Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Beliefs: A Hidden Variable in Mathematics Education?
Countries citing papers authored by Erkki Pehkonen
Since
Specialization
Citations
This map shows the geographic impact of Erkki Pehkonen'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 Erkki Pehkonen with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Erkki Pehkonen more than expected).
This network shows the impact of papers produced by Erkki Pehkonen. 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 Erkki Pehkonen. The network helps show where Erkki Pehkonen may publish in the future.
Co-authorship network of co-authors of Erkki Pehkonen
This figure shows the co-authorship network connecting the top 25 collaborators of Erkki Pehkonen.
A scholar is included among the top collaborators of Erkki Pehkonen 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 Erkki Pehkonen. Erkki Pehkonen is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Pehkonen, Erkki. (2009). How Finns learn mathematics: what is the influence of 25 years of research in mathematics education?. 71–101.4 indexed citations
Kaasila, Raimo, Erkki Pehkonen, & Anu Laine. (2007). Elementary education students' memories of mathematics in family context. LaCRIS (University of Lapland). 1–8.3 indexed citations
10.
Pehkonen, Erkki & Maija Ahtee. (2006). Levels of teachers' listening in working with open problems. 63–74.2 indexed citations
11.
Pehkonen, Erkki, et al.. (2006). Students' understanding of infinity. 79–83.1 indexed citations
12.
Hannula, Markku S., Raimo Kaasila, Anu Laine, & Erkki Pehkonen. (2005). Structure and Typical Profiles of Elementary Teacher Students' View of Mathematics.. Proceedings of the ... PME Conference. 3. 89–96.17 indexed citations
13.
Pehkonen, Erkki & Maija Ahtee. (2005). The key element for good teaching: teachers' listening. 641–650.1 indexed citations
14.
Hannula, Markku S., et al.. (2004). Development of Understanding and Self-Confidence in Mathematics; Grades 5-8.. Proceedings of the ... PME Conference.59 indexed citations
15.
Hannula, Markku S., et al.. (2003). On Pupils' Self-Confidence in Mathematics: Gender Comparisons.. Proceedings of the ... PME Conference. 3. 453–460.16 indexed citations
16.
Ahtee, Maija, et al.. (2001). Research on Mathematics and Science Education: From Beliefs to Cognition, from Problem Solving to Understanding..7 indexed citations
Pehkonen, Erkki. (1997). Proceedings of the 21st conference of the International Group for the Psychology of Mathematics Education : PME 21 July 14-19, 1997 Lahti, Finland. Medical Entomology and Zoology.8 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.