Aaron Weinberg

600 total citations
18 papers, 341 citations indexed

About

Aaron Weinberg is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Aaron Weinberg has authored 18 papers receiving a total of 341 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 9 papers in Developmental and Educational Psychology and 7 papers in Statistics and Probability. Recurrent topics in Aaron Weinberg's work include Mathematics Education and Teaching Techniques (10 papers), Innovative Teaching and Learning Methods (6 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Aaron Weinberg is often cited by papers focused on Mathematics Education and Teaching Techniques (10 papers), Innovative Teaching and Learning Methods (6 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Aaron Weinberg collaborates with scholars based in United States and Ireland. Aaron Weinberg's co-authors include Emilie Wiesner, Ana C. Stephens, Martha W. Alibali, Nicole M. McNeil, Eric Knuth, Timothy Fukawa-Connelly, Matthew Thomas, Pamela J. Asquith, Shanta Hattikudur and Tom Slater and has published in prestigious journals such as Journal of Educational Psychology, Journal for Research in Mathematics Education and Educational Studies in Mathematics.

In The Last Decade

Aaron Weinberg

16 papers receiving 313 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Aaron Weinberg United States 10 276 148 85 27 23 18 341
Timothy Fukawa-Connelly United States 13 436 1.6× 152 1.0× 132 1.6× 27 1.0× 39 1.7× 39 474
Kathleen Melhuish United States 10 244 0.9× 98 0.7× 77 0.9× 34 1.3× 21 0.9× 35 280
Eric Hsu United States 3 345 1.3× 206 1.4× 103 1.2× 23 0.9× 23 1.0× 3 386
Tomas Højgaard Denmark 5 244 0.9× 85 0.6× 63 0.7× 36 1.3× 17 0.7× 23 306
Sepideh Stewart United States 12 302 1.1× 85 0.6× 122 1.4× 26 1.0× 14 0.6× 26 347
Barbara Dougherty United States 12 385 1.4× 245 1.7× 132 1.6× 52 1.9× 16 0.7× 46 468
Ewa Bergqvist Sweden 9 364 1.3× 171 1.2× 92 1.1× 48 1.8× 41 1.8× 22 414
Karen King United States 10 395 1.4× 153 1.0× 132 1.6× 31 1.1× 13 0.6× 16 453
Erick Smith United States 6 312 1.1× 192 1.3× 93 1.1× 20 0.7× 24 1.0× 7 374
Jesper Boesen Sweden 8 314 1.1× 141 1.0× 54 0.6× 50 1.9× 34 1.5× 16 341

Countries citing papers authored by Aaron Weinberg

Since Specialization
Citations

This map shows the geographic impact of Aaron Weinberg's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Aaron Weinberg with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Aaron Weinberg more than expected).

Fields of papers citing papers by Aaron Weinberg

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Aaron Weinberg. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Aaron Weinberg. The network helps show where Aaron Weinberg may publish in the future.

Co-authorship network of co-authors of Aaron Weinberg

This figure shows the co-authorship network connecting the top 25 collaborators of Aaron Weinberg. A scholar is included among the top collaborators of Aaron Weinberg based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Aaron Weinberg. Aaron Weinberg is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

18 of 18 papers shown
1.
Weinberg, Aaron, et al.. (2022). Observing Intellectual Need and its Relationship with Undergraduate Students’ Learning of Calculus. International Journal of Research in Undergraduate Mathematics Education. 10(1). 1–31. 3 indexed citations
2.
Dobbs, Christina L., et al.. (2022). Disciplinary Literacy, Agency, and Didactical Texts: Findings from a Calculus Textbook Think-Aloud Study. Reading Psychology. 43(8). 628–659.
3.
Weinberg, Aaron, et al.. (2022). Didactical Disciplinary Literacy in Mathematics: Making Meaning From Textbooks. International Journal of Research in Undergraduate Mathematics Education. 9(2). 491–523. 2 indexed citations
4.
Wiesner, Emilie, et al.. (2020). The Roles of Textual Features, Background Knowledge, and Disciplinary Expertise in Reading a Calculus Textbook. Journal for Research in Mathematics Education. 51(2). 204–233. 3 indexed citations
5.
Weinberg, Aaron & Matthew Thomas. (2018). Student learning and sense-making from video lectures. International Journal of Mathematical Education in Science and Technology. 49(6). 922–943. 11 indexed citations
6.
Weinberg, Aaron, Emilie Wiesner, & John Barr. (2016). Sense-Making Practices of Expert and Novice Readers.. Proceedings of the ... PME Conference. 2 indexed citations
7.
Weinberg, Aaron, et al.. (2016). Students’ understanding of algebraic notation: A semiotic systems perspective. The Journal of Mathematical Behavior. 43. 70–88. 10 indexed citations
8.
Weinberg, Aaron, Timothy Fukawa-Connelly, & Emilie Wiesner. (2015). Characterizing instructor gestures in a lecture in a proof-based mathematics class. Educational Studies in Mathematics. 90(3). 233–258. 17 indexed citations
9.
Weinberg, Aaron, Emilie Wiesner, & Timothy Fukawa-Connelly. (2015). Mathematics lectures as narratives: insights from network graph methodology. Educational Studies in Mathematics. 91(2). 203–226. 8 indexed citations
10.
Weinberg, Aaron, Emilie Wiesner, & Timothy Fukawa-Connelly. (2013). Students’ sense-making frames in mathematics lectures. The Journal of Mathematical Behavior. 33. 168–179. 11 indexed citations
11.
Weinberg, Aaron, Emilie Wiesner, & Timothy Fukawa-Connelly. (2012). A Framework for Analyzing Mathematics Lectures. 1 indexed citations
12.
Weinberg, Aaron, et al.. (2012). Undergraduate Students' Self-Reported Use of Mathematics Textbooks. PRIMUS. 22(2). 152–175. 44 indexed citations
13.
Weinberg, Aaron, et al.. (2010). Using Informal Inferential Reasoning to Develop Formal Concepts: Analyzing an Activity. Journal of Statistics Education. 18(2). 169–169. 14 indexed citations
14.
McNeil, Nicole M., Aaron Weinberg, Shanta Hattikudur, et al.. (2010). A is for apple: Mnemonic symbols hinder the interpretation of algebraic expressions.. Journal of Educational Psychology. 102(3). 625–634. 38 indexed citations
15.
Weinberg, Aaron & Emilie Wiesner. (2010). Understanding mathematics textbooks through reader-oriented theory. Educational Studies in Mathematics. 76(1). 49–63. 64 indexed citations
16.
Weinberg, Aaron, et al.. (2009). Do Hands-on Activities Increase Student Understanding?: A Case Study. Journal of Statistics Education. 17(3). 37 indexed citations
17.
Knuth, Eric, Martha W. Alibali, Nicole M. McNeil, Aaron Weinberg, & Ana C. Stephens. (2005). Middle school students' understanding of core algebraic concepts: Equivalence & Variable1. Zentralblatt für Didaktik der Mathematik. 37(1). 68–76. 76 indexed citations
18.
Weinberg, Aaron, et al.. (2001). Generic formal fibers of polynomial rings. Journal of Pure and Applied Algebra. 163(1). 93–106.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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