Annalisa Cusi

617 total citations
20 papers, 189 citations indexed

About

Annalisa Cusi is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Annalisa Cusi has authored 20 papers receiving a total of 189 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 6 papers in Developmental and Educational Psychology and 3 papers in Statistics and Probability. Recurrent topics in Annalisa Cusi's work include Mathematics Education and Teaching Techniques (10 papers), Education and Technology Integration (8 papers) and Student Assessment and Feedback (7 papers). Annalisa Cusi is often cited by papers focused on Mathematics Education and Teaching Techniques (10 papers), Education and Technology Integration (8 papers) and Student Assessment and Feedback (7 papers). Annalisa Cusi collaborates with scholars based in Italy, Israel and France. Annalisa Cusi's co-authors include Francesca Morselli, Gilles Aldon, Cristina Sabena, Osama Swidan, Olive Chapman, Merrilyn Goos, Ornella Robutti, Alison Clark‐Wilson, Masami Isoda and Barbara Jaworski and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Studies in Mathematics and ZDM.

In The Last Decade

Annalisa Cusi

20 papers receiving 178 citations

Peers

Annalisa Cusi

EDUCA

DEP

CSA

SPS

Daniel Thurm Germany

Marnie Thompson United States

Ken Houston United Kingdom

Peter Frejd Sweden

Michael Meagher United States

Shandy Hauk United States

Binod Prasad Pant Nepal

Björn Schwarz Germany

Jana Trgalová France

Jana Višňovská Australia

Daniel Thurm Germany

Annalisa Cusi

164 ×1.0

EDUCA

45 ×0.9

DEP

28 ×0.9

CSA

57 ×2.0

13 ×0.7

SPS

Citations per year, relative to Annalisa Cusi Annalisa Cusi (= 1×) peers Daniel Thurm

Countries citing papers authored by Annalisa Cusi

Since Specialization

Citations

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

Fields of papers citing papers by Annalisa Cusi

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Annalisa Cusi

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

All Works

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20 of 20 papers shown

Cusi, Annalisa, et al.. (2025). Intertwining students’ social modes of co-construction and epistemic aspects of algebraic thinking in asynchronous mathematical discussions. Educational Studies in Mathematics. 120(1). 109–135. 1 indexed citations

Cusi, Annalisa & Francesca Morselli. (2024). The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies. ZDM. 56(4). 741–755. 5 indexed citations

Cusi, Annalisa, et al.. (2024). Investigating the Role of ChatGPT in Supporting Metacognitive Processes During Problem-Solving Activities. IRIS Research product catalog (Sapienza University of Rome). 11(1). 167–191. 2 indexed citations

Cusi, Annalisa, et al.. (2022). Assessment in mathematics: a study on teachers’ practices in times of pandemic. ZDM. 55(1). 221–233. 6 indexed citations

Aldon, Gilles, et al.. (2021). Teaching Mathematics in a Context of Lockdown: A Study Focused on Teachers’ Praxeologies. Education Sciences. 11(2). 38–38. 39 indexed citations

Cusi, Annalisa, et al.. (2021). Design of Classroom Discussions and the Role of the Expert in Fostering an Effective and Aware Use of Examples as a Means of Argumentation. International Journal of Science and Mathematics Education. 20(7). 1573–1593. 5 indexed citations

Cusi, Annalisa. (2020). L’argomentazione riflessiva come strumento a supporto dei processi di valutazione formativa: il ruolo fondamentale del docente. SHILAP Revista de lepidopterología. 9–27. 1 indexed citations

Cusi, Annalisa & Francesca Morselli. (2020). PROMOTING FORMATIVE ASSESSMENT IN MATHEMATICS TEACHER EDUCATION: AN EXPERIENCE OF DISTANCE TEACHING. IRIS Research product catalog (Sapienza University of Rome). 1 indexed citations

Cusi, Annalisa, et al.. (2019). Approaching Early Algebra: Teachers' educational processes and classroom experiences. Revista de Investigação e Divulgação em Educação Matemática. 16(1). 57–80. 2 indexed citations

10.

Cusi, Annalisa, Francesca Morselli, & Cristina Sabena. (2018). Promuovere strategie di valutazione formativa in Matematica con le nuove tecnologie: l’esperienza del progetto FaSMEd. Università degli Studi di Ferrara. 9(14). 91–107. 3 indexed citations

11.

Cusi, Annalisa, Francesca Morselli, & Cristina Sabena. (2017). Promoting formative assessment in a connected classroom environment: design and implementation of digital resources. ZDM. 49(5). 755–767. 28 indexed citations

12.

Cusi, Annalisa, Francesca Morselli, & Cristina Sabena. (2016). Enhancing formative assessment strategies in mathematics through classroom connected technology. IRIS Research product catalog (Sapienza University of Rome). 195–202. 2 indexed citations

13.

Robutti, Ornella, et al.. (2016). ICME international survey on teachers working and learning through collaboration. UCL Discovery (University College London). 23 indexed citations

14.

Robutti, Ornella, Annalisa Cusi, Alison Clark‐Wilson, et al.. (2016). ICME international survey on teachers working and learning through collaboration: June 2016. ZDM. 48(5). 651–690. 56 indexed citations

15.

Aldon, Gilles, et al.. (2015). Which support technology can give to mathematics formative assessment? The FaSMEd project in Italy and France. IRIS Research product catalog (Sapienza University of Rome). 25(2). 631–641. 2 indexed citations

16.

Aldon, Gilles, Ferdinando Arzarello, Annalisa Cusi, et al.. (2013). The Meta-didactical transposition: A model for analysing teacher education programs. Institutional Research Information System University of Turin (University of Turin). 1. 97–124. 5 indexed citations

17.

Cusi, Annalisa, et al.. (2011). <p>Improving awareness about the meaning of the principle of mathematical induction</p>. PNA. 4(1). 15–22. 1 indexed citations

18.

Cusi, Annalisa, et al.. (2011). Early Algebra: Theoretical Issues and Educational Strategies for Bringing the Teachers to Promote a Linguistic and Metacognitive approach to it. IRIS UNIMORE (University of Modena and Reggio Emilia). 483–510. 3 indexed citations

19.

Cusi, Annalisa. (2009). INTERRELATION BETWEEN ANTICIPATING THOUGHT AND INTERPRETATIVE ASPECTS IN THE USE OF ALGEBRAIC LANGUAGE FOR THE CONSTRUCTION OF PROOFS. 1 indexed citations

20.

Cusi, Annalisa, et al.. (2009). THE ROLE OF THE TEACHER IN DEVELOPING PROOF ACTIVITIES BY MEANS OF ALGEBRAIC LANGUAGE. IRIS UNIMORE (University of Modena and Reggio Emilia). 2. 361–368. 3 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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