Didem Akyüz

674 total citations
40 papers, 442 citations indexed

About

Didem Akyüz is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Didem Akyüz has authored 40 papers receiving a total of 442 indexed citations (citations by other indexed papers that have themselves been cited), including 38 papers in Education, 9 papers in Statistics and Probability and 6 papers in Developmental and Educational Psychology. Recurrent topics in Didem Akyüz's work include Mathematics Education and Teaching Techniques (30 papers), Education and Technology Integration (18 papers) and Cognitive and developmental aspects of mathematical skills (9 papers). Didem Akyüz is often cited by papers focused on Mathematics Education and Teaching Techniques (30 papers), Education and Technology Integration (18 papers) and Cognitive and developmental aspects of mathematical skills (9 papers). Didem Akyüz collaborates with scholars based in Türkiye, United States and Ukraine. Didem Akyüz's co-authors include Michelle Stephan, Pınar Güner, Erdinç Çakıroğlu, Cem Oktay Güzeller, Mine Işıksal-Bostan and Kathryn Shafer and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Journal of Teacher Education.

In The Last Decade

Didem Akyüz

37 papers receiving 419 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Didem Akyüz Türkiye 12 383 101 94 67 54 40 442
Patrick McGuire United States 8 406 1.1× 96 1.0× 74 0.8× 106 1.6× 29 0.5× 15 484
Cengiz Alacacı Türkiye 12 336 0.9× 77 0.8× 79 0.8× 24 0.4× 67 1.2× 26 404
Samuel Otten United States 15 405 1.1× 127 1.3× 131 1.4× 40 0.6× 32 0.6× 44 467
Keith R. Leatham United States 14 632 1.7× 177 1.8× 204 2.2× 37 0.6× 54 1.0× 41 716
Chandra Hawley Orrill United States 13 379 1.0× 89 0.9× 171 1.8× 22 0.3× 27 0.5× 49 451
Sarah Bansilal South Africa 14 456 1.2× 86 0.9× 161 1.7× 46 0.7× 119 2.2× 73 521
Bärbel Barzel Germany 10 272 0.7× 75 0.7× 39 0.4× 74 1.1× 21 0.4× 32 334
Peter Boon Netherlands 7 322 0.8× 124 1.2× 88 0.9× 49 0.7× 34 0.6× 18 402
June Mark United States 9 328 0.9× 103 1.0× 144 1.5× 16 0.2× 39 0.7× 18 419
Helen C. Reed Netherlands 6 287 0.7× 115 1.1× 74 0.8× 59 0.9× 32 0.6× 9 368

Countries citing papers authored by Didem Akyüz

Since Specialization
Citations

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

Fields of papers citing papers by Didem Akyüz

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Didem Akyüz

This figure shows the co-authorship network connecting the top 25 collaborators of Didem Akyüz. A scholar is included among the top collaborators of Didem Akyüz 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 Didem Akyüz. Didem Akyüz 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.
Akyüz, Didem, et al.. (2024). Preservice Mathematics Teachers’ Experiences in Designing STEM Lessons. DergiPark (Istanbul University). 7(2). 93–126. 2 indexed citations
2.
Stephan, Michelle & Didem Akyüz. (2021). Semiotics from a Social Constructivist Perspective. International Journal of Science and Mathematics Education. 20(7). 1499–1519.
3.
Akyüz, Didem, et al.. (2020). Mathematical Practices of Eighth Graders about 3D Shapes in an Argumentation, Technology, and Design-Based Classroom Environment. International Journal of Science and Mathematics Education. 18(8). 1485–1505. 18 indexed citations
4.
Akyüz, Didem, et al.. (2020). Mathematical knowledge of two middle school mathematics teachers in planning and teaching pattern generalizatio. İlköğretim Online. 2098–2117. 1 indexed citations
5.
Akyüz, Didem, et al.. (2019). The Comparative Effects of Concrete Manipulatives and Dynamic Software on the Geometry Achievement of Fifth-Grade Students. International Journal for Technology in Mathematics Education. 26(1). 3–20. 8 indexed citations
6.
Akyüz, Didem, et al.. (2019). Developing Subject Matter Knowledge through Argumentation. International Journal of Research in Education and Science. 5(2). 532–547. 11 indexed citations
7.
Akyüz, Didem, et al.. (2019). Examining Two Middle School Mathematics Teachers’ Knowledge for Teaching Manipulation of Algebraic Expressions during Lesson Planning and Instruction. Türk bilgisayar ve matematik eğitimi dergisi. 10(3). 588–616. 1 indexed citations
8.
Akyüz, Didem, et al.. (2017). PRESERVICE MIDDLE SCHOOL MATHEMATICS TEACHERS’ CONCEPTION OF AUXILIARY ELEMENTS OF TRIANGLES. DergiPark (Istanbul University). 6. 68–72. 1 indexed citations
9.
Akyüz, Didem, et al.. (2016). Ortaokul Matematik Öğretmeni Adaylarının Üçgenler Konusunda Tanım Oluşturma Sürecindeki Öğrenmeleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 16(4). 1 indexed citations
10.
Akyüz, Didem, et al.. (2016). The Effects of Using Dynamic Geometry on Eighth Grade Students’ Achievement and Attitude towards Triangles. International Journal for Technology in Mathematics Education. 23(3). 95–102. 19 indexed citations
11.
Akyüz, Didem. (2016). Solution Strategies of a Teacher Candidate: Rediscovering Numbers in Base Eight. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 17(2).
12.
Güzeller, Cem Oktay, et al.. (2016). The development of a self-efficacy scale for mathematical modeling competencies. SHILAP Revista de lepidopterología. 4(23899). 19–35. 16 indexed citations
13.
Akyüz, Didem, et al.. (2016). Pre-Service Middle School Mathematics Teachers’ Understanding of Students’ Knowledge: Location of Decimal Numbers on a Number Line. International Journal of Education in Mathematics Science and Technology. 4(2). 84–84. 1 indexed citations
14.
Akyüz, Didem. (2014). MATHEMATICAL PRACTICES IN A TECHNOLOGICAL SETTING: A DESIGN RESEARCH EXPERIMENT FOR TEACHING CIRCLE PROPERTIES. International Journal of Science and Mathematics Education. 14(3). 549–573. 12 indexed citations
15.
Akyüz, Didem. (2014). An Investigation into Sociomathematical Norms in a Technology and Inquiry Based Classroom for Teaching Circle Properties. TED EĞİTİM VE BİLİM. 39(175). 58–72. 5 indexed citations
16.
Akyüz, Didem, et al.. (2013). Improving the quality of mathematics teaching with effective planning practices. Teacher Development. 17(1). 92–106. 12 indexed citations
17.
Çakıroğlu, Erdinç, et al.. (2012). Developing Techno-Pedagogical Skills in Preservice Elementary Mathematics Teachers. OpenMETU (Middle East Technical University). 2012(1). 2235–2240. 1 indexed citations
18.
Akyüz, Didem, et al.. (2012). The Role of the Teacher in Supporting Imagery in Understanding Integers. TED EĞİTİM VE BİLİM. 37(163). 268–282. 9 indexed citations
19.
Stephan, Michelle & Didem Akyüz. (2012). A Proposed Instructional Theory for Integer Addition and Subtraction. Journal for Research in Mathematics Education. 43(4). 428–464. 87 indexed citations
20.
Akyüz, Didem, et al.. (2009). An Investigation into Two Preservice Teachers' Use of Different Representations in Solving a Pattern Task. OpenMETU (Middle East Technical University). 1–5. 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Patrick McGuire Breakdown of academic impact, for papers by Cengiz Alacacı Breakdown of academic impact, for papers by Samuel Otten Breakdown of academic impact, for papers by Keith R. Leatham Breakdown of academic impact, for papers by Chandra Hawley Orrill Breakdown of academic impact, for papers by Sarah Bansilal Breakdown of academic impact, for papers by Bärbel Barzel Breakdown of academic impact, for papers by Peter Boon Breakdown of academic impact, for papers by June Mark Breakdown of academic impact, for papers by Helen C. Reed
Rankless by CCL
2026