This map shows the geographic impact of Ann Downton'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 Ann Downton with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ann Downton more than expected).
This network shows the impact of papers produced by Ann Downton. 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 Ann Downton. The network helps show where Ann Downton may publish in the future.
Co-authorship network of co-authors of Ann Downton
This figure shows the co-authorship network connecting the top 25 collaborators of Ann Downton.
A scholar is included among the top collaborators of Ann Downton 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 Ann Downton. Ann Downton is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Downton, Ann, et al.. (2023). Young children’s spontaneous representations of multiplicative semantic structures before formal introduction. SPIRE - Sciences Po Institutional REpository.1 indexed citations
Gervasoni, Ann, Anne Roche, & Ann Downton. (2021). Differentiating Instruction for Students Who Fail to Thrive in Mathematics: The Impact of a Constructivist-Based Intervention Approach. Mathematics teacher education and development. 23(3).9 indexed citations
Sullivan, Peter, et al.. (2020). Characteristics of learning environments in which students are open to risk taking and mistake making. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 25(2). 3–7.2 indexed citations
Downton, Ann, James Russo, & Sarah Hopkins. (2019). The case of disappearing and reappearing zeros: a disconnection between procedural knowledge and conceptual understanding. Mathematics Education Research Group of Australasia. 236–243.3 indexed citations
13.
Livy, Sharyn, Tracey Muir, & Ann Downton. (2017). Connecting pre-service teachers with contemporary mathematics practices: Selecting and sequencing students' work samples. eCite Digital Repository (University of Tasmania).2 indexed citations
14.
Livy, Sharyn, Ann Downton, & Tracey Muir. (2017). Developing pre-service teachers' knowledge for teaching in the early years: Selecting and sequencing. eCite Digital Repository (University of Tasmania).5 indexed citations
15.
Downton, Ann, et al.. (2016). A rich assessment task as a window into students’ multiplicative reasoning. Mathematics Education Research Group of Australasia. 188–195.1 indexed citations
16.
Downton, Ann, et al.. (2014). School mathematics leaders' perceptions of successes and challenges of their leadership role within a Mathematics Improvement Project. Research Bank (Australian Catholic University). 581–588.4 indexed citations
17.
Downton, Ann, et al.. (2014). School Mathematics Leaders' Beliefs about Their Role When Participating in a School Mathematics Project.. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 19(3). 3–5.3 indexed citations
18.
Downton, Ann. (2013). Making connections between multiplication and division. Research Bank (Australian Catholic University). 1. 242–249.2 indexed citations
19.
Downton, Ann. (2010). Challenging multiplicative problems can elicit sophisticated strategies. Research Bank (Australian Catholic University). 169–176.2 indexed citations
20.
Downton, Ann. (2006). Making Mathematics Exciting for Reluctant Learners. 21(1). 20.1 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.