{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":19,"total_is_capped":false,"direct_labels_cover":1,"predictions_cover":19,"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","author_layer_release":"2026-06-26"},"query_hash":"7d515a217ac3","filters":{"venue":"Journal of Mathematics Teacher Education"}},"results":[{"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","authors":[{"name":"Sandra Crespo","is_ca":false},{"name":"Nathalie Sinclair","is_ca":true}],"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":"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","authors":[{"name":"Peter Liljedahl","is_ca":true},{"name":"Egan J. Chernoff","is_ca":true},{"name":"Rina Zazkis","is_ca":true}],"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":"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","authors":[{"name":"Olive Chapman","is_ca":true},{"name":"Brenda Heater","is_ca":false}],"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":"W2082486816","doi":"10.1007/s10857-006-9020-x","title":"The Impact of a Professional Development Program on Student Achievement in Grade 6 Mathematics","year":2006,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":46,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Trent University; University of Toronto","funders":"","keywords":"Professional development; Euros; Student achievement; Curriculum; Psychology; Academic achievement; Mathematics education; Medical education; Test (biology); School district; Medicine; Pedagogy","authors":[{"name":"John A. Ross","is_ca":true},{"name":"Anne Hogaboam‐Gray","is_ca":true},{"name":"Chatherine Bruce","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05896913229714625,"gpt":0.4500374993111146,"spread":0.3910683670139684,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002848725,0.0001313984,0.000210283,0.0001863315,0.0002115432,0.0000729303,0.000387149,0.0000659619,0.00003273193],"category_scores_gemma":[0.0001904487,0.00008352492,0.0001168206,0.000279832,0.00009849056,0.0001505139,0.00002658505,0.0002315215,0.0000069624],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001209414,"about_ca_system_score_gemma":0.001660003,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003016922,"about_ca_topic_score_gemma":0.0004017704,"domain_scores_codex":[0.997559,0.0001807696,0.001018945,0.00008581342,0.0009266214,0.0002289049],"domain_scores_gemma":[0.9980428,0.0002505548,0.001217046,0.0001655233,0.0002556392,0.00006844179],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"nonrandomized_trial","study_design_gemma":"observational","study_design_scores_codex":[0.00003219714,0.5400696,0.09835232,0.0002053188,0.000182212,0.000001191654,0.2809974,0.0003065654,0.001756615,0.03710904,0.01509987,0.02588762],"study_design_scores_gemma":[0.0004430953,0.0003185644,0.8712577,0.0006905799,0.00003957272,0.000003983062,0.09387501,0.00007919253,0.001313446,0.02849924,0.003284973,0.000194605],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9953775,0.0001489407,0.00004821923,0.0007723319,0.000701506,0.0007262041,5.501367e-7,0.00000940156,0.002215369],"genre_scores_gemma":[0.9857213,0.00003751674,0.01203636,0.000008870059,0.0002533555,0.00009227033,0.000005255315,0.00001334627,0.001831657],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7729054,"threshold_uncertainty_score":0.3406047,"prediction_status":"machine_predicted_unvalidated"},"labels":[{"model":"gemma","categories":[],"domain":null,"study_design":"observational","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"low"},{"model":"gpt","categories":[],"domain":null,"study_design":"nonrandomized_trial","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"low"}],"label_agreement":"split"},{"id":"W2059436460","doi":"10.1007/s10857-009-9111-6","title":"Mathematics in and through social justice: another misunderstood marriage?","year":2009,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":43,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Regina","funders":"","keywords":"Status quo; Social justice; Economic Justice; Philosophy of education; Context (archaeology); Curriculum; Mathematics education; Philosophy of mathematics education; Reform mathematics; Sociology; Pedagogy; Math wars; Epistemology; Connected Mathematics; Psychology; Social science; Higher education; Political science; Law","authors":[{"name":"Kathleen Nolan","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05557570114333964,"gpt":0.4025743712138578,"spread":0.3469986700705182,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002445329,0.0001533678,0.0003350054,0.0002312199,0.0002458092,0.000141108,0.0002871197,0.0001625281,0.0001882006],"category_scores_gemma":[0.0008909119,0.0001406863,0.00008598511,0.0002521441,0.0001092954,0.0003747638,0.00001432734,0.0003620109,0.000006756818],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002432021,"about_ca_system_score_gemma":0.0005137293,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003035558,"about_ca_topic_score_gemma":0.00003215798,"domain_scores_codex":[0.9982923,0.000181119,0.0007259993,0.0001170429,0.0004606513,0.0002228423],"domain_scores_gemma":[0.9986088,0.0002074059,0.0007588565,0.0001596072,0.0001881364,0.00007717848],"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":[0.000005183588,0.005327526,0.000199179,0.0002461131,0.00001963964,0.000001600277,0.3703674,5.054898e-7,0.0002767352,0.5930771,0.02120085,0.009278145],"study_design_scores_gemma":[0.0003040276,0.00007116472,0.0008686213,0.000283221,0.00009958355,0.00003639326,0.0980176,0.00006189491,0.00009536583,0.8896619,0.01028319,0.000217061],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5213183,0.0009495534,0.1086858,0.04170421,0.001257659,0.001186326,0.00000195854,0.0001896169,0.3247066],"genre_scores_gemma":[0.8236416,0.0001687857,0.1732652,0.0005470764,0.0006180363,0.000006971983,9.370654e-7,0.00002189372,0.001729438],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3229772,"threshold_uncertainty_score":0.5737022,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2775103071","doi":"10.1007/s10857-017-9388-9","title":"Research mathematicians as teacher educators: focusing on mathematics for secondary mathematics teachers","year":2017,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":43,"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; Construct (python library); Triad (sociology); Connected Mathematics; Math wars; Core-Plus Mathematics Project; Reform mathematics; Teacher education; Philosophy of mathematics education; Philosophy of education; Everyday Mathematics; Pedagogy; Mathematics; Psychology; Higher education; Computer science","authors":[{"name":"Роза Лейкин","is_ca":false},{"name":"Rina Zazkis","is_ca":true},{"name":"Michał Meller","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1135610084376729,"gpt":0.4856397564229457,"spread":0.3720787479852727,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","metaepi_narrow","sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.01931032,0.0005373412,0.001046915,0.001091465,0.003056742,0.001492949,0.002605736,0.0005339659,0.0008799445],"category_scores_gemma":[0.01700257,0.0004802877,0.0005607323,0.000314224,0.0007843517,0.0009855535,0.0001607634,0.001738756,0.0001850609],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001140508,"about_ca_system_score_gemma":0.00425507,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002481074,"about_ca_topic_score_gemma":0.00009293098,"domain_scores_codex":[0.9939327,0.0005366243,0.002023025,0.0004526272,0.002108206,0.0009468051],"domain_scores_gemma":[0.9900863,0.002028514,0.003652723,0.001897342,0.001768166,0.000566955],"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":[0.00001990063,0.01780304,0.0001791942,0.001200787,0.0002139662,0.000003557461,0.3066595,0.000001815302,0.0004233681,0.5750454,0.07446548,0.02398403],"study_design_scores_gemma":[0.0006443469,0.0003701238,0.0001234536,0.002372274,0.0002677117,0.00009040084,0.221136,0.0001907127,0.001297815,0.7250628,0.04780807,0.0006362551],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.542319,0.0004091704,0.04398261,0.01680995,0.003317399,0.004021829,0.00001406256,0.0003282993,0.3887977],"genre_scores_gemma":[0.5384409,0.0001646688,0.429807,0.0002289559,0.003717064,0.0003292004,0.00000869538,0.0002633106,0.02704022],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3858244,"threshold_uncertainty_score":0.9997649,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2163597092","doi":"10.1007/s10857-006-4084-1","title":"The Role of Content Knowledge and Problem Features on Preservice Teachers’ Appraisal of Elementary Mathematics Tasks","year":2006,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":43,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"Concordia University","keywords":"Mathematics education; Cognition; Task (project management); Curriculum; sort; Elementary mathematics; Psychology; Mathematics; Pedagogy; Arithmetic","authors":[{"name":"Helena P. Osana","is_ca":true},{"name":"Guy Lacroix","is_ca":true},{"name":"Bradley J. Tucker","is_ca":true},{"name":"Chantal Desrosiers","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02593573230787459,"gpt":0.3535681470147182,"spread":0.3276324147068436,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003466696,0.0001529783,0.0003339206,0.0001696686,0.0002395402,0.00006857141,0.0004607171,0.000106024,0.00003624954],"category_scores_gemma":[0.0007101466,0.000106376,0.0001166916,0.000167543,0.0002126792,0.0001506737,0.00004349081,0.0003136475,0.000001634484],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001056747,"about_ca_system_score_gemma":0.0004644526,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004808123,"about_ca_topic_score_gemma":0.0002185846,"domain_scores_codex":[0.997927,0.0002569447,0.0009848207,0.000101503,0.0005495594,0.0001802321],"domain_scores_gemma":[0.9965333,0.0009674772,0.001634606,0.0002838384,0.0004999731,0.00008080977],"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":[0.0000152798,0.009235112,0.003742283,0.0005096294,0.0001087699,1.459584e-7,0.1923831,0.000002525369,0.003055931,0.7558154,0.0168743,0.0182575],"study_design_scores_gemma":[0.0004891091,0.0003252332,0.00470356,0.001202679,0.0002830503,0.00002998048,0.2176974,0.0001350496,0.009938836,0.7241405,0.04074133,0.0003133366],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8964961,0.003584083,0.002509668,0.002587374,0.0004275899,0.0009978699,0.000005361705,0.00004875879,0.09334315],"genre_scores_gemma":[0.9211786,0.0001640719,0.0765102,0.00001620177,0.0002905375,0.0000259048,0.000003072504,0.00002430775,0.001787089],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.09155606,"threshold_uncertainty_score":0.4337887,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2042511293","doi":"10.1007/s10857-013-9247-2","title":"Investigating teachers’ knowledge for teaching mathematics","year":2013,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Alberta Bible College","funders":"","keywords":"Philosophy of education; Mathematics education; Teaching method; Teaching philosophy; Pedagogy; Sociology; Psychology; Higher education; Political science","authors":[{"name":"Olive Chapman","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05375216709063129,"gpt":0.3986776893479502,"spread":0.3449255222573189,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006120367,0.0002194168,0.0004231217,0.0003510552,0.0005706837,0.000308258,0.0006341847,0.0001889879,0.0003208787],"category_scores_gemma":[0.007285977,0.000193959,0.0002312593,0.0001902259,0.0001953539,0.0006489016,0.00003798554,0.0005823559,0.00005777217],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003808415,"about_ca_system_score_gemma":0.001287732,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001574881,"about_ca_topic_score_gemma":0.00002533041,"domain_scores_codex":[0.9975899,0.0003073167,0.001125594,0.0001553589,0.0004806319,0.0003411407],"domain_scores_gemma":[0.9961444,0.0009574437,0.001454106,0.0003307503,0.0008157655,0.0002975788],"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":[5.152456e-7,0.005409816,0.0005466206,0.0003813572,0.00005687962,7.091501e-8,0.4886612,0.000001052868,0.001034946,0.3754933,0.09524561,0.03316868],"study_design_scores_gemma":[0.000304325,0.0001040589,0.0002277986,0.0007898905,0.0001525856,0.00002914223,0.1976697,0.000827744,0.0003851955,0.7381048,0.06101293,0.0003918467],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"methods","genre_scores_codex":[0.5564603,0.0005030137,0.2978344,0.006993275,0.001681822,0.002381257,0.000001943789,0.0002976787,0.1338463],"genre_scores_gemma":[0.4100291,0.00001951241,0.5820368,0.0001210853,0.0009613395,0.0001328653,0.000002953305,0.0000485109,0.006647865],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.3626116,"threshold_uncertainty_score":0.8722522,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2935994253","doi":"10.1007/s10857-019-09430-7","title":"Exploring the relationship between mathematics teachers’ implicit associations and their enacted practices","year":2019,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Philosophy of education; Mathematics education; Pedagogy; Sociology; Higher education; Psychology; Political science","authors":[{"name":"Brent Davis","is_ca":true},{"name":"Jo Towers","is_ca":true},{"name":"Olive Chapman","is_ca":true},{"name":"Michelle Drefs","is_ca":true},{"name":"Sharon Friesen","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3265587933372497,"gpt":0.4493413321905673,"spread":0.1227825388533176,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.006453644,0.0001367022,0.0002546274,0.0002162146,0.0005805038,0.0003164696,0.0003184243,0.00009098428,0.0001262234],"category_scores_gemma":[0.01712635,0.0000944877,0.00007718698,0.0005220585,0.00009687132,0.001561347,0.00002690332,0.0007974895,0.00005305144],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002479091,"about_ca_system_score_gemma":0.0008673685,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001662353,"about_ca_topic_score_gemma":0.00002788274,"domain_scores_codex":[0.9979762,0.000618321,0.0006524425,0.0001174099,0.000439522,0.0001960972],"domain_scores_gemma":[0.9894531,0.006281651,0.003363749,0.0002258128,0.0005838824,0.00009179131],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.000002058437,0.0007737187,0.4251086,0.00005152395,0.00009199733,6.860677e-8,0.5120457,0.000002624279,0.0001456035,0.05456941,0.001401175,0.00580759],"study_design_scores_gemma":[0.0001475052,0.00004283207,0.5060039,0.0001295691,0.0001059021,0.000009604635,0.4353895,0.00001476189,0.00003177573,0.01260639,0.04537123,0.0001469601],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9724276,0.0001407652,0.0006059659,0.01384498,0.0006737172,0.0003129481,0.000001251487,0.00002541857,0.01196736],"genre_scores_gemma":[0.9885863,0.00006188028,0.005636983,0.00009260327,0.000856935,0.00001731457,0.000004307093,0.00002179882,0.004721866],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08089533,"threshold_uncertainty_score":0.9911528,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4361288589","doi":"10.1007/s10857-023-09574-7","title":"Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers","year":2023,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Azrieli Foundation","keywords":"Construct (python library); Interpretation (philosophy); Mathematics education; Context (archaeology); Service (business); Teacher education; Psychology; Computer science; Pedagogy","authors":[{"name":"Sigal-Hava Rotem","is_ca":false},{"name":"Michal Ayalon","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06141963970539013,"gpt":0.3833355718406498,"spread":0.3219159321352596,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005191778,0.0001711756,0.0003813847,0.0004150058,0.0003914235,0.00013824,0.0006016452,0.0001287431,0.0002234114],"category_scores_gemma":[0.004236978,0.0001332723,0.0001397841,0.001061935,0.000191452,0.0002557168,0.0000551583,0.0004139597,0.00002128379],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003611162,"about_ca_system_score_gemma":0.0009717981,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002943594,"about_ca_topic_score_gemma":0.0005165832,"domain_scores_codex":[0.9975514,0.0002795844,0.001060777,0.0001318265,0.0007046331,0.0002717439],"domain_scores_gemma":[0.996057,0.001294498,0.00140587,0.0003750657,0.0006935279,0.000174023],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000002458379,0.001422662,0.002820683,0.000265539,0.00008795333,3.803061e-7,0.8778874,0.00004568131,0.0003342042,0.1059251,0.006808259,0.004399703],"study_design_scores_gemma":[0.0001610739,0.00005610537,0.003309694,0.001073407,0.0001725997,0.0000228691,0.8481503,0.0003868273,0.0007368213,0.1451317,0.0005802789,0.0002183431],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9247888,0.0000276836,0.05821772,0.005742127,0.0006610717,0.0006814188,0.000003735861,0.0001120476,0.009765377],"genre_scores_gemma":[0.9172065,0.00001934693,0.08074947,0.00009339088,0.0002661249,0.00001818389,0.00000175739,0.00003294451,0.001612319],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03920664,"threshold_uncertainty_score":0.5434688,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1976011775","doi":"10.1007/s10857-013-9252-5","title":"Mathematics teachers’ representations of authority","year":2013,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":14,"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":"National Science Foundation","keywords":"Mathematics education; Diversity (politics); Pedagogy; Sociology; Work (physics); Psychology; Engineering","authors":[{"name":"David Wagner","is_ca":true},{"name":"Beth Herbel‐Eisenmann","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04667068621637432,"gpt":0.4003396996732422,"spread":0.3536690134568679,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.003085037,0.0001426092,0.0003716178,0.000332177,0.0001915852,0.0001138029,0.0005198163,0.0001441395,0.001345309],"category_scores_gemma":[0.003146212,0.0001260246,0.0001868064,0.0003300315,0.0001859839,0.0005069071,0.00003222108,0.0003586634,0.0000465776],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001903526,"about_ca_system_score_gemma":0.0009516413,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004966066,"about_ca_topic_score_gemma":0.00002586388,"domain_scores_codex":[0.9976159,0.0002593254,0.001125461,0.0001089519,0.0006908397,0.0001995032],"domain_scores_gemma":[0.9963718,0.0004253986,0.001661101,0.0003912791,0.0009604806,0.0001899191],"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":[0.0000014203,0.00965513,0.003615855,0.0003139193,0.00008975182,3.286187e-7,0.4173689,0.000002149915,0.001868856,0.4873467,0.0660055,0.01373142],"study_design_scores_gemma":[0.0002238031,0.0000851396,0.003026519,0.000446805,0.0001750159,0.00003322085,0.1895005,0.0001676687,0.001572886,0.7954434,0.009043997,0.0002811531],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7781125,0.0002481542,0.08406312,0.005322005,0.0009921851,0.001048355,0.000001909015,0.0001232853,0.1300885],"genre_scores_gemma":[0.6887491,0.00005728396,0.306337,0.00003548117,0.0002992027,0.00003148367,0.000001817711,0.00002175848,0.004466838],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3080966,"threshold_uncertainty_score":0.9995676,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2072850252","doi":"10.1007/s10857-015-9298-7","title":"Understanding and supporting mathematics teachers’ knowledge for teaching","year":2015,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":12,"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":"Construct (python library); Mathematics education; Teacher education; Cognitively Guided Instruction; Variety (cybernetics); Philosophy of education; Pedagogy; Connected Mathematics; Philosophy of mathematics education; Reform mathematics; Representation (politics); Teaching method; Psychology; Mathematics; Higher education; Computer science","authors":[{"name":"Olive Chapman","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2271688276673911,"gpt":0.4517974859771338,"spread":0.2246286583097427,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01161384,0.0001690013,0.0003588941,0.0003162492,0.0003993016,0.0002121948,0.0003143353,0.0001450652,0.00002926475],"category_scores_gemma":[0.006625393,0.0001529372,0.0001166298,0.0001296109,0.0001552533,0.0004101048,0.00003647615,0.0004043929,0.000004289408],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000691409,"about_ca_system_score_gemma":0.001423139,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003572995,"about_ca_topic_score_gemma":0.00003192081,"domain_scores_codex":[0.9980682,0.0002368346,0.0008580108,0.0001339055,0.0004259707,0.0002771408],"domain_scores_gemma":[0.9971985,0.0006664997,0.001193292,0.0001992714,0.0004120433,0.000330439],"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":[0.000002645261,0.001945599,0.000450491,0.0001950184,0.00003291474,2.296291e-7,0.4981718,6.834889e-7,0.00007051615,0.4686042,0.02615571,0.00437022],"study_design_scores_gemma":[0.0002966802,0.00008915315,0.0000163455,0.0003308194,0.000117493,0.00004353265,0.3862905,0.0004958668,0.00007122009,0.5876833,0.02437115,0.0001939378],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.1540267,0.0004297027,0.7606368,0.003399433,0.001047892,0.0008525706,0.000001493217,0.0001402455,0.07946515],"genre_scores_gemma":[0.6576179,0.00002205295,0.3392497,0.0000420926,0.0005783484,0.00002097816,0.000001874137,0.00003343411,0.002433543],"genre_candidate":"methods","genre_consensus":null,"teacher_disagreement_score":0.5035912,"threshold_uncertainty_score":0.7931693,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4322485696","doi":"10.1007/s10857-023-09570-x","title":"The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning","year":2023,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":10,"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":"Humboldt-Universität zu Berlin","keywords":"Mathematics education; Scripting language; Teacher education; Psychology; Action (physics); Pedagogy; Computer science","authors":[{"name":"Victoria Shure","is_ca":false},{"name":"Peter Liljedahl","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05296977528259292,"gpt":0.4126576149197622,"spread":0.3596878396371693,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.008507478,0.0001787513,0.0003494706,0.0002947899,0.0007834066,0.0004565804,0.0004998614,0.0001277756,0.00002062717],"category_scores_gemma":[0.01410121,0.0001351119,0.0002262277,0.000410052,0.0001820443,0.0005450941,0.00006209862,0.000415423,0.000004119257],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003910351,"about_ca_system_score_gemma":0.001057483,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001866529,"about_ca_topic_score_gemma":0.00004942489,"domain_scores_codex":[0.9973907,0.0003892729,0.0008936268,0.0001753194,0.0008176967,0.0003333478],"domain_scores_gemma":[0.9956864,0.001165359,0.0020245,0.0003012993,0.0006826727,0.0001398209],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002073078,0.002416852,0.0141273,0.0002443938,0.0001758772,9.722046e-7,0.7864446,0.00001081782,0.002503713,0.1245419,0.02410475,0.04540805],"study_design_scores_gemma":[0.0005105234,0.0002806774,0.005319672,0.001341885,0.000245571,0.000023126,0.7354525,0.00093288,0.001386247,0.2214452,0.03266013,0.0004015657],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9713086,0.0001928443,0.01651123,0.007797074,0.0005603987,0.001313082,0.000001462696,0.0001307924,0.002184496],"genre_scores_gemma":[0.9101732,0.000113313,0.08363758,0.00005280298,0.0004991752,0.0001145338,0.000003416603,0.0000455127,0.005360438],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0969033,"threshold_uncertainty_score":0.9942034,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2114988746","doi":"10.1007/s10857-010-9158-4","title":"Observing the process of mathematics teacher change—part 1","year":2010,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":9,"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; Philosophy of education; Mathematics education; Teacher education; Pedagogy; Sociology; Psychology; Epistemology; Higher education; Philosophy; Law; Political science","authors":[{"name":"David A. Reid","is_ca":true},{"name":"Vicki Zack","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.073556642666664,"gpt":0.3998029567163801,"spread":0.3262463140497161,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005987076,0.0001866634,0.0003806624,0.0002170925,0.0003143387,0.0001256327,0.0009748624,0.0001878499,0.0007896775],"category_scores_gemma":[0.003082859,0.000130825,0.0001807153,0.0003551719,0.0002469837,0.0004007058,0.00004287402,0.0007961822,0.00001401309],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000893811,"about_ca_system_score_gemma":0.0009100318,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001247873,"about_ca_topic_score_gemma":0.0001349807,"domain_scores_codex":[0.9975612,0.0001970199,0.001028597,0.0001235613,0.0008396247,0.0002500073],"domain_scores_gemma":[0.9962177,0.0003964847,0.001928518,0.0005181266,0.0007879086,0.0001512578],"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":[0.000004688753,0.01263794,0.005096315,0.0009333544,0.0001044398,6.279231e-7,0.6750453,0.000001094861,0.00190681,0.2684242,0.01871643,0.01712883],"study_design_scores_gemma":[0.0003851028,0.0001446236,0.002054948,0.001413424,0.0004609232,0.0001257255,0.3125827,0.0006138551,0.003340173,0.6124158,0.0658185,0.000644208],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9504787,0.0002103705,0.005409231,0.006851656,0.001852807,0.0008296785,0.000001770172,0.00008989254,0.03427592],"genre_scores_gemma":[0.9269809,0.00007067196,0.06854232,0.0001253528,0.001660336,0.00006391262,0.000001798359,0.00004162407,0.002513101],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3624626,"threshold_uncertainty_score":0.8646415,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4284673121","doi":"10.1007/s10857-022-09545-4","title":"Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining","year":2022,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":7,"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":"Mathematical practice; Mathematics education; Psychology; Teaching method; Focus (optics); Pedagogy; Epistemology","authors":[{"name":"Marta Kobiela","is_ca":true},{"name":"Hailey Iacono","is_ca":true},{"name":"Su Kyung Cho","is_ca":true},{"name":"Vandana Chandrasekhar","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05434497477094499,"gpt":0.4097884221593835,"spread":0.3554434473884385,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.01838079,0.0001663397,0.0004494815,0.0002621444,0.0009497532,0.00008127042,0.001027283,0.00007177825,0.0006691481],"category_scores_gemma":[0.009686091,0.00009697118,0.0002439711,0.0004504151,0.0003743732,0.0002200916,0.0002350097,0.001028931,0.000005915268],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001869214,"about_ca_system_score_gemma":0.001056756,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001585656,"about_ca_topic_score_gemma":0.00001782798,"domain_scores_codex":[0.9952638,0.001666483,0.001676391,0.0001358177,0.001022178,0.0002353165],"domain_scores_gemma":[0.9926384,0.003602793,0.002489167,0.0006285671,0.000542241,0.00009881856],"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":[0.00002036339,0.003736325,0.00008352259,0.000216036,0.0001293398,0.00000442291,0.3461467,0.00007230954,0.0004362446,0.6368744,0.006186503,0.006093826],"study_design_scores_gemma":[0.0001743712,0.0004830314,0.00008153565,0.0003185429,0.0005327563,0.002945872,0.7820645,0.0006504973,0.0002869486,0.2075119,0.004788833,0.0001612256],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7654102,0.0001609438,0.1671738,0.01804298,0.000943188,0.0014318,0.00001254086,0.00004391359,0.04678069],"genre_scores_gemma":[0.9274659,0.00000940568,0.0715602,0.0001222217,0.0001704082,0.00006156844,0.000001019879,0.00002732054,0.0005819449],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4359178,"threshold_uncertainty_score":0.9986557,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4408417385","doi":"10.1007/s10857-025-09688-0","title":"Researching the expertise of mathematics teacher educators in initial teacher education settings","year":2025,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary; Simon Fraser University","funders":"","keywords":"Philosophy of education; Teacher education; Mathematics education; Pedagogy; Sociology; Psychology; Higher education; Political science","authors":[{"name":"Sean Chorney","is_ca":true},{"name":"Tracy Helliwell","is_ca":false},{"name":"Olive Chapman","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03983151706522826,"gpt":0.4328013254299998,"spread":0.3929698083647715,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009213065,0.0002689932,0.0005463742,0.001011045,0.0003706386,0.0002077033,0.001093702,0.0002466358,0.000392677],"category_scores_gemma":[0.006555399,0.0002107602,0.0002324093,0.000919029,0.0003446853,0.0004570688,0.00009606787,0.001080157,0.00001111691],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007933589,"about_ca_system_score_gemma":0.00571213,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000744132,"about_ca_topic_score_gemma":0.0001510966,"domain_scores_codex":[0.9958452,0.0008769517,0.00170581,0.0002260553,0.0009520329,0.000393959],"domain_scores_gemma":[0.9962285,0.0007276909,0.001558008,0.0006329947,0.0006892154,0.0001636242],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002089077,0.02903572,0.009098257,0.001106061,0.0001133892,8.792187e-7,0.5564108,0.000004768173,0.0008955026,0.2372115,0.09166828,0.07443393],"study_design_scores_gemma":[0.0005145276,0.0001019642,0.003285495,0.003855132,0.0002373068,0.00003698751,0.5596079,0.00045744,0.001873484,0.4022543,0.0272616,0.0005138062],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8795175,0.001039711,0.009890922,0.01442252,0.001586697,0.001207276,0.000001514863,0.00007636923,0.09225748],"genre_scores_gemma":[0.9469762,0.0001383167,0.04309826,0.0002591101,0.000668941,0.0001107184,0.000003808023,0.00004416356,0.00870047],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1650428,"threshold_uncertainty_score":0.9999245,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2699154057","doi":"10.1007/s10857-017-9377-z","title":"Understanding and enhancing teachers’ knowledge for teaching mathematics","year":2017,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":5,"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":"Philosophy of education; Mathematics education; Pedagogy; Teaching method; Psychology; Sociology; Epistemology; Higher education; Philosophy; Political science","authors":[{"name":"Olive Chapman","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1604162338900137,"gpt":0.4399606839328857,"spread":0.279544450042872,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.007757139,0.0001725981,0.0003712428,0.0002428739,0.001806294,0.0005713476,0.0005865288,0.0001527153,0.00004232047],"category_scores_gemma":[0.006813104,0.0001571299,0.000138435,0.00004120418,0.0002583216,0.0005977135,0.00005760175,0.000425444,0.000003693235],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004770629,"about_ca_system_score_gemma":0.000771596,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00005681158,"about_ca_topic_score_gemma":0.0001240374,"domain_scores_codex":[0.9984015,0.0001530045,0.0007139705,0.0001427847,0.0003357418,0.0002529718],"domain_scores_gemma":[0.9967755,0.0006715684,0.001683177,0.0004111875,0.0002664335,0.000192132],"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":[0.000002263859,0.001962347,0.0005081745,0.0003134302,0.0000450505,2.204774e-7,0.3249031,1.725461e-7,0.0004162185,0.6580114,0.006945348,0.006892252],"study_design_scores_gemma":[0.0003794508,0.00008706979,0.0002253119,0.001068894,0.0002002816,0.00003767692,0.2116373,0.0003502498,0.0003596123,0.7637984,0.02153797,0.000317744],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.1555301,0.0003248496,0.7520288,0.004074434,0.001231027,0.0007896855,0.000001525424,0.00009290515,0.08592676],"genre_scores_gemma":[0.7317379,0.00006356677,0.2644473,0.00002674957,0.000652614,0.00002091067,7.956384e-7,0.0000312171,0.003018977],"genre_candidate":"methods","genre_consensus":null,"teacher_disagreement_score":0.5762078,"threshold_uncertainty_score":0.9994932,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4402062350","doi":"10.1007/s10857-024-09654-2","title":"Learning through teaching: novice mathematics teacher educators coping with unfamiliarity","year":2024,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Philosophy of education; Coping (psychology); Pedagogy; Mathematics education; Teacher education; Teaching method; Psychology; Sociology; Higher education; Political science","authors":[{"name":"Canan Güneş","is_ca":true},{"name":"Andrew Kercher","is_ca":true},{"name":"Rina Zazkis","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03212179649240424,"gpt":0.3808007582395621,"spread":0.3486789617471578,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.005898669,0.0003339627,0.000519212,0.0004210156,0.0006419293,0.0006155444,0.0006354784,0.0002366975,0.0004535173],"category_scores_gemma":[0.002066544,0.0002671327,0.000216663,0.0004939359,0.0002194611,0.0009168656,0.00004880357,0.001775015,0.00006065038],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006688133,"about_ca_system_score_gemma":0.00262381,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003559602,"about_ca_topic_score_gemma":0.00004717557,"domain_scores_codex":[0.9966927,0.0005040414,0.001069237,0.0002793364,0.001041552,0.0004131935],"domain_scores_gemma":[0.9973176,0.0006887084,0.0009255817,0.0003958907,0.0004364425,0.0002357744],"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":[0.000006325844,0.005649884,0.001182567,0.001130943,0.0001742984,0.000005059827,0.4947194,0.000009156815,0.0001432122,0.4519691,0.03605301,0.008956976],"study_design_scores_gemma":[0.0003183157,0.0003534113,0.0001801147,0.003726566,0.0006141557,0.0003387389,0.3159166,0.0009141528,0.0002815953,0.2617823,0.4146565,0.0009176494],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4946964,0.001512756,0.2294698,0.01129693,0.002322339,0.001021932,0.000001786431,0.0008132385,0.2588648],"genre_scores_gemma":[0.7238827,0.0001646203,0.2626668,0.000190172,0.001390084,0.00003782205,0.000005298648,0.0001000696,0.0115624],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3786035,"threshold_uncertainty_score":0.9999781,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2578362172","doi":"10.1007/s10857-017-9363-5","title":"Attending to mathematics teacher thinking","year":2017,"lang":"en","type":"article","venue":"Journal of Mathematics Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":3,"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":"Philosophy of education; Mathematics education; Pedagogy; Psychology; Higher education; Political science","authors":[{"name":"Olive Chapman","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0640678522413955,"gpt":0.4192459339190795,"spread":0.355178081677684,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00639326,0.0002080474,0.0004187739,0.0003607298,0.001370085,0.000851477,0.001510899,0.0001648473,0.0005475177],"category_scores_gemma":[0.00588413,0.0001849375,0.0001907843,0.0001284003,0.0001390488,0.0006415336,0.0001144043,0.000497582,0.00008800393],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000404738,"about_ca_system_score_gemma":0.0008245368,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001612178,"about_ca_topic_score_gemma":0.00006535024,"domain_scores_codex":[0.9975237,0.0001614855,0.0008917188,0.0001661766,0.0009289887,0.0003279126],"domain_scores_gemma":[0.9962091,0.000214855,0.001951738,0.0007977586,0.0005069696,0.0003196034],"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":[0.000005476289,0.00674619,0.005009075,0.0003045421,0.00009444833,0.000003078647,0.3763228,0.000002517747,0.0006130853,0.5226464,0.06541675,0.02283568],"study_design_scores_gemma":[0.000340919,0.0001246751,0.002993589,0.001822977,0.0002539623,0.00009075205,0.1029703,0.0001842752,0.0007046629,0.7982682,0.0915539,0.0006918486],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5354914,0.0001728401,0.1573503,0.02372016,0.003105378,0.001081064,0.000001656105,0.0002343413,0.2788429],"genre_scores_gemma":[0.6516452,0.000038437,0.336762,0.0001809654,0.001242436,0.00002178254,8.950577e-7,0.00004530117,0.01006302],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2756218,"threshold_uncertainty_score":0.99993,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}