Amy B. Ellis

2.7k total citations · 1 hit paper
45 papers, 1.5k citations indexed

About

Amy B. Ellis is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Amy B. Ellis has authored 45 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 40 papers in Education, 33 papers in Statistics and Probability and 12 papers in Developmental and Educational Psychology. Recurrent topics in Amy B. Ellis's work include Mathematics Education and Teaching Techniques (40 papers), Cognitive and developmental aspects of mathematical skills (30 papers) and Statistics Education and Methodologies (11 papers). Amy B. Ellis is often cited by papers focused on Mathematics Education and Teaching Techniques (40 papers), Cognitive and developmental aspects of mathematical skills (30 papers) and Statistics Education and Methodologies (11 papers). Amy B. Ellis collaborates with scholars based in United States and Türkiye. Amy B. Ellis's co-authors include Caroline Williams, Sara Lindberg, Marcia C. Linn, Janet Shibley Hyde, Joanne Lobato, Elise Lockwood, Rose Mary Zbiek, Eric Knuth, Rebekah Elliott and John K. Lannin and has published in prestigious journals such as Science, Cognitive Science and Journal for Research in Mathematics Education.

In The Last Decade

Amy B. Ellis

43 papers receiving 1.4k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Gender Similarities Characterize Math Performance

2008 652 citations Amy B. Ellis, Caroline Williams et al. profile →

Peers

Amy B. Ellis

EDUCA

SP

ECP

DEP

SR

Helen Forgasz Australia

Jesse L. M. Wilkins United States

Pierre Foy Canada

Fks Leung Hong Kong

Karen B. Givvin United States

Zemira R. Mevarech Israel

Anne Morris United States

Rossella Santagata United States

Kenneth Ruthven United Kingdom

Larry G. Enochs United States

Helen Forgasz Australia

Amy B. Ellis

1.2k ×1.1

EDUCA

268 ×0.5

SP

331 ×1.0

ECP

188 ×0.7

DEP

119 ×0.6

SR

Citations per year, relative to Amy B. Ellis Amy B. Ellis (= 1×) peers Helen Forgasz

Countries citing papers authored by Amy B. Ellis

Since Specialization

Citations

This map shows the geographic impact of Amy B. Ellis'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 Amy B. Ellis with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy B. Ellis more than expected).

Fields of papers citing papers by Amy B. Ellis

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amy B. Ellis. 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 Amy B. Ellis. The network helps show where Amy B. Ellis may publish in the future.

Co-authorship network of co-authors of Amy B. Ellis

This figure shows the co-authorship network connecting the top 25 collaborators of Amy B. Ellis. A scholar is included among the top collaborators of Amy B. Ellis 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 Amy B. Ellis. Amy B. Ellis is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Ellis, Amy B., et al.. (2025). From mathematical play to playful math. The Journal of Mathematical Behavior. 78. 101235–101235.

2.

Lockwood, Elise, et al.. (2022). Comprehensive example generation: mathematicians’ uses of examples when developing conjectures. Research in Mathematics Education. 26(3). 363–385. 2 indexed citations

3.

Lockwood, Elise & Amy B. Ellis. (2022). Two students’ mathematical thinking and activity across representational registers in a combinatorial setting. ZDM. 54(4). 829–845. 4 indexed citations

4.

Ellis, Amy B., et al.. (2021). Empirical re-conceptualization: From empirical generalizations to insight and understanding. The Journal of Mathematical Behavior. 65. 100928–100928. 6 indexed citations

5.

Ellis, Amy B., Elise Lockwood, Erik Tillema, & Kevin C. Moore. (2021). Generalization Across Multiple Mathematical Domains: Relating, Forming, and Extending. Cognition and Instruction. 40(3). 351–384. 13 indexed citations

6.

Ellis, Amy B., et al.. (2020). A quadratic growth learning trajectory. The Journal of Mathematical Behavior. 59. 100795–100795. 14 indexed citations

7.

Williams, Caroline, et al.. (2019). Mathematical Play: Across Ages, Context, and Content.. Proceedings of the ... PME Conference. 1 indexed citations

8.

Matthews, Percival G. & Amy B. Ellis. (2018). Natural alternatives to natural number: The case of ratio. Journal of Numerical Cognition. 4(1). 19–58. 16 indexed citations

9.

Ellis, Amy B., Erik Tillema, Elise Lockwood, & Kevin C. Moore. (2017). Generalization across Domains: The Relating-Forming-Extending Generalization Framework.. IUScholarWorks (Indiana University). 7 indexed citations

10.

Ellis, Amy B., et al.. (2017). Student thinking with examples: The criteria-affordances-purposes-strategies framework. The Journal of Mathematical Behavior. 53. 263–283. 15 indexed citations

11.

Ellis, Amy B., et al.. (2016). Students' Conceptions Supporting Their Symbolization and Meaning of Function Rules.. Proceedings of the ... PME Conference. 5 indexed citations

12.

Ellis, Amy B., et al.. (2015). On Framing Teacher Moves for Supporting Student Reasoning.. Proceedings of the ... PME Conference. 1 indexed citations

13.

Ellis, Amy B., et al.. (2015). Quantifying exponential growth: Three conceptual shifts in coordinating multiplicative and additive growth. The Journal of Mathematical Behavior. 39. 135–155. 38 indexed citations

14.

Ellis, Amy B., Eric Weber, & Elise Lockwood. (2014). The Case for Learning Trajectories Research.. Proceedings of the ... PME Conference. 6 indexed citations

15.

Lockwood, Elise, et al.. (2013). Strategically Chosen Examples Leading to Proof Insight: A Case Study of A Mathematician's Proving Process.. Proceedings of the ... PME Conference. 2 indexed citations

16.

Lockwood, Elise, et al.. (2012). A Framework for Mathematicians’ Example-Related Activity When Exploring and Proving Mathematical Conjectures. Proceedings of the ... PME Conference. 11 indexed citations

17.

Ellis, Amy B., et al.. (2012). Middle School Students' Example Use in Conjecture Exploration and Justification. Proceedings of the ... PME Conference. 16 indexed citations

18.

Ellis, Amy B.. (2011). Middle School Algebra from a Functional Perspective: A Conceptual Analysis of Quadratic Functions.. Proceedings of the ... PME Conference. 5 indexed citations

19.

Walkington, Candace, et al.. (2011). Adolescent Reasoning in Mathematics: Exploring Middle School Students' Strategic Approaches in Empirical Justifications. Cognitive Science. 33(33). 7 indexed citations

20.

Lobato, Joanne & Amy B. Ellis. (2002). The Focusing Effect of Technology: Implications for Teacher Education. The Journal of Technology and Teacher Education. 10(2). 297–314. 4 indexed citations

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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