Gloriana González

681 total citations
40 papers, 445 citations indexed

About

Gloriana González is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Gloriana González has authored 40 papers receiving a total of 445 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 11 papers in Developmental and Educational Psychology and 8 papers in Statistics and Probability. Recurrent topics in Gloriana González's work include Mathematics Education and Teaching Techniques (27 papers), Education and Technology Integration (12 papers) and Innovative Teaching and Learning Methods (11 papers). Gloriana González is often cited by papers focused on Mathematics Education and Teaching Techniques (27 papers), Education and Technology Integration (12 papers) and Innovative Teaching and Learning Methods (11 papers). Gloriana González collaborates with scholars based in United States and Puerto Rico. Gloriana González's co-authors include Patricio Herbst, Robert M. Regoli, Talli Nachlieli, Hui‐Yu Hsu, Kristen N. Bieda, Michael Weiß, Chia‐Ling Chen and Daniel Chazan and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Journal of Teacher Education.

In The Last Decade

Gloriana González

38 papers receiving 406 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Gloriana González United States 14 363 139 85 55 29 40 445
Jason Silverman United States 11 379 1.0× 113 0.8× 148 1.7× 50 0.9× 24 0.8× 47 468
Mario Sánchez Aguilar Mexico 11 384 1.1× 93 0.7× 57 0.7× 57 1.0× 115 4.0× 68 512
Paola Sztajn United States 13 502 1.4× 139 1.0× 149 1.8× 46 0.8× 30 1.0× 31 573
Máire Ní Ríordáin Ireland 10 225 0.6× 51 0.4× 29 0.3× 25 0.5× 32 1.1× 27 297
Malcolm Swan United Kingdom 13 538 1.5× 139 1.0× 163 1.9× 51 0.9× 47 1.6× 32 642
Clive Kanes Sweden 11 263 0.7× 49 0.4× 73 0.9× 55 1.0× 11 0.4× 33 334
Laurie H. Rubel United States 11 296 0.8× 48 0.3× 79 0.9× 79 1.4× 22 0.8× 34 398
Máiréad Hourigan Ireland 14 517 1.4× 91 0.7× 199 2.3× 56 1.0× 25 0.9× 51 633
Susie Groves Australia 10 404 1.1× 90 0.6× 59 0.7× 51 0.9× 25 0.9× 45 454
Beatriz S. D’Ambrosio United States 11 403 1.1× 55 0.4× 108 1.3× 70 1.3× 19 0.7× 39 451

Countries citing papers authored by Gloriana González

Since Specialization
Citations

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

Fields of papers citing papers by Gloriana González

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Gloriana González

This figure shows the co-authorship network connecting the top 25 collaborators of Gloriana González. A scholar is included among the top collaborators of Gloriana González 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 Gloriana González. Gloriana González 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.
2.
González, Gloriana, et al.. (2021). Planning a research lesson online: pre-service teachers' documentation work. International Journal for Lesson and Learning Studies. 10(2). 168–186. 12 indexed citations
3.
González, Gloriana, et al.. (2020). Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention. Mathematics teacher education and development. 22(1). 5–32. 7 indexed citations
4.
González, Gloriana, et al.. (2018). Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students’ Prior Knowledge. The Journal of Technology and Teacher Education. 26(1). 79–102. 2 indexed citations
5.
González, Gloriana. (2018). Understanding Teacher Noticing of Students’ Prior Knowledge: Challenges and Possibilities. The Mathematics Enthusiast. 15(3). 483–528. 2 indexed citations
6.
González, Gloriana, et al.. (2017). Using Technology to Support Teachers’ Lesson Adaptations during Lesson Study. The Journal of Technology and Teacher Education. 25(2). 185–213. 17 indexed citations
7.
González, Gloriana, et al.. (2017). Using a creativity framework to promote teacher learning in lesson study. Thinking Skills and Creativity. 32. 114–128. 24 indexed citations
8.
González, Gloriana, et al.. (2016). Facilitating Teacher Learning When Using Different Representations of Practice. Journal of Teacher Education. 67(5). 447–466. 29 indexed citations
9.
González, Gloriana, et al.. (2016). Students’ conceptions of reflection: Opportunities for making connections with perpendicular bisector. The Journal of Mathematical Behavior. 43. 35–52. 7 indexed citations
10.
Herbst, Patricio, et al.. (2015). How Can Geometry Students Understand What It Means to Define in Mathematics?. ˜The œMathematics educator. 15(2). 6 indexed citations
11.
González, Gloriana, et al.. (2015). Teachers’ and Students’ Negotiation Moves When Teachers Scaffold Group Work. Cognition and Instruction. 33(1). 1–45. 29 indexed citations
12.
González, Gloriana, et al.. (2015). Prospective and in-service teachers’ perspectives about launching a problem. Journal of Mathematics Teacher Education. 20(2). 159–201. 14 indexed citations
13.
González, Gloriana, et al.. (2015). Building Students' Reasoning Skills by Promoting Student-Led Discussions in an Algebra II Class. ˜The œMathematics educator. 23(1). 4 indexed citations
14.
González, Gloriana, et al.. (2015). Positioning During Group Work on a Novel Task in Algebra II. Journal for Research in Mathematics Education. 46(4). 378–422. 26 indexed citations
15.
González, Gloriana, et al.. (2014). Students' Concepts‐ and Theorems‐in‐Action on a Novel Task About Similarity. School Science and Mathematics. 114(8). 405–414. 3 indexed citations
16.
González, Gloriana & Patricio Herbst. (2013). An Oral Proof in a Geometry Class: How Linguistic Tools Can Help Map the Content of a Proof. Cognition and Instruction. 31(3). 271–313. 14 indexed citations
17.
González, Gloriana, et al.. (2013). Geometric Reasoning about a Circle Problem. Mathematics Teacher Learning and Teaching PK-12. 106(8). 586–591. 2 indexed citations
18.
Nachlieli, Talli, Patricio Herbst, & Gloriana González. (2009). Seeing a Colleague Encourage a Student to Make an Assumption While Proving: What Teachers Put in Play When Casting an Episode of Instruction. Journal for Research in Mathematics Education. 40(4). 427–459. 22 indexed citations
19.
González, Gloriana & Patricio Herbst. (2006). Competing Arguments for the Geometry Course: Why Were American High School Students Supposed to Study Geometry in the Twentieth Century?. 1(1). 23 indexed citations
20.
González, Gloriana. (2002). The Stacking of Latinos in Major League Baseball: Does it Matter if a Player is Drafted?. Journal of Hispanic Higher Education. 1(4). 320–328. 2 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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