F. D. Rivera

864 total citations
30 papers, 512 citations indexed

About

F. D. Rivera is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, F. D. Rivera has authored 30 papers receiving a total of 512 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 18 papers in Statistics and Probability and 8 papers in Developmental and Educational Psychology. Recurrent topics in F. D. Rivera's work include Mathematics Education and Teaching Techniques (26 papers), Cognitive and developmental aspects of mathematical skills (18 papers) and Reading and Literacy Development (5 papers). F. D. Rivera is often cited by papers focused on Mathematics Education and Teaching Techniques (26 papers), Cognitive and developmental aspects of mathematical skills (18 papers) and Reading and Literacy Development (5 papers). F. D. Rivera collaborates with scholars based in United States, Australia and Israel. F. D. Rivera's co-authors include Joanne Rossi Becker, Clarissa A. Thompson, Pooja G. Sidney, Dake Zhang, Abraham Arcavi, Heinz Steinbring, Jennifer M. Taber and Erika A. Waters and has published in prestigious journals such as Perspectives on Psychological Science, Contemporary Educational Psychology and Educational Studies in Mathematics.

In The Last Decade

F. D. Rivera

30 papers receiving 470 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
F. D. Rivera United States	14	431	296	102	92	41	30	512
Angela Murphy Gardiner United States	12	563 1.3×	399 1.3×	189 1.9×	112 1.2×	21 0.5×	28	642
Zvia Markovits Israel	10	433 1.0×	285 1.0×	114 1.1×	95 1.0×	59 1.4×	18	496
Jim Cottrill United States	4	553 1.3×	277 0.9×	156 1.5×	65 0.7×	19 0.5×	5	632
Esther Levenson Israel	15	520 1.2×	266 0.9×	149 1.5×	82 0.9×	155 3.8×	55	648
Judith T. Sowder United States	16	783 1.8×	657 2.2×	183 1.8×	130 1.4×	42 1.0×	28	894
Kathleen Hart United Kingdom	7	530 1.2×	337 1.1×	113 1.1×	52 0.6×	42 1.0×	13	624
Behiye Ubuz Türkiye	12	396 0.9×	124 0.4×	124 1.2×	35 0.4×	32 0.8×	44	472
Barbara Dougherty United States	12	385 0.9×	245 0.8×	132 1.3×	52 0.6×	16 0.4×	46	468
Ellen Ansell United States	8	423 1.0×	170 0.6×	213 2.1×	32 0.3×	22 0.5×	8	534
María C. Cañadas Spain	11	337 0.8×	202 0.7×	105 1.0×	49 0.5×	13 0.3×	86	408

Countries citing papers authored by F. D. Rivera

Since Specialization

Citations

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

Fields of papers citing papers by F. D. Rivera

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by F. D. Rivera. 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 F. D. Rivera. The network helps show where F. D. Rivera may publish in the future.

Co-authorship network of co-authors of F. D. Rivera

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

All Works

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20 of 20 papers shown

Thompson, Clarissa A., et al.. (2022). Leveraging Math Cognition to Combat Health Innumeracy. Perspectives on Psychological Science. 18(1). 152–177. 9 indexed citations

Zhang, Dake & F. D. Rivera. (2021). Predetermined accommodations with a standardized testing protocol: Examining two accommodation supports for developing fraction thinking in students with mathematical difficulties. The Journal of Mathematical Behavior. 62. 100861–100861. 4 indexed citations

Sidney, Pooja G., Clarissa A. Thompson, & F. D. Rivera. (2019). Number lines, but not area models, support children’s accuracy and conceptual models of fraction division. Contemporary Educational Psychology. 58. 288–298. 28 indexed citations

Rivera, F. D.. (2018). Pattern Generalization Processing of Elementary Students: Cognitive Factors Affecting the Development of Exact Mathematical Structures. Eurasia Journal of Mathematics Science and Technology Education. 14(9). 8 indexed citations

Rivera, F. D.. (2015). La naturaleza distribuida de la generalización de patrones. PNA. 9(3). 165–191. 1 indexed citations

Rivera, F. D.. (2015). <p>The distributed nature of pattern generalization</p>. PNA. 9(3). 165–191. 3 indexed citations

Rivera, F. D., Heinz Steinbring, & Abraham Arcavi. (2013). Visualization as an epistemological learning tool: an introduction. ZDM. 46(1). 1–2. 5 indexed citations

Rivera, F. D.. (2013). From math drawings to algorithms: emergence of whole number operations in children. ZDM. 46(1). 59–77. 6 indexed citations

Rivera, F. D.. (2011). Toward a visually-oriented school mathematics curriculum : research, theory, practice, and issues. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 22 indexed citations

10.

Rivera, F. D.. (2010). There Is More to Mathematics than Symbols.. 1 indexed citations

11.

Rivera, F. D.. (2009). Visual templates in pattern generalization activity. Educational Studies in Mathematics. 73(3). 297–328. 59 indexed citations

12.

Rivera, F. D. & Joanne Rossi Becker. (2007). Middle school children’s cognitive perceptions of constructive and deconstructive generalizations involving linear figural patterns. ZDM. 40(1). 65–82. 54 indexed citations

13.

Rivera, F. D.. (2007). Accounting for Students’ Schemes in the Development of a Graphical Process for Solving Polynomial Inequalities in Instrumented Activity. Educational Studies in Mathematics. 65(3). 281–307. 2 indexed citations

14.

Rivera, F. D.. (2007). Connecting Research to Teaching: Visualizing as a Mathematical Way of Knowing: Understanding Figural Generalization. Mathematics Teacher Learning and Teaching PK-12. 101(1). 69–75. 17 indexed citations

15.

Rivera, F. D.. (2006). Research, Reflection, Practice: Changing the Face of Arithmetic: Teaching Children Algebra. Teaching Children Mathematics. 12(6). 306–311. 6 indexed citations

16.

Rivera, F. D. & Joanne Rossi Becker. (2006). Accounting for Sixth Graders' Generalization Strategies in Algebra. 1–2. 4 indexed citations

17.

Becker, Joanne Rossi & F. D. Rivera. (2005). Generalization Strategies of Beginning High School Algebra Students.. Proceedings of the ... PME Conference. 4. 121–128. 34 indexed citations

18.

Rivera, F. D. & Joanne Rossi Becker. (2005). Teacher to Teacher: Figural and Numerical Modes of Generalizing in Algebra. Mathematics Teaching in the Middle School. 11(4). 198–204. 17 indexed citations

19.

Rivera, F. D. & Joanne Rossi Becker. (2004). A Sociocultural Account of Students' Collective Mathematical Understanding of Polynomial Inequalities in Instrumented Activity.. Proceedings of the ... PME Conference. 4 indexed citations

20.

Rivera, F. D. & Joanne Rossi Becker. (2003). The Effects of Numerical and Figural Cues on the Induction Processes of Preservice Elementary Teachers.. Proceedings of the ... PME Conference. 4. 63–70. 5 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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