This map shows the geographic impact of Dianne Siemon'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 Dianne Siemon with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Dianne Siemon more than expected).
This network shows the impact of papers produced by Dianne Siemon. 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 Dianne Siemon. The network helps show where Dianne Siemon may publish in the future.
Co-authorship network of co-authors of Dianne Siemon
This figure shows the co-authorship network connecting the top 25 collaborators of Dianne Siemon.
A scholar is included among the top collaborators of Dianne Siemon 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 Dianne Siemon. Dianne Siemon is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Siemon, Dianne, et al.. (2021). The development and validation of two new assessment options for multiplicative thinking. UTAS Research Repository. 369–376.
Siemon, Dianne, Douglas H. Clements, Jere Confrey, et al.. (2017). Researching and using learning progressions (trajectories) in mathematics education. RMIT Research Repository (RMIT University Library).8 indexed citations
7.
Siemon, Dianne, et al.. (2017). Reframing Mathematical Futures: Using Learning Progressions to Support Mathematical Thinking in the Middle Years.. Mathematics Education Research Group of Australasia.3 indexed citations
8.
Siemon, Dianne. (2017). Developing Learning Progressions to Support Mathematical Reasoning in the Middle Years: Introducing the Reframing Mathematical Futures II Project. RMIT Research Repository (RMIT University Library). 651–654.2 indexed citations
9.
Siemon, Dianne. (2013). Launching mathematical futures: The key role of multiplicative thinking. RMIT Research Repository (RMIT University Library). 36–52.3 indexed citations
10.
Atweh, Bill, Merrilyn Goos, Robyn Jorgensen, & Dianne Siemon. (2012). Engaging the Australian Curriculum Mathematics: Perspectives from the field. Griffith Research Online (Griffith University, Queensland, Australia).12 indexed citations
Siemon, Dianne. (2011). Realising the 'big ideas' in number: Vision impossible?. RMIT Research Repository (RMIT University Library).1 indexed citations
13.
Siemon, Dianne, Kim Beswick, Kathy Brady, et al.. (2011). Teaching Mathematics: Foundations to middle years. eCite Digital Repository (University of Tasmania).19 indexed citations
Diezmann, Carmel M., et al.. (2007). Investigating the Learning of a Professional Development Team: The Years 1-3 Mathematics Probes Project. Mathematics teacher education and development. 8. 94–116.2 indexed citations
16.
Louden, William, Mary Rohl, Jennifer Gore, et al.. (2005). Prepared to teach: an investigation into the preparation of teachers to teach literacy and numeracy. Australasian Journal of Paramedicine.66 indexed citations
17.
Siemon, Dianne, et al.. (2004). ELABORATING THE TEACHER'S ROLE - TOWARDS A PROFESSIONAL LANGUAGE. Proceedings of the ... PME Conference.2 indexed citations
Siemon, Dianne. (2003). Partitioning: the missing link in building fraction knowledge and confidence. RMIT Research Repository (RMIT University Library).8 indexed citations
20.
Sullivan, Peter & Dianne Siemon. (2003). Intended and actual approaches to teacher communication in mathematics lessons. 658–665.1 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.