Countries citing papers authored by Constance Kamii
Since
Specialization
Citations
This map shows the geographic impact of Constance Kamii'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 Constance Kamii with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Constance Kamii more than expected).
This network shows the impact of papers produced by Constance Kamii. 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 Constance Kamii. The network helps show where Constance Kamii may publish in the future.
Co-authorship network of co-authors of Constance Kamii
This figure shows the co-authorship network connecting the top 25 collaborators of Constance Kamii.
A scholar is included among the top collaborators of Constance Kamii 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 Constance Kamii. Constance Kamii is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Kamii, Constance, et al.. (2008). What Do Children Learn by Trying to Produce the Domino Effect. Young children. 63(5). 58–64.3 indexed citations
3.
Kamii, Constance, et al.. (1997). Multiplication with Fractions: A Constructivist Approach.. Journal on Mathematics Education. 5. 11–20.1 indexed citations
4.
Kamii, Constance. (1996). La teoría de Piaget y la enseñanza de la aritmética. 107–119.
5.
Kamii, Constance, et al.. (1995). Division with Fractions: A Piagetian, Constructivist Approach.. Journal on Mathematics Education. 3. 53–62.3 indexed citations
6.
Kamii, Constance. (1995). Are Violence-Prevention Curricula the Answer?.. Dimensions of early childhood. 23(3). 10–13.2 indexed citations
7.
Kamii, Constance. (1994). The Six National Goals: A Road to Disappointment.. Phi Delta Kappan. 75(9). 672.13 indexed citations
8.
Kamii, Constance. (1991). A criança e o número : implicações educacionais da teoria de Piaget para a atuação junto a escolares de 4 à 6 anos.10 indexed citations
9.
Kamii, Constance. (1991). Reform in Primary Mathematics Education: A Constructivist View.. Educational Horizons. 70(1). 19–26.6 indexed citations
10.
Kamii, Constance. (1990). Qué aprenden los niños con la manipulación de objetos. 7–10.2 indexed citations
11.
Kamii, Constance & Barbara Lewis. (1990). Research into Practice. Constructivist Learning and Teaching.. The Arithmetic Teacher. 38(1). 34–35.42 indexed citations
12.
Kamii, Constance, et al.. (1985). Reading in Kindergarten: Direct vs. Indirect Teaching.. Young children. 40(4). 3–9.9 indexed citations
13.
Kamii, Constance. (1984). Autonomy: The Aim of Education Envisioned by Piaget.. Phi Delta Kappan. 65(6).48 indexed citations
Kamii, Constance, et al.. (1981). La théorie de Piaget et l'éducation préscolaire. Archive ouverte UNIGE (University of Geneva).
16.
Kamii, Constance. (1981). Teachers' Autonomy and Scientific Training.. Young children. 36(4). 5–14.4 indexed citations
17.
Kamii, Constance. (1980). La connaissance physique et le nombre à l'école enfantine : approche piagétienne. Archive ouverte UNIGE (University of Geneva).3 indexed citations
18.
Kamii, Constance, et al.. (1979). Physics in Preschool Education: A Piagetian Approach.. Young children. 34(4). 4–9.7 indexed citations
19.
Kamii, Constance. (1974). One Intelligence Indivisible.. Young children.3 indexed citations
20.
Kamii, Constance, et al.. (1971). Evaluation of Evaluations.. Educational leadership.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.