Hatice Akkoç

463 total citations
36 papers, 319 citations indexed

About

Hatice Akkoç is a scholar working on Education, Statistics and Probability and Sociology and Political Science. According to data from OpenAlex, Hatice Akkoç has authored 36 papers receiving a total of 319 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 8 papers in Statistics and Probability and 5 papers in Sociology and Political Science. Recurrent topics in Hatice Akkoç's work include Mathematics Education and Teaching Techniques (17 papers), Education and Technology Integration (11 papers) and Cognitive and developmental aspects of mathematical skills (8 papers). Hatice Akkoç is often cited by papers focused on Mathematics Education and Teaching Techniques (17 papers), Education and Technology Integration (11 papers) and Cognitive and developmental aspects of mathematical skills (8 papers). Hatice Akkoç collaborates with scholars based in Türkiye and United States. Hatice Akkoç's co-authors include Feral Ogan‐Bekiroglu, Mehmet Fatih Özmantar, Erhan Bingölbali and David Tall and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Studies in Mathematics and International Journal of Science and Mathematics Education.

In The Last Decade

Hatice Akkoç

32 papers receiving 276 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Hatice Akkoç Türkiye 10 297 78 48 47 30 36 319
Erhan Bingölbali Türkiye 9 286 1.0× 104 1.3× 46 1.0× 50 1.1× 20 0.7× 23 321
Mehmet Fatih Özmantar Türkiye 7 230 0.8× 55 0.7× 43 0.9× 45 1.0× 29 1.0× 46 255
Ayten Pınar Bal Türkiye 10 271 0.9× 38 0.5× 60 1.3× 30 0.6× 71 2.4× 63 306
İlhan Karataş Türkiye 11 295 1.0× 57 0.7× 74 1.5× 48 1.0× 36 1.2× 37 339
Kemal Özgen Türkiye 11 279 0.9× 56 0.7× 68 1.4× 67 1.4× 83 2.8× 45 322
Erdoğan Halat Türkiye 11 178 0.6× 43 0.6× 54 1.1× 26 0.6× 21 0.7× 21 249
Seán Delaney San Marino 5 394 1.3× 148 1.9× 44 0.9× 50 1.1× 9 0.3× 6 432
Selahattin Arslan Türkiye 9 239 0.8× 57 0.7× 39 0.8× 39 0.8× 63 2.1× 51 291
Yasin Soylu Türkiye 10 385 1.3× 109 1.4× 64 1.3× 59 1.3× 87 2.9× 78 445
Jennifer McGee United States 10 230 0.8× 56 0.7× 18 0.4× 50 1.1× 7 0.2× 17 267

Countries citing papers authored by Hatice Akkoç

Since Specialization
Citations

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

Fields of papers citing papers by Hatice Akkoç

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Hatice Akkoç

This figure shows the co-authorship network connecting the top 25 collaborators of Hatice Akkoç. A scholar is included among the top collaborators of Hatice Akkoç 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 Hatice Akkoç. Hatice Akkoç 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.
Akkoç, Hatice, et al.. (2023). A Comparison of High School Mathematics Curriculum Documents: 2005-2011-2013-2018. Bayburt Eğitim Fakültesi Dergisi. 18(38). 298–331. 1 indexed citations
2.
Akkoç, Hatice, et al.. (2021). Examining pre-service mathematics teachers’ use of technology from a sociomathematical norm perspective. International Journal of Mathematical Education in Science and Technology. 54(1). 74–98. 4 indexed citations
3.
Akkoç, Hatice, et al.. (2020). Important Events Noticed by Pre-Service Mathematics Teachers in a Technology-Enhanced Mathematics Lesson Video. Society for Information Technology & Teacher Education International Conference. 2069–2075. 1 indexed citations
4.
Akkoç, Hatice, et al.. (2020). Ders Kitaplarında Fonksiyon Kavramına Nasıl Giriş Yapılıyor?: Matematik Öğretmen Adaylarının Değerlendirmeleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 14(1). 240–270. 1 indexed citations
5.
Özmantar, Mehmet Fatih, et al.. (2020). Ortaokul Matematik Öğretim ProgramlarıTarihsel Bir İnceleme. Ankara Pegem Akademi Yayıncılık eBooks.
6.
Akkoç, Hatice, et al.. (2020). Correction to: Examining socio-mathematical norms related to problem posing: a case of a gifted and talented mathematics classroom. Educational Studies in Mathematics. 105(3). 433–433.
7.
Özmantar, Mehmet Fatih & Hatice Akkoç. (2017). Voices and values in shaping the subjectivity of pedagogical content knowledge. Cogent Education. 4(1). 1401195–1401195. 3 indexed citations
8.
Akkoç, Hatice, et al.. (2017). Ortaokul Öğrencilerinin Farklı Temsil Biçimlerini Kullanarak Matematiksel Genelleme Yapma Becerileri. Türk bilgisayar ve matematik eğitimi dergisi. 4 indexed citations
9.
Akkoç, Hatice, et al.. (2016). Exploring Preservice Mathematics Teachers’ Perception of Mathematics Teacher through Communities of Practice. Mathematics teacher education and development. 18(1). 7–51. 3 indexed citations
10.
Akkoç, Hatice, et al.. (2016). A Comparison of Professional Identity of Pre-service Mathematics Teachers in Pedagogical Formation Program and Undergraduate Teacher Education Program. Türk bilgisayar ve matematik eğitimi dergisi. 7(1). 188–188. 3 indexed citations
11.
12.
Akkoç, Hatice & Mehmet Fatih Özmantar. (2013). Use of multiple representations in technology rich environments. Research in Mathematics Education. 15(2). 189–190. 1 indexed citations
13.
Akkoç, Hatice, et al.. (2011). Matematik Öğretmen Adaylarının Ölçme-Değerlendirme Bilgilerinin Gelişiminin Tamamlayıcı-Şekillendirici Ölçme-Değerlendirme Bağlamında İncelenmesi. Pamukkale University Journal of Education. 30(30). 155–167. 1 indexed citations
14.
Akkoç, Hatice. (2011). Investigating the development of prospective mathematics teachers' technological pedagogical content knowledge. Research in Mathematics Education. 13(1). 75–76. 20 indexed citations
15.
Özmantar, Mehmet Fatih, et al.. (2010). Pre-Service Mathematics Teachers’Use of Multiple Representations inTechnology-Rich Environments. Eurasia Journal of Mathematics Science and Technology Education. 6(1). 47 indexed citations
16.
Akkoç, Hatice, Mehmet Fatih Özmantar, & Erhan Bingölbali. (2008). Matematiksel Kavram Yanılgıları ve Çözüm Önerileri. 12 indexed citations
17.
Akkoç, Hatice. (2008). Pre-service mathematics teachers’ concept images of radian. International Journal of Mathematical Education in Science and Technology. 39(7). 857–878. 51 indexed citations
18.
Akkoç, Hatice. (2006). Fonksiyon kavramanın çoklu temsillerinin çağrıştırdığı kavram görüntüleri. Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education. 30(30). 1–10. 4 indexed citations
19.
Akkoç, Hatice. (2006). FONKSİYON KAVRAMININ ÇOKLU TEMSİLLERİNİN ÇAĞRIŞTIRDIĞI KAVRAM GÖRÜNTÜLERİ. DergiPark (Istanbul University). 30(30). 1–10. 2 indexed citations
20.
Akkoç, Hatice. (2005). Fonksiyon Kavramının Anlaşılması: Tanımsal Özellikler ve Çoğul Temsiller. Eurasian Journal of Educational Research. 14–24. 3 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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