104409,0.001579544,0.0006385822,0.0004754382,0.0005816453],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0000102702,0.008196668,0.001174413,0.0003141004,0.00007364847,0.000002520715,0.3768775,0.000004208571,0.001453353,0.5379201,0.07160215,0.002371113],"study_design_scores_gemma":[0.0007427255,0.0002800701,0.0006300164,0.001713259,0.0003503563,0.0001070811,0.2104259,0.0004857515,0.0008479665,0.721761,0.06163694,0.001018968],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.3965758,0.00007773667,0.5404838,0.02157419,0.004390393,0.001579929,0.000003353293,0.0003345308,0.03498022],"genre_scores_gemma":[0.6127907,0.00001569738,0.3833039,0.0005762854,0.002232729,0.00005923684,0.00000309336,0.00006042328,0.0009578611],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.2162149,"threshold_uncertainty_score":0.9999346,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2507642620","doi":"10.1007/s11858-016-0812-x","title":"Mathematical Working Spaces in schooling: an introduction","year":2016,"lang":"en","type":"article","venue":"ZDM","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":69,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Diagrammatic reasoning; Space (punctuation); Dimension (graph theory); Cognition; Mathematical structure; Mathematical problem; Set (abstract data type); Computer science; Semiotics; Object (grammar); Meaning (existential); Bridging (networking); Process (computing); Function (biology); Cognitive science; Epistemology; Mathematics education; Psychology; Mathematics; Artificial intelligence; Pure mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.05447167929557102,"gpt":0.3734817004962188,"spread":0.3190100212006478,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00115834,0.00004298348,0.00006841691,0.00008050512,0.0001105722,0.00006229366,0.0001278725,0.00004778723,0.0006206832],"category_scores_gemma":[0.000729675,0.00003054274,0.00001570611,0.0001150624,0.000067772,0.0001573847,0.00001288221,0.0000635983,0.00006390214],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007111242,"about_ca_system_score_gemma":0.00004274915,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00008704872,"about_ca_topic_score_gemma":0.0002319293,"domain_scores_codex":[0.9993615,0.0001229455,0.0001167256,0.000115854,0.0001462302,0.0001367824],"domain_scores_gemma":[0.9996495,0.00008582134,0.00004170049,0.0001458596,0.00001933785,0.00005777535],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000001253993,0.00005851352,0.001869991,0.000003423925,9.562164e-7,2.33519e-7,0.008212059,6.301035e-8,0.0002032971,0.9752872,0.00137896,0.01298404],"study_design_scores_gemma":[0.00007633721,0.00001237378,0.000351549,0.0000707605,0.000002475175,9.805905e-7,0.002288752,0.00002078977,0.0003596861,0.8751213,0.1215965,0.00009855581],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5796304,0.00005136704,0.10715,0.08589616,0.0008110063,0.0005126354,6.242116e-7,0.0009989109,0.2249489],"genre_scores_gemma":[0.9827715,0.00001539971,0.01527582,0.00004122378,0.000578372,0.00001162818,3.419108e-7,0.000005880063,0.00129985],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4031411,"threshold_uncertainty_score":0.6796045,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2068649098","doi":"10.1080/14926150902817381","title":"Preservice Teachers' Understanding of the Relation Between a Fraction or Integer and Its Decimal Expansion","year":2009,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":68,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Decimal; Mathematics education; Relation (database); Rational number; Fraction (chemistry); Integer (computer science); Control (management); Arithmetic; Unit (ring theory); Mathematics; Computer science; Psychology; Pure mathematics; Artificial intelligence; Programming language","retraction":null,"screen_n_in":null,"score":{"opus":0.05697224568375052,"gpt":0.3479518281074048,"spread":0.2909795824236543,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00161918,0.00005893751,0.0001207845,0.0006259268,0.000703326,0.0000746939,0.000305769,0.0001051442,0.00001642055],"category_scores_gemma":[0.001843906,0.00004139268,0.00001637196,0.0008179623,0.000648506,0.00035888,0.00001435165,0.0002078895,2.756602e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000265974,"about_ca_system_score_gemma":0.002671168,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003133528,"about_ca_topic_score_gemma":0.001081402,"domain_scores_codex":[0.9992564,0.0000316577,0.0002717241,0.00008660498,0.0002136719,0.000139902],"domain_scores_gemma":[0.9989548,0.00009755415,0.0003958441,0.0001192728,0.000286816,0.0001457137],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000001417481,0.00005032492,0.005341705,0.00002770659,0.000005487813,2.157064e-7,0.03849192,2.877673e-7,0.001543934,0.9435321,0.0002108519,0.01079405],"study_design_scores_gemma":[0.00008330349,0.0001083651,0.01018889,0.0004746611,0.0000403347,0.0000363857,0.06480243,0.0001777584,0.001654865,0.9215127,0.0008213968,0.00009889238],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9794583,0.0001705432,0.007104581,0.01029144,0.0001740259,0.0002024398,6.53552e-7,0.00001389514,0.002584091],"genre_scores_gemma":[0.9917548,0.00004124193,0.008045939,0.00003838911,0.0000362564,0.00000157241,1.382586e-7,0.000002946077,0.00007867229],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02631051,"threshold_uncertainty_score":0.5409486,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2060094373","doi":"10.1016/j.tate.2014.11.004","title":"Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers","year":2014,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":66,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Max-Planck-Gesellschaft; Deutsche Forschungsgemeinschaft; Strategic Innovation Fund","keywords":"German; Mathematics education; Subject matter; Teacher education; Selection (genetic algorithm); Pedagogy; Psychology; Subject (documents); Computer science; Curriculum; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.1855020227082781,"gpt":0.4435969228448379,"spread":0.2580949001365598,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004707544,0.0002090002,0.0002966514,0.0002072685,0.0005903117,0.0001915147,0.000149142,0.0001659667,0.00003423245],"category_scores_gemma":[0.001148058,0.0001877388,0.00003447201,0.00008832209,0.0002815672,0.0002033974,0.00007308246,0.0006342672,0.000008424909],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001373967,"about_ca_system_score_gemma":0.0001731079,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002596412,"about_ca_topic_score_gemma":0.000860896,"domain_scores_codex":[0.9978676,0.0009712029,0.0003659692,0.0003493637,0.0001585702,0.0002872454],"domain_scores_gemma":[0.9988974,0.0004293847,0.0001444268,0.0002188324,0.00006370289,0.0002463086],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000003286255,0.00110642,0.01343104,0.0001076933,0.000009032727,1.387221e-7,0.5009591,2.083506e-8,0.0001642377,0.328121,0.001194041,0.1549039],"study_design_scores_gemma":[0.001874527,0.0003056614,0.1306274,0.00125499,0.0001922091,0.00006536674,0.3582682,0.002096411,0.00007369196,0.1428697,0.3607008,0.001671041],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9425268,0.001335985,0.00176936,0.002188797,0.0001844089,0.0004184433,6.80337e-7,0.0001919214,0.05138359],"genre_scores_gemma":[0.9825889,0.000127785,0.006307579,0.000138607,0.0002456474,0.00007802133,0.000007082104,0.00002291374,0.01048346],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3595067,"threshold_uncertainty_score":0.7655766,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2108773682","doi":"10.22329/jtl.v5i1.82","title":"The Conjecturing Process: Perspectives in Theory and Implications in Practice","year":2007,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":66,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"Acadia University","funders":"","keywords":"Variety (cybernetics); Process (computing); Point (geometry); Epistemology; Computer science; Management science; Psychology; Mathematics; Artificial intelligence; Engineering; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.02065756061329186,"gpt":0.4221151500613923,"spread":0.4014575894481004,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.02658096,0.00003726905,0.0000710301,0.0001257623,0.00074243,0.00009859494,0.00008023976,0.00002888685,0.000001889185],"category_scores_gemma":[0.01589188,0.00002658848,0.00001261056,0.00007193008,0.00008455272,0.0001972984,0.00001150401,0.001056792,8.681022e-8],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005340197,"about_ca_system_score_gemma":0.00006008261,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000179989,"about_ca_topic_score_gemma":0.0001808349,"domain_scores_codex":[0.9984635,0.00106845,0.0001984638,0.00005486197,0.0001055753,0.0001091926],"domain_scores_gemma":[0.9958805,0.003773275,0.0002221878,0.00003280562,0.00005355943,0.00003765101],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002091929,0.00004497654,0.01377987,0.000006344722,0.000006238532,0.000001677552,0.4686124,0.000008985367,0.00003949673,0.4673816,0.00001049337,0.050087],"study_design_scores_gemma":[0.0001683249,0.00004802114,0.02709175,0.0001614349,0.00001091793,0.0000574287,0.8712807,0.00002405185,0.00001003423,0.08347807,0.01759442,0.00007486051],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.953433,0.001334017,0.008998195,0.005550159,0.00003174911,0.00007180818,2.515792e-8,0.0000184134,0.03056259],"genre_scores_gemma":[0.9953874,0.0003230641,0.004031832,0.0000457175,0.00006513669,9.742191e-7,2.206905e-8,0.000003422898,0.0001424409],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4026683,"threshold_uncertainty_score":0.9923977,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2196625872","doi":"10.1080/14926156.2015.1093200","title":"Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction","year":2015,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":65,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"American Psychological Association","keywords":"Mathematics education; Algebra over a field; Transformational leadership; Abstract algebra; School teachers; Pre-algebra; Computer science; Mathematics; Reform mathematics; Connected Mathematics; Everyday Mathematics; Pure mathematics; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.03135883731422906,"gpt":0.3315230611552928,"spread":0.3001642238410638,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.004737786,0.0001294756,0.0002293751,0.00156835,0.001091606,0.0003225834,0.000631958,0.000169571,0.00002863195],"category_scores_gemma":[0.008933669,0.0001214812,0.00004156945,0.0006961054,0.001422355,0.0006330262,0.00002242437,0.0003536973,0.000005477096],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005609536,"about_ca_system_score_gemma":0.01251194,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001022387,"about_ca_topic_score_gemma":0.001314687,"domain_scores_codex":[0.9985499,0.00001947389,0.0005435594,0.0001644657,0.0003626941,0.0003599101],"domain_scores_gemma":[0.9970669,0.000108976,0.0006254748,0.0002455454,0.001141592,0.0008115168],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[6.797595e-7,0.00008942474,0.000806048,0.00006257208,0.000008252877,5.272693e-7,0.02747028,5.727768e-7,0.0003485444,0.9527307,0.002283223,0.01619923],"study_design_scores_gemma":[0.000172075,0.00007124479,0.0001420727,0.0002631977,0.00002928675,0.0000962466,0.08969858,0.0001185668,0.0006196996,0.8944395,0.01417821,0.0001713133],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9642923,0.0002560647,0.0128369,0.006537321,0.001140913,0.0005424004,0.000002724826,0.00008426308,0.01430713],"genre_scores_gemma":[0.7839919,0.00001535602,0.2156006,0.00007863371,0.0001502922,0.00001920375,7.480256e-7,0.00001245957,0.0001307539],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2027637,"threshold_uncertainty_score":0.9994145,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1999461690","doi":"10.1080/14926156.2013.784830","title":"The Importance of Teachers’ Mathematical Awareness for In-the-Moment Pedagogy","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":64,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Moment (physics); Focus (optics); Mathematics education; Epistemology; Psychology; Pedagogy; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.02874373798604738,"gpt":0.3731611532995935,"spread":0.3444174153135461,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004163196,0.00006747121,0.0001469092,0.0004844056,0.0007751195,0.0001445381,0.0007968505,0.00007192494,0.00002648108],"category_scores_gemma":[0.002136393,0.00004218406,0.00002892095,0.0006386991,0.002207815,0.000172302,0.00001296084,0.0001534696,0.000001307291],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001319437,"about_ca_system_score_gemma":0.004683638,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000731669,"about_ca_topic_score_gemma":0.004933359,"domain_scores_codex":[0.9989546,0.00003122783,0.000437308,0.00008682726,0.0002352273,0.0002548194],"domain_scores_gemma":[0.9983856,0.0003253559,0.0004012173,0.0002246388,0.0005307868,0.0001324216],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[1.64306e-7,0.00006036225,0.003978232,0.00002396786,0.000002696424,1.214423e-7,0.03515448,6.76964e-8,0.00006476737,0.9502439,0.0009492232,0.009522008],"study_design_scores_gemma":[0.00004909765,0.00003922479,0.0006324986,0.00008325745,0.000009513119,0.00002474419,0.1011276,0.00005705369,0.0001717456,0.8913092,0.00644034,0.00005573345],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9465463,0.0004261666,0.007439229,0.04049821,0.0002857097,0.0007778124,9.517088e-7,0.00001030938,0.004015299],"genre_scores_gemma":[0.974756,0.00004631197,0.0248542,0.00007479881,0.00003657754,0.00008089656,1.87318e-7,0.000004736083,0.0001462785],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06597312,"threshold_uncertainty_score":0.8308572,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1984618919","doi":"10.1007/s10649-014-9578-7","title":"Covariation between variables in a modelling process: The ACODESA (collaborative learning, scientific debate and self-reflection) method","year":2014,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":64,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Montréal; Université du Québec à Montréal","funders":"","keywords":"Semiotics; GRASP; Mathematics education; Representation (politics); Context (archaeology); Perspective (graphical); Reflection (computer programming); Function (biology); Process (computing); Interpretation (philosophy); Epistemology; Computer science; Cognitive science; Psychology; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.09221486714336577,"gpt":0.4487155234527402,"spread":0.3565006563093744,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007296425,0.0001268557,0.0002302885,0.0002097784,0.001091942,0.0001822085,0.0002165171,0.00006959229,0.00002441643],"category_scores_gemma":[0.003672097,0.0001007996,0.00002082085,0.0009131345,0.0002622619,0.0001951696,0.00004733019,0.0002535423,0.000006056472],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002288461,"about_ca_system_score_gemma":0.0003648353,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001209764,"about_ca_topic_score_gemma":0.0003564667,"domain_scores_codex":[0.9981318,0.0006368009,0.0003997088,0.000246577,0.0003725209,0.0002126469],"domain_scores_gemma":[0.9961285,0.003078715,0.0002541015,0.0001438379,0.0003543453,0.00004052032],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[9.9842e-7,0.000237933,0.004951794,0.0001476145,0.00003478674,3.918381e-8,0.3962895,0.001502823,0.000002934076,0.5962114,0.0002850481,0.0003351271],"study_design_scores_gemma":[0.00009850618,0.0000137055,0.0004113686,0.0001591114,0.00002631284,7.388212e-7,0.03629542,0.02565527,0.00002168692,0.9330594,0.004122982,0.0001354843],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.2380505,0.0008596501,0.7058442,0.01419994,0.001026116,0.002128425,0.000004855235,0.0003391454,0.03754708],"genre_scores_gemma":[0.7254295,0.0001879551,0.2730732,0.00003877289,0.0002124622,0.0002654443,0.000005228168,0.00001296604,0.000774534],"genre_candidate":"methods","genre_consensus":null,"teacher_disagreement_score":0.4873789,"threshold_uncertainty_score":0.8398448,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2069700253","doi":"10.1007/s10649-010-9235-8","title":"Drawing space: mathematicians’ kinetic conceptions of eigenvectors","year":2010,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":63,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Meaning (existential); Gesture; Semiotics; Space (punctuation); Motion (physics); Epistemology; Eigenvalues and eigenvectors; Computer science; Mathematics education; Mathematics; Calculus (dental); Linguistics; Artificial intelligence; Philosophy; Physics","retraction":null,"screen_n_in":null,"score":{"opus":0.0879820745714042,"gpt":0.4458498058265651,"spread":0.3578677312551609,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001529712,0.0001436061,0.0003191239,0.000215949,0.0003293769,0.00002910145,0.0003552403,0.00009189989,0.0009454426],"category_scores_gemma":[0.004826433,0.0001369989,0.00007855345,0.0004337199,0.000816749,0.0001036155,0.00005683771,0.000275166,0.00004087],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001099351,"about_ca_system_score_gemma":0.0003152494,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001495001,"about_ca_topic_score_gemma":0.000705337,"domain_scores_codex":[0.9984897,0.00009040276,0.0005695705,0.0001661013,0.0004377453,0.0002464753],"domain_scores_gemma":[0.9974363,0.00160547,0.0003024788,0.0003118047,0.0002704448,0.00007346151],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[4.079097e-7,0.000413402,0.001546306,0.0001795055,0.00002328371,1.598077e-7,0.1384027,0.000001734546,0.0003270937,0.8563665,0.002631262,0.0001076902],"study_design_scores_gemma":[0.00009600224,0.00001235917,0.0009381215,0.0002719194,0.00002612062,0.000003129924,0.05172514,0.0000613537,0.0003482224,0.9415578,0.004767763,0.0001920506],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7766738,0.0004874183,0.004545363,0.008834995,0.003094457,0.001208941,0.00001154467,0.0002090642,0.2049344],"genre_scores_gemma":[0.8505063,0.0001321987,0.1469726,0.00004054264,0.0002923037,0.0001197364,0.000003149331,0.00001735121,0.001915802],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2030186,"threshold_uncertainty_score":0.9999678,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2020166537","doi":"10.1007/s10649-008-9138-0","title":"Bodily experience and mathematical conceptions: from classical views to a phenomenological reconceptualization","year":2008,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":62,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Embodied cognition; Phenomenology (philosophy); Dialectic; Epistemology; Psychology; Mathematical practice; Cognitive science; Mathematics education; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.3599631594623037,"gpt":0.4862926792789863,"spread":0.1263295198166827,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006499687,0.0001649117,0.0003539267,0.0001191073,0.0005962767,0.00004235736,0.0002646403,0.00009694434,0.0008909054],"category_scores_gemma":[0.004357366,0.0001477926,0.00004014843,0.0003226475,0.001037271,0.0001497749,0.000106502,0.0001585277,0.0001260927],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002958531,"about_ca_system_score_gemma":0.0001680823,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00006378377,"about_ca_topic_score_gemma":0.0001359182,"domain_scores_codex":[0.9982826,0.0001924438,0.0005572321,0.0003066147,0.000400667,0.0002604365],"domain_scores_gemma":[0.9978434,0.001475903,0.0001442062,0.0002301933,0.0001522439,0.0001540056],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000001482333,0.0003460244,0.001289954,0.00002204615,0.00001161419,7.166269e-7,0.4252458,8.572815e-7,0.00001437717,0.5677454,0.005113102,0.0002086995],"study_design_scores_gemma":[0.0001364731,0.00003241704,0.001205467,0.0002081621,0.00001098534,0.000008392452,0.09511159,0.00009831614,0.00001424396,0.88428,0.01863672,0.0002571915],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8722117,0.001500648,0.03700564,0.0193445,0.0007821464,0.001700905,0.00001743473,0.0003079801,0.06712906],"genre_scores_gemma":[0.738967,0.001149641,0.2549686,0.0006906289,0.0004172933,0.0007362275,0.00001073597,0.00001938926,0.003040418],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3301342,"threshold_uncertainty_score":0.9754789,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2888664900","doi":"10.1007/978-3-319-72170-5","title":"Invited Lectures from the 13th International Congress on Mathematical Education","year":2018,"lang":"en","type":"book","venue":"ICME-13 monographs","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":62,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Emissions Reduction Alberta; University of Alberta","funders":"","keywords":"Mathematics education; Political science; Engineering ethics; Library science; Computer science; Psychology; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.03067574379777429,"gpt":0.351693188865296,"spread":0.3210174450675218,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009080678,0.0003000795,0.0002920031,0.0002831063,0.0005671109,0.0004023909,0.001252333,0.0004295064,0.001924059],"category_scores_gemma":[0.0007889018,0.0002228937,0.0002275383,0.0001655257,0.0006804742,0.00009530613,0.00008340551,0.0005698871,0.0002138396],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002232933,"about_ca_system_score_gemma":0.0005570192,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005534346,"about_ca_topic_score_gemma":0.0005937444,"domain_scores_codex":[0.9978401,0.0003137133,0.0004093613,0.0003901028,0.0007925862,0.0002541567],"domain_scores_gemma":[0.9974742,0.001048828,0.0004270539,0.0006458414,0.0002684881,0.000135567],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000006909422,0.0001465355,0.00007269643,0.00001065061,0.00007988581,3.403561e-7,0.01007677,7.277042e-8,0.000001038812,0.1691644,0.8161055,0.004335149],"study_design_scores_gemma":[0.00003955557,0.00001657441,0.00002510201,0.0002506699,0.00003239029,4.420843e-7,0.0003978754,0.000008335984,0.00001393508,0.4536221,0.5454462,0.0001467441],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"other","genre_gemma":"other","genre_scores_codex":[0.001090804,0.0002268574,0.001926337,0.01577844,0.006968912,0.001089996,0.0001362222,0.0005473245,0.9722351],"genre_scores_gemma":[0.01646256,0.0008613562,0.01594917,0.02312968,0.009959626,0.0006393864,0.001872179,0.0002189754,0.9309071],"genre_candidate":"other","genre_consensus":"other","teacher_disagreement_score":0.2844577,"threshold_uncertainty_score":0.9989883,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2059585583","doi":"10.1007/s10649-010-9275-0","title":"The role of abduction in proving processes","year":2010,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":61,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Acadia University","funders":"","keywords":"Argumentation theory; Typology; Argument (complex analysis); Cognition; Computer science; Epistemology; Mathematics education; Psychology; Cognitive science; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.04714602207409306,"gpt":0.4243150431227266,"spread":0.3771690210486335,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.001740862,0.0000622493,0.0001156753,0.00008730567,0.0002881611,0.00002565779,0.0002379166,0.000039648,0.0000337726],"category_scores_gemma":[0.0084219,0.00004705271,0.00001774701,0.00034555,0.0003733352,0.0000854615,0.00003302463,0.0001746063,0.000004107993],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007553773,"about_ca_system_score_gemma":0.0004215956,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002294951,"about_ca_topic_score_gemma":0.006381321,"domain_scores_codex":[0.999164,0.00005279407,0.0003200668,0.00008742346,0.0002405993,0.0001351484],"domain_scores_gemma":[0.9979485,0.001502353,0.0001726908,0.000141412,0.0002156957,0.00001940413],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[7.287223e-7,0.0002772411,0.0059745,0.0001233179,0.00000593811,2.622769e-8,0.127679,6.574474e-7,0.00008725141,0.8642328,0.0003717009,0.001246845],"study_design_scores_gemma":[0.00002704455,0.000003923833,0.0005922443,0.00009401518,0.000002703581,7.296287e-7,0.07705294,0.00002212872,0.0003001489,0.913666,0.008183303,0.00005485175],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8461962,0.002393221,0.0002392307,0.01120108,0.001785902,0.001211593,0.000001770877,0.0000922361,0.1368788],"genre_scores_gemma":[0.9749581,0.0004201027,0.02345086,0.00001042263,0.0001816733,0.0001800963,7.083376e-7,0.000006747463,0.0007913217],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1360874,"threshold_uncertainty_score":0.9999306,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2002952057","doi":"10.1007/s10649-006-9041-5","title":"Irrational Numbers: The Gap between Formal and Intuitive Knowledge","year":2006,"lang":"en","type":"article","venue":"Educational Studies in Mathematics","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":59,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Irrational number; Decimal; Rational number; Number line; Relation (database); Mathematics education; Mathematics; Psychology; Epistemology; Computer science; Arithmetic; Pure mathematics; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.1356646232321566,"gpt":0.4562149508667975,"spread":0.3205503276346409,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001664352,0.0001069171,0.0001630603,0.00007862606,0.0007675418,0.00006468716,0.0001972346,0.00005048464,0.0001016103],"category_scores_gemma":[0.001189655,0.00008124837,0.00003238596,0.0002246498,0.0006072299,0.0001696101,0.00008045583,0.0001479828,0.00002722548],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001904097,"about_ca_system_score_gemma":0.0002249241,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000220359,"about_ca_topic_score_gemma":0.0009532212,"domain_scores_codex":[0.9989425,0.0001269023,0.0003297884,0.0001294266,0.000264139,0.0002072331],"domain_scores_gemma":[0.9971042,0.00243199,0.0001335459,0.0001220113,0.0001746197,0.00003363837],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[3.620692e-7,0.000155269,0.002994476,0.00004418599,0.00001626269,5.535469e-8,0.08733071,4.197686e-7,6.948621e-7,0.8910515,0.01799187,0.0004141676],"study_design_scores_gemma":[0.00006465352,0.000006476643,0.005040136,0.00008673291,0.00001382253,0.000001582715,0.03343045,0.00002081147,0.000007268303,0.9469575,0.01426466,0.0001058894],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.1640468,0.002597807,0.006279545,0.03009234,0.001095383,0.001330981,0.00002395028,0.0001788827,0.7943543],"genre_scores_gemma":[0.9746054,0.000134811,0.01963644,0.00007530401,0.0009340153,0.000177679,0.00001325496,0.00001053876,0.00441255],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.8105586,"threshold_uncertainty_score":0.5903388,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1984525454","doi":"10.1016/j.jmathb.2003.09.003","title":"Conceptions of function translation: obstacles, intuitions, and rerouting","year":2003,"lang":"en","type":"article","venue":"The Journal of Mathematical Behavior","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":59,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Counterintuitive; Parabola; Function (biology); Translation (biology); Focus (optics); Mathematics; Psychology; Mathematics education; Epistemology; Philosophy; Geometry; Physics","retraction":null,"screen_n_in":null,"score":{"opus":0.086109630585944,"gpt":0.3729732083710436,"spread":0.2868635777850996,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002740711,0.00005145756,0.0001392377,0.00005354702,0.0002373,0.00002243095,0.0001057004,0.00004582008,0.0004878704],"category_scores_gemma":[0.0006387839,0.00003491656,0.00005214346,0.0001090447,0.0002413083,0.0001078561,0.000005537836,0.0001560638,0.000002962914],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002281771,"about_ca_system_score_gemma":0.00007530057,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000009815381,"about_ca_topic_score_gemma":0.00000796789,"domain_scores_codex":[0.9988576,0.0003478536,0.0004100847,0.0000349787,0.0002657788,0.00008369811],"domain_scores_gemma":[0.9988357,0.0005793219,0.0002895583,0.0000973604,0.0001388514,0.00005915373],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000005835355,0.0002379444,0.0003577678,0.00003203737,0.0000113616,3.37183e-7,0.02384778,3.901203e-7,0.0009512472,0.9677045,0.0002891446,0.006561675],"study_design_scores_gemma":[0.0004422995,0.0002222392,0.001412077,0.0003577732,0.0006318103,0.0001161614,0.0452066,0.00002260452,0.001499657,0.9432534,0.00666076,0.0001746006],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6947975,0.0004844118,0.2830338,0.001335747,0.0001947911,0.0004574143,0.000003105655,0.00004754044,0.01964567],"genre_scores_gemma":[0.9769315,0.00008061231,0.02282688,0.00002327674,0.00003402891,0.000004466487,2.150657e-7,0.000005051113,0.00009399431],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2821339,"threshold_uncertainty_score":0.5341839,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2151079979","doi":"10.1080/10986060701854458","title":"Revoicing in a Multilingual Classroom","year":2008,"lang":"en","type":"article","venue":"Mathematical Thinking and Learning","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":59,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Argumentation theory; Mathematics education; Relation (database); Range (aeronautics); Pedagogy; Computer science; Psychology; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.04734359769007402,"gpt":0.3512584608676604,"spread":0.3039148631775864,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002549363,0.00008305536,0.0001756676,0.0001058323,0.0008975427,0.0000567704,0.000117989,0.0000857724,0.0001921153],"category_scores_gemma":[0.003158831,0.00007673343,0.00003191335,0.0001476642,0.0001752948,0.00008103647,0.00004026556,0.0005418214,0.00002290169],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004296617,"about_ca_system_score_gemma":0.00005403693,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002217927,"about_ca_topic_score_gemma":0.0000386011,"domain_scores_codex":[0.9987729,0.0003509574,0.0002277636,0.0001531832,0.0002654922,0.0002296641],"domain_scores_gemma":[0.9990107,0.0007301678,0.00006813969,0.00008869507,0.00002531479,0.00007702862],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000002919975,0.000101583,0.006590111,0.00007315882,0.00000498683,0.00001539946,0.3903167,0.000009657128,0.0000260708,0.5915174,0.00007137952,0.01127066],"study_design_scores_gemma":[0.0003827255,0.00004956807,0.001182641,0.0007659602,0.00001211899,0.00005084299,0.02700156,0.00607784,0.00005641032,0.9386637,0.02536607,0.0003905145],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8273345,0.0001138236,0.02965313,0.0009540603,0.00005367949,0.0001987381,8.521407e-8,0.0004602167,0.1412318],"genre_scores_gemma":[0.9439769,0.00006017956,0.05331444,0.00009326546,0.00007109448,0.000009534546,5.068645e-7,0.00001125375,0.002462874],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3633151,"threshold_uncertainty_score":0.6903264,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}