Gary Davis

2.0k total citations · 1 hit paper
40 papers, 1.3k citations indexed

About

Gary Davis is a scholar working on Education, Statistics and Probability and Computational Theory and Mathematics. According to data from OpenAlex, Gary Davis has authored 40 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 11 papers in Statistics and Probability and 8 papers in Computational Theory and Mathematics. Recurrent topics in Gary Davis's work include Mathematics Education and Teaching Techniques (11 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Advanced Algebra and Logic (8 papers). Gary Davis is often cited by papers focused on Mathematics Education and Teaching Techniques (11 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Advanced Algebra and Logic (8 papers). Gary Davis collaborates with scholars based in Australia, United States and United Kingdom. Gary Davis's co-authors include James K. Brooks, Grant Cairns, P. J. Stacey, John Banks, Robert P. Hunting, Anne Pitkethly, Anne Campbell, Verna M. Adams, David Tall and Adrian Simpson and has published in prestigious journals such as Journal of Cleaner Production, American Mathematical Monthly and Scientometrics.

In The Last Decade

Gary Davis

33 papers receiving 1.1k citations

Hit Papers

align trajectories

What are hit papers?

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.

On Devaney's Definition of Chaos

1992 472 citations Gary Davis et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Gary Davis Australia	14	529	420	289	248	210	40	1.3k
Douglas Lind United States	20	1.3k 2.4×	347 0.8×	24 0.1×	422 1.7×	53 0.3×	68	2.3k
Peter Hilton United States	14	503 1.0×	74 0.2×	70 0.2×	494 2.0×	40 0.2×	136	1.0k
Thomas Ward United Kingdom	17	844 1.6×	233 0.6×	9 0.0×	601 2.4×	58 0.3×	81	1.3k
Edwin E. Moïse United States	15	300 0.6×	65 0.2×	52 0.2×	436 1.8×	21 0.1×	56	1.0k
Daniel J. Velleman United States	11	92 0.2×	91 0.2×	28 0.1×	213 0.9×	35 0.2×	68	640
Howard Eves United States	13	66 0.1×	40 0.1×	119 0.4×	163 0.7×	60 0.3×	45	776
A. Seidenberg United States	19	278 0.5×	116 0.3×	20 0.1×	844 3.4×	50 0.2×	53	1.9k
W. T. Gowers United Kingdom	23	851 1.6×	48 0.1×	20 0.1×	736 3.0×	235 1.1×	49	2.1k
Hans Rudi Fischer United States	10	155 0.3×	26 0.1×	20 0.1×	161 0.6×	75 0.4×	39	755
Luis Hernández Encinas Spain	19	44 0.1×	92 0.2×	145 0.5×	17 0.1×	54 0.3×	113	1.1k

Countries citing papers authored by Gary Davis

Since Specialization

Citations

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

Fields of papers citing papers by Gary Davis

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Gary Davis

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Davis, Gary. (2018). 2020: Life with 50 billion connected devices. 39 indexed citations

2.

Schorr, Roberta Y., et al.. (2009). Flexible use of symbolic tools for problem solving, generalization, and explanation. ZDM. 41(5). 663–679. 7 indexed citations

3.

Davis, Gary, et al.. (2007). Formative Feedback and the Mindful Teaching of Mathematics. 21(1). 19–29. 6 indexed citations

4.

Davis, Gary. (2007). Cognitive Pragmatics of Language Disorders in Adults. Seminars in Speech and Language. 28(2). 111–121. 9 indexed citations

5.

Campbell, Anne, Gary Davis, & Verna M. Adams. (2007). Cognitive Demands and Second-Language Learners: A Framework for Analyzing Mathematics Instructional Contexts. Mathematical Thinking and Learning. 9(1). 3–30. 49 indexed citations

6.

Alcock, Lara, et al.. (2003). How does flexible mathematical thinking contribute to the growth of understanding. Proceedings of the ... PME Conference. 4. 371–378. 8 indexed citations

7.

Davis, Gary, et al.. (2002). Function Machines & Flexible Algebraic Thought..

8.

Davis, Gary, et al.. (2001). Jennifer's Journey: Seeing and Remembering Mathematical Connections in a Pre-service Elementary Teachers Course. 4 indexed citations

9.

Davis, Gary, et al.. (2001). Changing Pre-Service Elementary Teachers' Attitudes to Algebra.. 5 indexed citations

10.

Davis, Gary, et al.. (2001). What mathematical knowledge do pre-service elementary teachers value and remember?. 2 indexed citations

11.

Hunting, Robert P., et al.. (1996). Engaging Whole-Number Knowledge for Rational-Number Learning Using a Computer-Based Tool. Journal for Research in Mathematics Education. 27(3). 354–379. 23 indexed citations

12.

Davis, Gary, et al.. (1993). What Might a Fraction Mean to a Child and How Would a Teacher Know. The Journal of Mathematical Behavior. 12(1). 63–76. 27 indexed citations

13.

Hunting, Robert P. & Gary Davis. (1991). Early Fraction Learning. 19 indexed citations

14.

Davis, Gary, et al.. (1983). The $\alpha $-completion of a lattice ordered group. Czechoslovak Mathematical Journal. 33(1). 111–118. 4 indexed citations

15.

Davis, Gary & Stephen H. McCleary. (1981). The lateral completion of a completely distributive lattice-ordered group (revisited). Journal of the Australian Mathematical Society Series A Pure Mathematics and Statistics. 31(1). 114–128. 1 indexed citations

16.

Davis, Gary, et al.. (1977). Positive derivations on f-rings. Journal of the Australian Mathematical Society. 23(3). 371–375. 13 indexed citations

17.

Davis, Gary, et al.. (1976). Compatible Tight Riesz Orders on the Group of Automorphisms of an 0-2-Homogeneous Set. Canadian Journal of Mathematics. 28(5). 1076–1081. 1 indexed citations

18.

Davis, Gary. (1975). Orthogonality relations on Abelian groups. Journal of the Australian Mathematical Society. 19(2). 173–179. 4 indexed citations

19.

Davis, Gary. (1973). Representation and extension of semiprime rings. Journal of the Australian Mathematical Society. 15(3). 353–365. 2 indexed citations

20.

Davis, Gary. (1971). Rings with orthogonality relations. Bulletin of the Australian Mathematical Society. 4(2). 163–178. 10 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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