This map shows the geographic impact of Irene Biza'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 Irene Biza with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Irene Biza more than expected).
This network shows the impact of papers produced by Irene Biza. 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 Irene Biza. The network helps show where Irene Biza may publish in the future.
Co-authorship network of co-authors of Irene Biza
This figure shows the co-authorship network connecting the top 25 collaborators of Irene Biza.
A scholar is included among the top collaborators of Irene Biza 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 Irene Biza. Irene Biza is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Biza, Irene. (2019). Calculus as a discursive bridge for Algebra, Geometry and Analysis: The case of tangent line. UEA Digital Repository (University of East Anglia).1 indexed citations
Nardi, Elena, et al.. (2016). Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks. UEA Digital Repository (University of East Anglia).1 indexed citations
Nardi, Elena, Irene Biza, Alejandro S. González-Martín, et al.. (2015). Introduction to the papers of TWG14: University mathematics education. UEA Digital Repository (University of East Anglia).5 indexed citations
11.
Biza, Irene, et al.. (2015). Balancing Classroom Management with Mathematical Learning: Using Practice-Based Task Design in Mathematics Teacher Education.. Mathematics teacher education and development. 17(2). 182–198.12 indexed citations
12.
Biza, Irene, et al.. (2015). Transforming trainees’ aspirational thinking into solid practice. UEA Digital Repository (University of East Anglia).3 indexed citations
13.
Biza, Irene, et al.. (2014). Characteristics of university mathematics teaching: Use of generic examples in tutoring. Data Archiving and Networked Services (DANS). 161–168.3 indexed citations
14.
Nardi, Elena, Paola Iannone, Irene Biza, et al.. (2011). Exploring the transition to and within university mathematics from different perspectives. UEA Digital Repository (University of East Anglia).1 indexed citations
Biza, Irene, Elena Nardi, & Theodossios Zachariades. (2009). Teacher beliefs and the didactic contract on visualization. UEA Digital Repository (University of East Anglia). 29(3). 31–36.4 indexed citations
17.
Nardi, Elena, et al.. (2009). The understanding of series: the didactic dimension.. UEA Digital Repository (University of East Anglia).1 indexed citations
18.
Nardi, Elena, Irene Biza, & Alejandro S. González-Martín. (2009). Introducing the concept of infinite series: The role of visualisation and exemplification. UEA Digital Repository (University of East Anglia).3 indexed citations
Jones, Keith, et al.. (2007). Teaching Calculus using Dynamic Geometric Tools.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.