Citations per year, relative to Celia Hoyles Celia Hoyles (= 1×)
peers
Richard Lesh
Countries citing papers authored by Celia Hoyles
Since
Specialization
Citations
This map shows the geographic impact of Celia Hoyles'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 Celia Hoyles with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Celia Hoyles more than expected).
This network shows the impact of papers produced by Celia Hoyles. 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 Celia Hoyles. The network helps show where Celia Hoyles may publish in the future.
Co-authorship network of co-authors of Celia Hoyles
This figure shows the co-authorship network connecting the top 25 collaborators of Celia Hoyles.
A scholar is included among the top collaborators of Celia Hoyles 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 Celia Hoyles. Celia Hoyles is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Clark‐Wilson, Alison & Celia Hoyles. (2017). Dynamic digital technologies for dynamic mathematics: Implications for teachers' knowledge and practice. UCL Discovery (University College London).8 indexed citations
4.
Benton, Laura, Celia Hoyles, Ivan Kalaš, & Richard Noss. (2016). Building mathematical knowledge with programming: insights from the ScratchMaths project. UCL Discovery (University College London).19 indexed citations
5.
Clark‐Wilson, Alison & Celia Hoyles. (2015). Blended learning and e-learning support within the context of Cornerstone Maths - The changing culture of teachers' professional development. UCL Discovery (University College London).3 indexed citations
6.
Clark‐Wilson, Alison, Celia Hoyles, & Richard Noss. (2015). Conceptualising the scaling of mathematics teachers' professional development concerning technology. UCL Discovery (University College London).2 indexed citations
Hoyles, Celia, et al.. (2014). Modalities of Rules and Generalising Strategies of Year 8 Students for a Quadratic Pattern.. Proceedings of the ... PME Conference.1 indexed citations
9.
Roschelle, Jeremy, et al.. (2013). Integrating Technology for Deep Mathematics Learning. UCL Discovery (University College London).
10.
Rojano, Teresa, et al.. (2011). Critical moments in generalization tasks : building algebraic rules in a Digital Sign System. UCL Discovery (University College London).
11.
Hoyles, Celia & Jean-Baptiste Lagrange. (2009). Mathematics education and technology-rethinking the terrain : the 17th ICMI study. Springer eBooks.80 indexed citations
12.
Bakker, Arthur, Phillip Kent, Richard Noss, & Celia Hoyles. (2008). Using technology-enhanced boundary objects to develop techno-mathematical literacies in manufacturing industry. International Conference of Learning Sciences. 85–92.1 indexed citations
13.
Mor, Yishay, Richard Noss, Celia Hoyles, Ken Kahn, & Donald Simpson. (2004). Thinking in process. IOE EPrints. 6(1). 111–22.2 indexed citations
14.
Hoyles, Celia. (2001). Steering between Skills and Creativity: A Role for the Computer?.. Scientific Repository (Petra Christian University). 21(1). 33–39.11 indexed citations
15.
Noss, Richard & Celia Hoyles. (2000). Changing the Rules: Children, Creativity and Computer Games. 2000(1). 214–219.3 indexed citations
16.
Hoyles, Celia. (1997). The curricular shaping of students' approaches to proof. for the learning of mathematics. 17(1). 7–16.77 indexed citations
17.
Hoyles, Celia & Ellice Ann Forman. (1995). Cognition and instruction : special issue processes and products of collaborative problem solving : some interdisciplinary perspectives.8 indexed citations
18.
Hoyles, Celia. (1992). Mathematics Teaching and Mathematics Teachers: A Meta-Case Study. for the learning of mathematics. 12(3). 32–44.69 indexed citations
19.
Hoyles, Celia & Rosamund Sutherland. (1992). Logo mathematics in the classroom (revised edition). Routledge eBooks.1 indexed citations
20.
Hoyles, Celia. (1987). Tools for Learning--Insights for the Mathematics Educator from a Logo Programming Environment. for the learning of mathematics. 7(2). 32–37.7 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.