Anke Lindmeier

696 total citations
48 papers, 385 citations indexed

About

Anke Lindmeier is a scholar working on Education, Sociology and Political Science and Statistics and Probability. According to data from OpenAlex, Anke Lindmeier has authored 48 papers receiving a total of 385 indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Education, 13 papers in Sociology and Political Science and 11 papers in Statistics and Probability. Recurrent topics in Anke Lindmeier's work include Mathematics Education and Teaching Techniques (24 papers), Education Methods and Technologies (17 papers) and Teacher Education and Leadership Studies (10 papers). Anke Lindmeier is often cited by papers focused on Mathematics Education and Teaching Techniques (24 papers), Education Methods and Technologies (17 papers) and Teacher Education and Leadership Studies (10 papers). Anke Lindmeier collaborates with scholars based in Germany, Switzerland and Taiwan. Anke Lindmeier's co-authors include Aiso Heinze, Anika Dreher, Olga Zlatkin‐Troitschanskaia, Christiane Kuhn, Elisabeth Moser Opitz, Feng-Jui Hsieh, Franziska Vogt, Miriam Leuchter, Andreas Mühling and Stefan Ufer and has published in prestigious journals such as SHILAP Revista de lepidopterología, Studies in Higher Education and British Journal of Educational Psychology.

In The Last Decade

Anke Lindmeier

43 papers receiving 363 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Anke Lindmeier Germany 12 332 89 77 56 35 48 385
Jonathan L. Brendefur United States 10 351 1.1× 112 1.3× 91 1.2× 29 0.5× 20 0.6× 34 400
Dawn Berk United States 7 453 1.4× 132 1.5× 82 1.1× 41 0.7× 27 0.8× 13 499
Anika Dreher Germany 8 290 0.9× 96 1.1× 65 0.8× 25 0.4× 15 0.4× 16 321
Ray Peck Australia 8 447 1.3× 147 1.7× 41 0.5× 57 1.0× 45 1.3× 11 470
Fou-Lai Lin Taiwan 7 322 1.0× 91 1.0× 64 0.8× 38 0.7× 23 0.7× 11 353
Seán Delaney San Marino 5 394 1.2× 148 1.7× 50 0.6× 32 0.6× 17 0.5× 6 432
Jeppe Skott Denmark 10 407 1.2× 69 0.8× 84 1.1× 46 0.8× 11 0.3× 34 431
Samuel Otten United States 15 405 1.2× 131 1.5× 127 1.6× 22 0.4× 23 0.7× 44 467
Janne Fauskanger Norway 9 234 0.7× 48 0.5× 59 0.8× 33 0.6× 28 0.8× 36 271
Belinda Thompson Australia 5 360 1.1× 118 1.3× 95 1.2× 24 0.4× 20 0.6× 9 418

Countries citing papers authored by Anke Lindmeier

Since Specialization
Citations

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

Fields of papers citing papers by Anke Lindmeier

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Anke Lindmeier

This figure shows the co-authorship network connecting the top 25 collaborators of Anke Lindmeier. A scholar is included among the top collaborators of Anke Lindmeier 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 Anke Lindmeier. Anke Lindmeier 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.
Lindmeier, Anke, et al.. (2025). Preparing for Digital Learning Monitoring in the Fraction Context: Assessment of Students’ Prior Knowledge According to Evidence-Based Cognitive Models. International Journal of Science and Mathematics Education. 23(7). 2199–2224. 1 indexed citations
2.
3.
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
4.
5.
Heinze, Aiso, et al.. (2024). Welchen Effekt haben Lehramtsaufgaben auf die Wahrnehmung von Studierenden zur doppelten Diskontinuität?. Journal für Mathematik-Didaktik. 45(1).
6.
Lindmeier, Anke, et al.. (2024). Developing a Performance-Based Assessment to Measure Pre-Service Secondary Teachers’ Digital Competence to Use Digital Mathematics Tools. Journal für Mathematik-Didaktik. 45(2). 1 indexed citations
7.
Lindmeier, Anke, et al.. (2023). Performance assessment in teacher education research—A scoping review of characteristics of assessment instruments in the DACH region. Zeitschrift für Erziehungswissenschaft. 26(3). 751–778. 6 indexed citations
8.
9.
10.
Lindmeier, Anke & Aiso Heinze. (2020). Die fachdidaktische Perspektive in der Unterrichtsqualitätsforschung: (bisher) ignoriert, implizit enthalten oder nicht relevant?. Pedocs (German Institute for International Educational Research). 255–268. 8 indexed citations
11.
Lindmeier, Anke & Andreas Mühling. (2020). Keeping secrets. 1–10. 9 indexed citations
12.
13.
14.
Heinze, Aiso, et al.. (2020). Lerngelegenheiten mit kaufmännischem Kontext im Mathematikunterricht der allgemeinbildenden Schule – Eine Schulbuch- und Aufgabenanalyse. Zeitschrift für Erziehungswissenschaft. 23(1). 193–213. 3 indexed citations
15.
Kuhn, Christiane, et al.. (2019). What is the Relationship Between Knowledge in Mathematics and Knowledge in Economics?. Zeitschrift für Pädagogik. 511–524. 11 indexed citations
16.
Kuhn, Christiane, et al.. (2019). Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics. British Journal of Educational Psychology. 89(3). 538–550. 21 indexed citations
17.
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
18.
Lindmeier, Anke, et al.. (2016). Modeling cognitive dispositions of educators for early mathematics education. Zurich Open Repository and Archive (University of Zurich). 3. 219–226. 2 indexed citations
19.
Kleickmann, Thilo, Jörg Großschedl, Ute Harms, et al.. (2014). Professionswissen von Lehramtsstudierenden der mathematisch-naturwissenschaftlichen Fächer - Testentwicklung im Rahmen des Projekts KiL. 13 indexed citations
20.

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 Jonathan L. Brendefur Breakdown of academic impact, for papers by Dawn Berk Breakdown of academic impact, for papers by Anika Dreher Breakdown of academic impact, for papers by Ray Peck Breakdown of academic impact, for papers by Fou-Lai Lin Breakdown of academic impact, for papers by Seán Delaney Breakdown of academic impact, for papers by Jeppe Skott Breakdown of academic impact, for papers by Samuel Otten Breakdown of academic impact, for papers by Janne Fauskanger Breakdown of academic impact, for papers by Belinda Thompson
Rankless by CCL
2026