Countries citing papers authored by Arla Westenskow
Since
Specialization
Citations
This map shows the geographic impact of Arla Westenskow'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 Arla Westenskow with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Arla Westenskow more than expected).
This network shows the impact of papers produced by Arla Westenskow. 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 Arla Westenskow. The network helps show where Arla Westenskow may publish in the future.
Co-authorship network of co-authors of Arla Westenskow
This figure shows the co-authorship network connecting the top 25 collaborators of Arla Westenskow.
A scholar is included among the top collaborators of Arla Westenskow 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 Arla Westenskow. Arla Westenskow is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Moyer‐Packenham, Patricia S., et al.. (2014). Young Children’s Learning Performance and Efficiency when Using Virtual Manipulative Mathematics iPad Apps. Digital Commons - USU (Utah State University). 34(1). 41–69.35 indexed citations
9.
Moyer‐Packenham, Patricia S., et al.. (2014). Relationships between visual static models and students’ written solutions to fraction tasks. Digital Commons - USU (Utah State University). 15. 1–18.16 indexed citations
10.
Shumway, Jessica F., Arla Westenskow, & Patricia S. Moyer‐Packenham. (2014). A Story Problem Assessment: Task-Based Interviews for Understanding Children’s Number Sense. Digital Commons - USU (Utah State University).1 indexed citations
Moyer‐Packenham, Patricia S., et al.. (2014). The effects of different virtual manipulatives for second graders' mathematics learning in the touch-screen environment. Digital Commons - USU (Utah State University). 1. 1–6.1 indexed citations
13.
Moyer‐Packenham, Patricia S., et al.. (2014). Literature supporting investigations of the nexus of mathematics, strategy, and technology in children’s interactions with iPad-based virtual manipulatives. Digital Commons - USU (Utah State University). 2338–2346.2 indexed citations
14.
Westenskow, Arla, et al.. (2014). Cute Drawings? The disconnect between students' pictorial representations and their mathematics responses to fraction questions. HRB National Drugs Library (Health Research Board). 4(1). 81–105.6 indexed citations
Moyer‐Packenham, Patricia S., Kerry Jordan, Joseph M. Baker, et al.. (2013). Hidden predictors of achievement: The equalizing effect of virtual manipulatives for mathematics instruction. Digital Commons - USU (Utah State University).3 indexed citations
Moyer‐Packenham, Patricia S., et al.. (2011). School Mathematics Research on Virtual Manipulatives: A Collaborative Team Approach. Digital Commons - USU (Utah State University).2 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.