Fou-Lai Lin

633 total citations
11 papers, 353 citations indexed

About

Fou-Lai Lin is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Fou-Lai Lin has authored 11 papers receiving a total of 353 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Education, 4 papers in Developmental and Educational Psychology and 4 papers in Statistics and Probability. Recurrent topics in Fou-Lai Lin's work include Mathematics Education and Teaching Techniques (7 papers), Cognitive and developmental aspects of mathematical skills (4 papers) and Innovative Teaching and Learning Methods (3 papers). Fou-Lai Lin is often cited by papers focused on Mathematics Education and Teaching Techniques (7 papers), Cognitive and developmental aspects of mathematical skills (4 papers) and Innovative Teaching and Learning Methods (3 papers). Fou-Lai Lin collaborates with scholars based in Taiwan, Australia and Austria. Fou-Lai Lin's co-authors include Jill Adler, Jarmila Novotná, Deborah Loewenberg Ball, Konrad Krainer, Kai‐Lin Yang, Larry D. Yore, Mei-Shiu Chiu, Yu-Ping Chang, Rully Charitas Indra Prahmana and Rooselyna Ekawati and has published in prestigious journals such as Educational Studies in Mathematics, ZDM and International Journal of Science and Mathematics Education.

In The Last Decade

Fou-Lai Lin

11 papers receiving 286 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Fou-Lai Lin Taiwan 7 322 91 64 38 23 11 353
Kirsti Hemmi Sweden 14 413 1.3× 120 1.3× 98 1.5× 53 1.4× 41 1.8× 43 462
Ruth M. Heaton United States 11 407 1.3× 147 1.6× 56 0.9× 33 0.9× 43 1.9× 25 464
Jarmila Novotná Czechia 10 387 1.2× 134 1.5× 82 1.3× 43 1.1× 17 0.7× 51 473
Susie Groves Australia 10 404 1.3× 59 0.6× 90 1.4× 51 1.3× 44 1.9× 45 454
Dawn Berk United States 7 453 1.4× 132 1.5× 82 1.3× 41 1.1× 27 1.2× 13 499
Samuel Otten United States 15 405 1.3× 131 1.4× 127 2.0× 22 0.6× 23 1.0× 44 467
Irene Biza United Kingdom 11 324 1.0× 113 1.2× 89 1.4× 25 0.7× 6 0.3× 41 356
Anne Garrison Wilhelm United States 10 271 0.8× 69 0.8× 71 1.1× 23 0.6× 40 1.7× 21 318
Teruni Lamberg United States 7 311 1.0× 51 0.6× 88 1.4× 40 1.1× 47 2.0× 18 361
Rebekah Elliott United States 7 306 1.0× 55 0.6× 64 1.0× 28 0.7× 68 3.0× 14 332

Countries citing papers authored by Fou-Lai Lin

Since Specialization
Citations

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

Fields of papers citing papers by Fou-Lai Lin

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Fou-Lai Lin. 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 Fou-Lai Lin. The network helps show where Fou-Lai Lin may publish in the future.

Co-authorship network of co-authors of Fou-Lai Lin

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

All Works

11 of 11 papers shown
1.
2.
Chiu, Mei-Shiu, et al.. (2022). The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model. Eurasia Journal of Mathematics Science and Technology Education. 18(12). em2187–em2187. 4 indexed citations
3.
4.
Yang, Kai‐Lin, et al.. (2021). An Approach to Enactivist Perspective on Learning: Mathematics-Grounding Activities. The Asia-Pacific Education Researcher. 31(6). 657–666. 6 indexed citations
5.
6.
Lin, Fou-Lai, et al.. (2009). DESIGNING INNOVATIVE WORKSHEETS FOR IMPROVING READING COMPREHENSION OF GEOMETRY PROOF. 2 indexed citations
7.
Lin, Fou-Lai, et al.. (2009). Assessing science students’ attitudes to mathematics: a case study on a modelling project with mathematical software. International Journal of Mathematical Education in Science and Technology. 40(4). 441–453. 13 indexed citations
8.
Lin, Fou-Lai, et al.. (2007). The Reading Comprehension of Geometric Proofs: The Contribution of Knowledge and Reasoning. International Journal of Science and Mathematics Education. 5(4). 729–754. 24 indexed citations
9.
Lin, Fou-Lai, et al.. (2007). Mentoring Makes a Difference. International Journal of Science and Mathematics Education. 5(2). 187–191. 6 indexed citations
10.
Adler, Jill, Deborah Loewenberg Ball, Konrad Krainer, Fou-Lai Lin, & Jarmila Novotná. (2005). Reflections on an Emerging Field: Researching Mathematics Teacher Education. Educational Studies in Mathematics. 60(3). 359–381. 137 indexed citations
11.
Lin, Fou-Lai. (2000). Making Sense of Mathematics Teacher Education. Journal of Mathematics Teacher Education. 3(2). 183–190. 143 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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2026