This map shows the geographic impact of Carol Murphy'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 Carol Murphy with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Carol Murphy more than expected).
This network shows the impact of papers produced by Carol Murphy. 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 Carol Murphy. The network helps show where Carol Murphy may publish in the future.
Co-authorship network of co-authors of Carol Murphy
This figure shows the co-authorship network connecting the top 25 collaborators of Carol Murphy.
A scholar is included among the top collaborators of Carol Murphy 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 Carol Murphy. Carol Murphy is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Muir, Tracey, et al.. (2020). Dynamic Approaches to Online Learning of Numeracy for Educators and Families.. UTAS Research Repository. 25(4). 25–30.1 indexed citations
7.
Murphy, Carol, et al.. (2019). “Creature” Teachers “Monster” Mathematicians: Students’ Views about Mathematicians and Their Stated Attitudes to Mathematics. International Journal of Education in Mathematics Science and Technology. 7(3). 215–221.6 indexed citations
8.
Murphy, Carol. (2019). Exploring the role of visual imagery in learning mathematics. UTAS Research Repository. 508–515.3 indexed citations
Calder, Nigel & Carol Murphy. (2018). Using Apps for Teaching and Learning Mathematics: A Sociotechnological Assemblage.. Research Commons (University of Waikato). 194–201.5 indexed citations
11.
Murphy, Carol. (2016). Changing the way to Teach Maths: Preservice Primary Teachers' Reflections on using Exploratory Talk in Teaching Mathematics. Mathematics teacher education and development. 18(2). 29–47.4 indexed citations
12.
Murphy, Carol. (2015). Authority and Agency in Young children’s early number work: A functional linguistic perspective. eCite Digital Repository (University of Tasmania). 2015. 453–460.1 indexed citations
13.
Murphy, Carol. (2014). Pointing to that': Deixis and shared intentionality in young children's collaborative group work. eCite Digital Repository (University of Tasmania).1 indexed citations
14.
Murphy, Carol. (2010). Analysing children's calculations: the role of process and object. eCite Digital Repository (University of Tasmania).1 indexed citations
15.
Murphy, Carol. (2009). The role of subject knowledge in primary student teachers' approaches to teaching the topic of area. eCite Digital Repository (University of Tasmania).
16.
Murphy, Carol. (2008). The use of the empty number line in England and the Netherlands. eCite Digital Repository (University of Tasmania).1 indexed citations
17.
Murphy, Carol. (2007). The role of the conceptual metaphor in the development of children's arithmetic. eCite Digital Repository (University of Tasmania).
18.
Murphy, Carol. (2007). The constructive role of conceptual metaphor in children's arithmetic: a comparison and contrast of Piagetian and embodied learning perspectives. eCite Digital Repository (University of Tasmania).4 indexed citations
19.
Murphy, Carol. (2003). Filling gaps’ or ‘jumping hoops’: Trainee primary teachers’ views of a subject knowledge audit in mathematics.1 indexed citations
20.
Murphy, Carol, et al.. (1982). Non-Technical Skill Requirements for Entry-Level Professional Employment. A Report of the Experience-Based Education Implementation Research Project.. 45(1174). 518–518.1 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.