Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Student learning and perceptions in a flipped linear algebra course
2013346 citationsBetty Love, Angie Hodge et al.International Journal of Mathematical Education in Science and Technologyprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Betty Love'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 Betty Love with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Betty Love more than expected).
This network shows the impact of papers produced by Betty Love. 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 Betty Love. The network helps show where Betty Love may publish in the future.
Co-authorship network of co-authors of Betty Love
This figure shows the co-authorship network connecting the top 25 collaborators of Betty Love.
A scholar is included among the top collaborators of Betty Love 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 Betty Love. Betty Love is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Love, Betty, et al.. (2019). Changing the Game: Teaching Elementary Mathematics Through Coding. Society for Information Technology & Teacher Education International Conference. 55–60.
Lowenthal, Patrick R., Cindy S. York, Jennifer Richardson, et al.. (2014). Online Learning: Common Misconceptions, Benefits and Challenges. Scholar Works (Boise State University).19 indexed citations
13.
Hodge, Angie, Betty Love, Neal Grandgenett, & Andrew W. Swift. (2014). A flipped classroom approach: Benefits and challenges of flipping the learning of procedural knowledge. 49–59.4 indexed citations
14.
Love, Betty, Angie Hodge, Neal Grandgenett, & Andrew W. Swift. (2013). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology. 45(3). 317–324.346 indexed citations breakdown →
15.
Love, Betty, et al.. (2012). Proof-of-concept for a green energy linear program for optimizing deployments. 151–155.1 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.