Despina Potari

1.3k total citations
64 papers, 781 citations indexed

About

Despina Potari is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Despina Potari has authored 64 papers receiving a total of 781 indexed citations (citations by other indexed papers that have themselves been cited), including 48 papers in Education, 16 papers in Developmental and Educational Psychology and 14 papers in Statistics and Probability. Recurrent topics in Despina Potari's work include Mathematics Education and Teaching Techniques (41 papers), Innovative Teaching and Learning Methods (15 papers) and Education and Technology Integration (13 papers). Despina Potari is often cited by papers focused on Mathematics Education and Teaching Techniques (41 papers), Innovative Teaching and Learning Methods (15 papers) and Education and Technology Integration (13 papers). Despina Potari collaborates with scholars based in Greece, United Kingdom and United States. Despina Potari's co-authors include Barbara Jaworski, Theodossios Zachariades, Maria Kordaki, Katja Maaß, Paul Cobb, Konrad Krainer, Günter Törner, Jeppe Skott, Orit Zaslavsky and Demetra Pitta‐Pantazi and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Science Education.

In The Last Decade

Despina Potari

60 papers receiving 689 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Despina Potari Greece 16 664 279 133 79 60 64 781
Janet Bowers United States 10 518 0.8× 213 0.8× 122 0.9× 60 0.8× 43 0.7× 24 650
Rongjin Huang United States 15 702 1.1× 180 0.6× 132 1.0× 84 1.1× 67 1.1× 60 777
Malcolm Swan United Kingdom 13 538 0.8× 139 0.5× 163 1.2× 51 0.6× 23 0.4× 32 642
Aki Murata United States 11 816 1.2× 206 0.7× 139 1.0× 126 1.6× 39 0.7× 16 909
Ulla Runesson Sweden 13 583 0.9× 215 0.8× 111 0.8× 67 0.8× 43 0.7× 43 689
Olive Chapman Canada 15 677 1.0× 147 0.5× 205 1.5× 62 0.8× 24 0.4× 57 755
Gwendolyn M. Lloyd United States 16 975 1.5× 193 0.7× 243 1.8× 154 1.9× 18 0.3× 44 1.1k
Laurie Sleep United States 8 1.1k 1.7× 229 0.8× 327 2.5× 101 1.3× 17 0.3× 8 1.2k
Morten Blomhøj Denmark 9 534 0.8× 185 0.7× 129 1.0× 39 0.5× 13 0.2× 38 639
Megan Staples United States 11 698 1.1× 258 0.9× 175 1.3× 47 0.6× 16 0.3× 21 746

Countries citing papers authored by Despina Potari

Since Specialization
Citations

This map shows the geographic impact of Despina Potari'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 Despina Potari with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Despina Potari more than expected).

Fields of papers citing papers by Despina Potari

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Despina Potari. 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 Despina Potari. The network helps show where Despina Potari may publish in the future.

Co-authorship network of co-authors of Despina Potari

This figure shows the co-authorship network connecting the top 25 collaborators of Despina Potari. A scholar is included among the top collaborators of Despina Potari 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 Despina Potari. Despina Potari is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Potari, Despina, et al.. (2024). Using critical incidents as a tool for promoting prospective teachers’ noticing during reflective discussions in a fieldwork-based university course. Educational Studies in Mathematics. 117(1). 67–95. 3 indexed citations
2.
Darragh, Lisa, Karin Brodie, Anjum Halai, et al.. (2024). Publishing mathematics education research in English: amplifying voices from the field. Journal of Mathematics Teacher Education. 27(5). 857–878. 8 indexed citations
3.
Potari, Despina. (2024). Studying complex phenomena in mathematics teacher education. Journal of Mathematics Teacher Education. 27(1). 1–4.
4.
Scheiner, Thorsten, Karin Brodie, Núria Planas, et al.. (2024). Addressing equity, diversity and inclusion in academic publishing: key initiatives from JMTE. Journal of Mathematics Teacher Education. 8 indexed citations
5.
Potari, Despina, et al.. (2023). Theorizing university mathematics teaching: the Teaching Triad within an Activity Theory perspective. Educational Studies in Mathematics. 114(1). 1–16. 2 indexed citations
6.
Potari, Despina, et al.. (2021). Teacher Educators’ Activity Aiming to Support Inquiry Through Mathematics and Science Teacher Collaboration. International Journal of Science and Mathematics Education. 19(S1). 21–37. 6 indexed citations
7.
Jaworski, Barbara, et al.. (2020). Undergraduate Mathematics Teaching in First Year Lectures: Can it be Responsive to Student Learning Needs?. International Journal of Research in Undergraduate Mathematics Education. 6(3). 347–374. 9 indexed citations
8.
Potari, Despina. (2018). Teachers’ and students’ perspectives in mathematics teaching and teacher education. Journal of Mathematics Teacher Education. 21(6). 541–543. 1 indexed citations
9.
Potari, Despina. (2017). The quality of mathematics teaching: a central goal in mathematics teacher education. Journal of Mathematics Teacher Education. 20(6). 515–517. 1 indexed citations
10.
Jaworski, Barbara, et al.. (2016). Mathematics learning and teaching at university level. eCite Digital Repository (University of Tasmania). 1 indexed citations
11.
Jaworski, Barbara, et al.. (2015). How do research mathematicians teach Calculus. HAL (Le Centre pour la Communication Scientifique Directe). 2221–2227. 1 indexed citations
12.
Verschaffel, Lieven, Franco Brezzi, Ghislaine Gueudet, et al.. (2015). Solid Findings: Students’ Over-reliance on Linearity. Lirias (KU Leuven). 51–53. 1 indexed citations
13.
Potari, Despina, et al.. (2015). Introduction to the papers of TWG19: Mathematics teacher and classroom practices. HAL (Le Centre pour la Communication Scientifique Directe). 1 indexed citations
14.
15.
Potari, Despina. (2013). Promoting teachers’ mathematical and pedagogical awareness. Journal of Mathematics Teacher Education. 16(2). 81–83. 8 indexed citations
16.
Potari, Despina, et al.. (2010). Mathematical practices in a technological workplace: the role of tools. Educational Studies in Mathematics. 74(3). 275–294. 19 indexed citations
17.
Potari, Despina, et al.. (2010). Teachers’ and researchers’ collaboration in analysing mathematics teaching: A context for professional reflection and development. Journal of Mathematics Teacher Education. 13(6). 473–485. 18 indexed citations
18.
Potari, Despina, et al.. (2006). MATHEMATICAL ACTIVITY IN A TECHNOLOGICAL WORKPLACE: RESULTS FROM AN ETHNOGRAPHIC STUDY. 1 indexed citations
19.
Potari, Despina, et al.. (2000). Dynamic transformations of solids in the mathematics education. ePublications@SCU (Southern Cross University). 3. 215–222. 1 indexed citations
20.
Potari, Despina, et al.. (1992). Children's Representations of the Development of Solids.. for the learning of mathematics. 12(1). 38–46. 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.

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