Andrew Izsák

845 total citations
26 papers, 545 citations indexed

About

Andrew Izsák is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Andrew Izsák has authored 26 papers receiving a total of 545 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 14 papers in Statistics and Probability and 4 papers in Developmental and Educational Psychology. Recurrent topics in Andrew Izsák's work include Mathematics Education and Teaching Techniques (22 papers), Cognitive and developmental aspects of mathematical skills (14 papers) and Statistics Education and Methodologies (11 papers). Andrew Izsák is often cited by papers focused on Mathematics Education and Teaching Techniques (22 papers), Cognitive and developmental aspects of mathematical skills (14 papers) and Statistics Education and Methodologies (11 papers). Andrew Izsák collaborates with scholars based in United States and Türkiye. Andrew Izsák's co-authors include Erik Jacobson, Sybilla Beckmann, Laine Bradshaw, Jonathan Templin, Chandra Hawley Orrill, Zandra de Araujo, Miriam Gamoran Sherin, Rachael Eriksen Brown, Allan S. Cohen and John Olive and has published in prestigious journals such as Journal for Research in Mathematics Education, Journal of the Learning Sciences and Cognition and Instruction.

In The Last Decade

Andrew Izsák

21 papers receiving 501 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Andrew Izsák United States 14 465 314 100 62 36 26 545
Cynthia W. Langrall United States 13 505 1.1× 453 1.4× 68 0.7× 96 1.5× 18 0.5× 34 639
Kathleen Cramer United States 15 724 1.6× 462 1.5× 182 1.8× 109 1.8× 8 0.2× 39 786
Rose Mary Zbiek United States 10 324 0.7× 164 0.5× 75 0.8× 65 1.0× 6 0.2× 25 380
Despina A. Stylianou United States 12 445 1.0× 215 0.7× 132 1.3× 95 1.5× 5 0.1× 27 519
Jim Cottrill United States 4 553 1.2× 277 0.9× 156 1.6× 65 1.0× 8 0.2× 5 632
Egan J. Chernoff Canada 11 312 0.7× 232 0.7× 47 0.5× 67 1.1× 11 0.3× 38 406
Ilana Arnon United States 7 348 0.7× 162 0.5× 116 1.2× 80 1.3× 6 0.2× 8 417
Işıl Işler Türkiye 10 352 0.8× 241 0.8× 115 1.1× 75 1.2× 4 0.1× 19 405
Nancy K. Mack United States 9 599 1.3× 535 1.7× 123 1.2× 73 1.2× 5 0.1× 15 653
Maria E. Magone United States 7 280 0.6× 184 0.6× 85 0.8× 20 0.3× 21 0.6× 7 351

Countries citing papers authored by Andrew Izsák

Since Specialization
Citations

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

Fields of papers citing papers by Andrew Izsák

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Andrew Izsák

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

All Works

20 of 20 papers shown
1.
Izsák, Andrew, et al.. (2023). Validating psychometric classification of teachers’ fraction arithmetic reasoning. Journal of Mathematics Teacher Education. 27(2). 257–289.
2.
Izsák, Andrew, et al.. (2021). Seeking Coherence in the Multiplicative Conceptual Field: A Knowledge-in-Pieces Account. Cognition and Instruction. 40(3). 305–350. 3 indexed citations
3.
Izsák, Andrew, et al.. (2020). Characterizing reasoning about fraction arithmetic of middle grades teachers in three latent classes. Mathematical Thinking and Learning. 23(3). 225–253. 6 indexed citations
4.
Izsák, Andrew & Sybilla Beckmann. (2019). Developing a coherent approach to multiplication and measurement. Educational Studies in Mathematics. 101(1). 83–103. 16 indexed citations
5.
6.
Izsák, Andrew, Erik Jacobson, & Laine Bradshaw. (2019). Surveying Middle-Grades Teachers' Reasoning About Fraction Arithmetic in Terms of Measured Quantities. Journal for Research in Mathematics Education. 50(2). 156–209. 23 indexed citations
7.
Izsák, Andrew, et al.. (2018). Uncommon Partitions: Partitioning as a Problem-Solving Activity. Mathematics Teaching in the Middle School. 24(3). 164–171. 2 indexed citations
8.
Izsák, Andrew. (2015). Learning to Frame Research in Mathematics Education. ˜The œMathematics educator. 15(2).
9.
Jacobson, Erik & Andrew Izsák. (2015). Knowledge and motivation as mediators in mathematics teaching practice: the case of drawn models for fraction arithmetic. Journal of Mathematics Teacher Education. 18(5). 467–488. 14 indexed citations
10.
Beckmann, Sybilla & Andrew Izsák. (2014). Variable Parts: A New Perspective on Proportional Relationships and Linear Functions.. Proceedings of the ... PME Conference. 1 indexed citations
11.
Olive, John, et al.. (2013). How middle school students understand polynomial sums and products using algebra tiles model in a « cours dialogué ». 33(3). 267–306. 1 indexed citations
12.
Bradshaw, Laine, Andrew Izsák, Jonathan Templin, & Erik Jacobson. (2013). Diagnosing Teachers’ Understandings of Rational Numbers: Building a Multidimensional Test Within the Diagnostic Classification Framework. Educational Measurement Issues and Practice. 33(1). 2–14. 76 indexed citations
13.
Jacobson, Erik & Andrew Izsák. (2012). Using a Knowledge-In-Pieces Approach to Explore the Illusion of Proportionality in Covariance Situations. Proceedings of the ... PME Conference. 1 indexed citations
14.
Izsák, Andrew, Erik Jacobson, Zandra de Araujo, & Chandra Hawley Orrill. (2012). Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities. Journal for Research in Mathematics Education. 43(4). 391–427. 41 indexed citations
15.
Izsák, Andrew, Chandra Hawley Orrill, Allan S. Cohen, & Rachael Eriksen Brown. (2010). Measuring Middle Grades Teachers' Understanding of Rational Numbers with the Mixture Rasch Model. The Elementary School Journal. 110(3). 279–300. 28 indexed citations
16.
Izsák, Andrew, et al.. (2009). Meta-Representation in an Algebra I Classroom. Journal of the Learning Sciences. 18(4). 549–587. 7 indexed citations
17.
Izsák, Andrew, et al.. (2005). Adaptive interpretation:. Zentralblatt für Didaktik der Mathematik. 37(1). 60–67.
18.
Izsák, Andrew. (2003). "We Want a Statement That Is Always True": Criteria for Good Algebraic Representations and the Development of Modeling Knowledge. Journal for Research in Mathematics Education. 34(3). 191–191. 31 indexed citations
19.
Izsák, Andrew & Miriam Gamoran Sherin. (2003). Exploring the Use of New Representations as a Resource for Teacher Learning. School Science and Mathematics. 103(1). 18–27. 16 indexed citations
20.
Izsák, Andrew. (2000). Inscribing the Winch: Mechanisms by Which Students Develop Knowledge Structures for Representing the Physical World With Algebra. Journal of the Learning Sciences. 9(1). 31–74. 30 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Cynthia W. Langrall Breakdown of academic impact, for papers by Kathleen Cramer Breakdown of academic impact, for papers by Rose Mary Zbiek Breakdown of academic impact, for papers by Despina A. Stylianou Breakdown of academic impact, for papers by Jim Cottrill Breakdown of academic impact, for papers by Egan J. Chernoff Breakdown of academic impact, for papers by Ilana Arnon Breakdown of academic impact, for papers by Işıl Işler Breakdown of academic impact, for papers by Nancy K. Mack Breakdown of academic impact, for papers by Maria E. Magone
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