Farzad Radmehr

535 total citations
49 papers, 345 citations indexed

About

Farzad Radmehr is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Farzad Radmehr has authored 49 papers receiving a total of 345 indexed citations (citations by other indexed papers that have themselves been cited), including 42 papers in Education, 19 papers in Statistics and Probability and 14 papers in Developmental and Educational Psychology. Recurrent topics in Farzad Radmehr's work include Mathematics Education and Teaching Techniques (26 papers), Cognitive and developmental aspects of mathematical skills (13 papers) and Educational Assessment and Pedagogy (9 papers). Farzad Radmehr is often cited by papers focused on Mathematics Education and Teaching Techniques (26 papers), Cognitive and developmental aspects of mathematical skills (13 papers) and Educational Assessment and Pedagogy (9 papers). Farzad Radmehr collaborates with scholars based in Iran, Norway and New Zealand. Farzad Radmehr's co-authors include Michael Drake, Simon Goodchild, John Overton, Danyal Farsani, Vicenç Font, Yusuf F. Zakariya, Yuri V. Rogovchenko and Melih Turğut and has published in prestigious journals such as Journal of Computer Assisted Learning, Educational Studies in Mathematics and Higher Education Research & Development.

In The Last Decade

Farzad Radmehr

43 papers receiving 304 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Farzad Radmehr Iran 11 273 91 80 67 34 49 345
Björn Palmberg Sweden 6 240 0.9× 48 0.5× 61 0.8× 27 0.4× 36 1.1× 16 283
Sare Şengül Türkiye 13 387 1.4× 96 1.1× 143 1.8× 100 1.5× 34 1.0× 84 465
Mourat Tchoshanov United States 8 347 1.3× 75 0.8× 165 2.1× 73 1.1× 35 1.0× 23 402
Francesca Morselli Italy 8 292 1.1× 96 1.1× 78 1.0× 23 0.3× 27 0.8× 32 361
Mike Thomas New Zealand 13 289 1.1× 99 1.1× 57 0.7× 29 0.4× 42 1.2× 35 402
Erhan Bingölbali Türkiye 9 286 1.0× 50 0.5× 104 1.3× 46 0.7× 14 0.4× 23 321
Aaron Weinberg United States 10 276 1.0× 85 0.9× 148 1.9× 27 0.4× 10 0.3× 18 341
Kathleen Melhuish United States 10 244 0.9× 77 0.8× 98 1.2× 34 0.5× 8 0.2× 35 280
Benjamin Rott Germany 12 328 1.2× 146 1.6× 92 1.1× 68 1.0× 27 0.8× 59 401
Despina A. Stylianou United States 12 445 1.6× 132 1.5× 215 2.7× 95 1.4× 15 0.4× 27 519

Countries citing papers authored by Farzad Radmehr

Since Specialization
Citations

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

Fields of papers citing papers by Farzad Radmehr

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Farzad Radmehr

This figure shows the co-authorship network connecting the top 25 collaborators of Farzad Radmehr. A scholar is included among the top collaborators of Farzad Radmehr 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 Farzad Radmehr. Farzad Radmehr 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.
Radmehr, Farzad, et al.. (2025). Task design principles in mathematics education: a literature review. International Journal of Mathematical Education in Science and Technology. 1–33. 2 indexed citations
2.
Radmehr, Farzad & Melih Turğut. (2024). Learning more about derivative: leveraging online resources for varied realizations. ZDM. 56(4). 589–604. 1 indexed citations
3.
Radmehr, Farzad, et al.. (2024). Laplace Transform in Mathematics and Electrical Engineering: A Praxeological Analysis of Two Textbooks on the Differential Equations and Signal Processing. IEEE Transactions on Education. 67(4). 508–518. 2 indexed citations
4.
5.
Radmehr, Farzad. (2023). Toward a theoretical framework for task design in mathematics education. Journal on Mathematics Education. 14(2). 189–204. 6 indexed citations
6.
Radmehr, Farzad, et al.. (2023). Students’ mathematical thinking of the tree concept: an integration of APOS with Tall’s three worlds of mathematics. Research in Mathematics Education. 27(3). 367–388. 1 indexed citations
7.
Radmehr, Farzad, et al.. (2023). Perceptions of Lecturers and Engineering Students of Sophism and Paradox: The Case of Differential Equations. Education Sciences. 13(4). 354–354. 1 indexed citations
8.
Radmehr, Farzad & Michael Drake. (2021). Exploring students’ metacognition in relation to an integral-area evaluation task. Duo Research Archive (University of Oslo).
9.
Radmehr, Farzad, et al.. (2021). How do university students of different ethnic backgrounds perceive factors that hinder learning in STEM and non-STEM majors?. Higher Education Research & Development. 41(5). 1693–1709. 2 indexed citations
10.
Radmehr, Farzad, et al.. (2019). Student perceptions of effective lecturers: the need to recognise the role of ethnicity and choice of discipline. Higher Education Research & Development. 39(2). 302–317. 4 indexed citations
11.
Radmehr, Farzad, et al.. (2018). The role of mathematical homework and prior knowledge on the relationship between students’ mathematical performance, cognitive style and working memory capacity. Electronic Journal of Research in Educational Psychology. 10(28). 1223–1248. 12 indexed citations
12.
Radmehr, Farzad & Michael Drake. (2018). Students’ mathematical performance, metacognitive experiences and metacognitive skills in relation to integral-area relationships. Teaching Mathematics and its Applications An International Journal of the IMA. 38(2). 85–106. 12 indexed citations
13.
Radmehr, Farzad, et al.. (2014). Who Should be Interviewed? A Response from Cluster Analysis. Practice in Clinical Psychology. 2(2). 117–126.
14.
15.
Radmehr, Farzad, et al.. (2013). The role of Metacognition on effect of Working Memory Capacity on students' mathematical problem solving. 1(3). 125–139. 1 indexed citations
16.
17.
Radmehr, Farzad. (2012). El papel de los deberes y conocimientos previos matemáticos en la relación entre el rendimiento matemático, estilo cognitivo y capacidad de memoria de trabajo de los alumnos. Electronic Journal of Research in Educational Psychology. 10(28). 1223–1248. 1 indexed citations
18.
Radmehr, Farzad, et al.. (2012). The relationship between predictive factors of mathematical performance and the level of Testosterone, Thyroid-Stimulating Hormone, Prolactin and Thyroxine. 8.
19.
Radmehr, Farzad, et al.. (2012). Exploring the relationship between Iranian students' Mathematical Literacy and Mathematical performance. 8. 4 indexed citations
20.
Radmehr, Farzad, et al.. (2012). The Relationship Between Students Cognitive Abilities, Mathematical Performance And The Level Of Testosterone, Thyroid-stimulating Hormone, Prolactin And Thyroxine. Journal of Mathematics and Computer Science. 5(1). 1–16. 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Björn Palmberg Breakdown of academic impact, for papers by Sare Şengül Breakdown of academic impact, for papers by Mourat Tchoshanov Breakdown of academic impact, for papers by Francesca Morselli Breakdown of academic impact, for papers by Mike Thomas Breakdown of academic impact, for papers by Erhan Bingölbali Breakdown of academic impact, for papers by Aaron Weinberg Breakdown of academic impact, for papers by Kathleen Melhuish Breakdown of academic impact, for papers by Benjamin Rott Breakdown of academic impact, for papers by Despina A. Stylianou
Rankless by CCL
2026