Anika Dreher

509 total citations
16 papers, 321 citations indexed

About

Anika Dreher is a scholar working on Education, Statistics and Probability and Sociology and Political Science. According to data from OpenAlex, Anika Dreher has authored 16 papers receiving a total of 321 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 5 papers in Statistics and Probability and 3 papers in Sociology and Political Science. Recurrent topics in Anika Dreher's work include Mathematics Education and Teaching Techniques (14 papers), Science Education and Pedagogy (6 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Anika Dreher is often cited by papers focused on Mathematics Education and Teaching Techniques (14 papers), Science Education and Pedagogy (6 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Anika Dreher collaborates with scholars based in Germany, Taiwan and United Kingdom. Anika Dreher's co-authors include Sebastian Kuntze, Anke Lindmeier, Aiso Heinze, Stephen Lerman, Feng-Jui Hsieh, Timo Leuders, Jessica Hoth, Andreas Obersteiner and Bärbel Barzel and has published in prestigious journals such as British Journal of Educational Psychology, Educational Studies in Mathematics and ZDM.

In The Last Decade

Anika Dreher

16 papers receiving 309 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Anika Dreher Germany 8 290 96 65 42 35 16 321
Milan Sherman United States 10 272 0.9× 106 1.1× 93 1.4× 31 0.7× 45 1.3× 23 344
Ewa Bergqvist Sweden 9 364 1.3× 171 1.8× 92 1.4× 48 1.1× 41 1.2× 22 414
Mourat Tchoshanov United States 8 347 1.2× 165 1.7× 75 1.2× 73 1.7× 37 1.1× 23 402
Jonathan Bostic United States 11 282 1.0× 106 1.1× 92 1.4× 55 1.3× 14 0.4× 44 354
Anke Lindmeier Germany 12 332 1.1× 89 0.9× 77 1.2× 35 0.8× 26 0.7× 48 385
Tomas Bergqvist Sweden 7 276 1.0× 122 1.3× 45 0.7× 56 1.3× 33 0.9× 21 304
Jesper Boesen Sweden 8 314 1.1× 141 1.5× 54 0.8× 50 1.2× 34 1.0× 16 341
Kathleen Melhuish United States 10 244 0.8× 98 1.0× 77 1.2× 34 0.8× 21 0.6× 35 280
Björn Palmberg Sweden 6 240 0.8× 61 0.6× 48 0.7× 27 0.6× 25 0.7× 16 283
Benjamin Rott Germany 12 328 1.1× 92 1.0× 146 2.2× 68 1.6× 67 1.9× 59 401

Countries citing papers authored by Anika Dreher

Since Specialization
Citations

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

Fields of papers citing papers by Anika Dreher

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Anika Dreher

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

All Works

16 of 16 papers shown
1.
2.
Dreher, Anika, et al.. (2024). High-quality use of representations in the mathematics classroom – a matter of the cultural perspective?. ZDM. 56(5). 965–980. 2 indexed citations
3.
Barzel, Bärbel, et al.. (2023). Online professional development for teaching algebra: Towards the design of an asynchronous, adaptive self-learning module. SPIRE - Sciences Po Institutional REpository. 1 indexed citations
4.
Obersteiner, Andreas, et al.. (2022). Eye tracking – promising method for analyzing mathematics teachers’ assessment competencies?. 1–4. 1 indexed citations
5.
Dreher, Anika & Timo Leuders. (2021). Fachspezifität von Unterrichtsqualität – aus der Perspektive der Mathematikdidaktik. Unterrichtswissenschaft. 49(2). 285–292. 7 indexed citations
6.
Dreher, Anika, et al.. (2021). Aufbau eines berufsspezifischen Fachwissens für Lehramtsstudierende. Mitteilungen der Deutschen Mathematiker-Vereinigung. 29(2). 84–88. 3 indexed citations
7.
8.
Hoth, Jessica, et al.. (2019). Ist akademisches Fachwissen hinreichend für den Erwerb eines berufsspezifischen Fachwissens im Lehramtsstudium? Eine Untersuchung der Trickle-down-Annahme. Journal für Mathematik-Didaktik. 41(2). 329–356. 11 indexed citations
9.
Dreher, Anika, et al.. (2019). Are conceptual knowledge and procedural knowledge empirically separable? The case of fractions. British Journal of Educational Psychology. 90(3). 809–829. 25 indexed citations
10.
Dreher, Anika, et al.. (2018). What Kind of Content Knowledge do Secondary Mathematics Teachers Need?. Journal für Mathematik-Didaktik. 39(2). 319–341. 58 indexed citations
11.
12.
Dreher, Anika, Sebastian Kuntze, & Stephen Lerman. (2015). Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers. International Journal of Science and Mathematics Education. 14(S2). 363–382. 31 indexed citations
13.
Dreher, Anika. (2015). Dealing with multiple representations in the mathematics classroom - Teachers' knowledge, views, and their noticing. 2 indexed citations
14.
Dreher, Anika, et al.. (2014). Empirical Study of a Competence Structure Model Regarding Conversions of Representations -- The Case of Fractions.. Proceedings of the ... PME Conference. 1 indexed citations
15.
Dreher, Anika & Sebastian Kuntze. (2014). Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics. 88(1). 89–114. 116 indexed citations
16.
Dreher, Anika & Sebastian Kuntze. (2014). Teachers Facing the Dilemma of Multiple Representations Being Aid and Obstacle for Learning: Evaluations of Tasks and Theme-Specific Noticing. Journal für Mathematik-Didaktik. 36(1). 23–44. 17 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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