Anna Sfard
About
In The Last Decade
Anna Sfard
62 papers receiving 6.6k citations
Hit Papers
Peers
Comparison fields: 5 of 128
- Education 6.1k
- Developmental and Educational Psychology 2.6k
- Statistics and Probability 1.6k
- Human Factors and Ergonomics 929
- Sociology and Political Science 789
Countries citing papers authored by Anna Sfard
This map shows the geographic impact of Anna Sfard'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 Anna Sfard with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Anna Sfard more than expected).
Fields of papers citing papers by Anna Sfard
This network shows the impact of papers produced by Anna Sfard. 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 Anna Sfard. The network helps show where Anna Sfard may publish in the future.
Co-authorship network of co-authors of Anna Sfard
This figure shows the co-authorship network connecting the top 25 collaborators of Anna Sfard. A scholar is included among the top collaborators of Anna Sfard 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 Anna Sfard. Anna Sfard is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 2 | |
| 2 | 10 | |
| 3 | Research for Educational Change: Transforming Researchers' Insights into Improvement in Mathematics Teaching and Learning. Routledge Research in Education. | 1 |
| 4 | Research in mathematics education: what can it teach us about human learning | 2 |
| 5 | 26 | |
| 6 | 4 | |
| 7 | 27 | |
| 8 | Students’ Colloquial and Mathematical Discourses on Infinity and Limit | 8 |
| 9 | Introduction to Thinking as communicating | 2 |
| 10 | Discourse in Flux. | 1 |
| 11 | Identity That Makes a Difference: Substantial Learning as Closing the Gap between Actual and Designated Identities. | 36 |
| 12 | 0 | |
| 13 | 1 | |
| 14 | The Activity of Defining. | 2 |
| 15 | 34 | |
| 16 | Analyzing Tools: Perspectives on the Role of Designed Artifacts in Mathematics Learning | 34 |
| 17 | Equilibrar algo desequilibrado: los estándares del NCTM a la luz de las teorías del aprendizaje de las matemáticas | 1 |
| 18 | 34 | |
| 19 | Learning Mathematics through Conversation: Is It as Good as They Say?. | 83 |
| 20 | Reification as the birth of metaphor | 124 |
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.