Amy Scheuermann

458 total citations
17 papers, 306 citations indexed

About

Amy Scheuermann is a scholar working on Education, Statistics and Probability and Experimental and Cognitive Psychology. According to data from OpenAlex, Amy Scheuermann has authored 17 papers receiving a total of 306 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 10 papers in Statistics and Probability and 3 papers in Experimental and Cognitive Psychology. Recurrent topics in Amy Scheuermann's work include Mathematics Education and Teaching Techniques (11 papers), Cognitive and developmental aspects of mathematical skills (10 papers) and Education and Technology Integration (7 papers). Amy Scheuermann is often cited by papers focused on Mathematics Education and Teaching Techniques (11 papers), Cognitive and developmental aspects of mathematical skills (10 papers) and Education and Technology Integration (7 papers). Amy Scheuermann collaborates with scholars based in United States. Amy Scheuermann's co-authors include Delinda van Garderen, Christa Jackson, Donald D. Deshler, Jean B. Schumaker, Mary Murray, Jodi J. Haney, Jeanne A. Novak, Cathy Newman Thomas, Eun‐Ju Lee and Emilio Duran and has published in prestigious journals such as Psychology in the Schools, Learning Disability Quarterly and ZDM.

In The Last Decade

Amy Scheuermann

17 papers receiving 276 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Amy Scheuermann United States 11 230 155 114 37 29 17 306
Jessica H. Hunt United States 14 359 1.6× 290 1.9× 171 1.5× 27 0.7× 39 1.3× 51 430
Rebecca O. Zumeta United States 8 216 0.9× 222 1.4× 244 2.1× 25 0.7× 13 0.4× 12 342
Jennifer Krawec United States 10 323 1.4× 272 1.8× 245 2.1× 23 0.6× 72 2.5× 14 473
Gena Nelson United States 10 347 1.5× 324 2.1× 260 2.3× 22 0.6× 52 1.8× 35 461
Casey Hord United States 12 187 0.8× 181 1.2× 166 1.5× 42 1.1× 16 0.6× 41 367
Caitlin Craddock United States 5 216 0.9× 262 1.7× 234 2.1× 11 0.3× 22 0.8× 6 349
Carole Greenes United States 10 344 1.5× 252 1.6× 99 0.9× 7 0.2× 37 1.3× 25 392
Roberta Y. Schorr United States 10 267 1.2× 61 0.4× 70 0.6× 9 0.2× 17 0.6× 25 316
David Múñez Spain 11 242 1.1× 153 1.0× 115 1.0× 6 0.2× 16 0.6× 32 320
Linda Jensen Sheffield United States 9 228 1.0× 106 0.7× 64 0.6× 23 0.6× 41 1.4× 24 349

Countries citing papers authored by Amy Scheuermann

Since Specialization
Citations

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

Fields of papers citing papers by Amy Scheuermann

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Amy Scheuermann

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

All Works

17 of 17 papers shown
1.
Garderen, Delinda van, et al.. (2021). Preparing Pre-Service Teachers to Use Visual Representations as Strategy to Solve Mathematics Problems: What Did They Learn?. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 44(4). 319–339. 5 indexed citations
2.
Garderen, Delinda van, et al.. (2018). Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 42(2). 175–188. 4 indexed citations
3.
Garderen, Delinda van, et al.. (2016). Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 41(1). 7–23. 19 indexed citations
4.
Thomas, Cathy Newman, Delinda van Garderen, Amy Scheuermann, & Eun‐Ju Lee. (2015). Applying a Universal Design for Learning Framework to Mediate the Language Demands of Mathematics. Reading & Writing Quarterly. 31(3). 207–234. 21 indexed citations
5.
Garderen, Delinda van, et al.. (2014). Students’ Understanding of Diagrams for Solving Word Problems. Teaching Exceptional Children. 47(3). 153–162. 8 indexed citations
6.
Garderen, Delinda van & Amy Scheuermann. (2014). Diagramming Word Problems. Intervention in School and Clinic. 50(5). 282–290. 12 indexed citations
7.
8.
Garderen, Delinda van, Amy Scheuermann, & Christa Jackson. (2012). Examining How Students With Diverse Abilities Use Diagrams to Solve Mathematics Word Problems. Learning Disability Quarterly. 36(3). 145–160. 44 indexed citations
9.
Garderen, Delinda van, Amy Scheuermann, & Christa Jackson. (2012). Developing Representational Ability in Mathematics for Students With Learning Disabilities. Learning Disability Quarterly. 35(1). 24–38. 25 indexed citations
10.
Haney, Jodi J., et al.. (2011). Yes I Can: The Contributions of Motivation and Attitudes on Course Performance among Biology Nonmajors.. The journal of college science teaching. 40(6). 86–95. 15 indexed citations
11.
Duran, Emilio, et al.. (2011). A Learning Cycle for All Students: Modifying the 5E Instructional Model to Address the Needs of All Learners. The Science Teacher. 78(3). 56. 7 indexed citations
12.
Duran, Emilio, et al.. (2011). A Learning Cycle for All Students.. The Science Teacher. 78(3). 56–60. 10 indexed citations
13.
Novak, Jeanne A., et al.. (2009). Enhancing the Preparation of Special Educators through Service Learning: Evidence from Two Preservice Courses. International Journal of Special Education (IJSE). 24(1). 32–44. 22 indexed citations
14.
Scheuermann, Amy, et al.. (2009). Role-Play in the Science Classroom.. Science and Children. 47(1). 54–59. 1 indexed citations
15.
Scheuermann, Amy, Donald D. Deshler, & Jean B. Schumaker. (2009). The Effects of the Explicit Inquiry Routine on the Performance of Students with Learning Disabilities on One-Variable Equations. Learning Disability Quarterly. 32(2). 103–120. 54 indexed citations
16.
Scheuermann, Amy & Delinda van Garderen. (2008). Analyzing Students' Use of Graphic Representations: Determining Misconceptions and Error Patterns for Instruction. Mathematics Teaching in the Middle School. 13(8). 471–477. 2 indexed citations
17.
Garderen, Delinda van, et al.. (2008). Supporting the collaboration of special educators and general educators to teach students who struggle with mathematics: An overview of the research. Psychology in the Schools. 46(1). 56–78. 31 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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