Işıl Işler

681 total citations
19 papers, 405 citations indexed

About

Işıl Işler is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Işıl Işler has authored 19 papers receiving a total of 405 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 12 papers in Statistics and Probability and 3 papers in Developmental and Educational Psychology. Recurrent topics in Işıl Işler's work include Mathematics Education and Teaching Techniques (15 papers), Cognitive and developmental aspects of mathematical skills (10 papers) and Educational Assessment and Pedagogy (5 papers). Işıl Işler is often cited by papers focused on Mathematics Education and Teaching Techniques (15 papers), Cognitive and developmental aspects of mathematical skills (10 papers) and Educational Assessment and Pedagogy (5 papers). Işıl Işler collaborates with scholars based in Türkiye, United States and Slovakia. Işıl Işler's co-authors include Angela Murphy Gardiner, Ana C. Stephens, Maria Blanton, Eric Knuth, Jee‐Seon Kim, Despina A. Stylianou, Erdinç Çakıroğlu, Benedetto Di Paola and Mine Işıksal-Bostan and has published in prestigious journals such as American Educational Research Journal, Journal for Research in Mathematics Education and Cognition and Instruction.

In The Last Decade

Işıl Işler

17 papers receiving 374 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Işıl Işler Türkiye 10 352 241 115 75 21 19 405
Barbara Dougherty United States 12 385 1.1× 245 1.0× 132 1.1× 52 0.7× 32 1.5× 46 468
Angela Murphy Gardiner United States 12 563 1.6× 399 1.7× 189 1.6× 112 1.5× 35 1.7× 28 642
Despina A. Stylianou United States 12 445 1.3× 215 0.9× 132 1.1× 95 1.3× 12 0.6× 27 519
John C. Moyer United States 14 474 1.3× 190 0.8× 121 1.1× 95 1.3× 28 1.3× 35 544
Andrew Izsák United States 14 465 1.3× 314 1.3× 100 0.9× 62 0.8× 20 1.0× 26 545
María C. Cañadas Spain 11 337 1.0× 202 0.8× 105 0.9× 49 0.7× 27 1.3× 86 408
Ian Whitacre United States 12 404 1.1× 302 1.3× 68 0.6× 114 1.5× 13 0.6× 48 442
Jessica H. Hunt United States 14 359 1.0× 290 1.2× 171 1.5× 39 0.5× 14 0.7× 51 430
Christina Barbieri United States 15 341 1.0× 230 1.0× 167 1.5× 55 0.7× 26 1.2× 25 451
F. D. Rivera United States 14 431 1.2× 296 1.2× 102 0.9× 92 1.2× 13 0.6× 30 512

Countries citing papers authored by Işıl Işler

Since Specialization
Citations

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

Fields of papers citing papers by Işıl Işler

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Işıl Işler

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

All Works

19 of 19 papers shown
1.
Işler, Işıl, et al.. (2024). Development of prospective elementary teachers’ knowledge to teach early algebra through case discussions. Journal of Mathematics Teacher Education. 28(6). 1341–1372.
2.
Işler, Işıl, et al.. (2023). The Effects of a Functional Thinking Intervention on Fifth-Grade Students Functional Thinking. Hacettepe University Journal of Education. 1 indexed citations
3.
Işler, Işıl, et al.. (2023). The Effects of an Early Algebra Intervention on Third-Grade Students’ Algebraic Thinking Skills. OpenMETU (Middle East Technical University). 52(3). 758–799. 1 indexed citations
4.
Çakıroğlu, Erdinç, et al.. (2023). Mathematics teachers' uses of resources in the context of teaching reasoning-and-proving: Insights from a cross-national study. SPIRE - Sciences Po Institutional REpository. 2 indexed citations
5.
Işıksal-Bostan, Mine, et al.. (2022). DEVELOPING AN INTEGRATED FRAMEWORK FOR ANALYZING WAYS OF REASONING IN MATHEMATICS. ICERI proceedings. 1. 2082–2089.
6.
Işler, Işıl, et al.. (2020). Middle School Pre-Service Mathematics Teachers’ Opinions related to Mathematics Education for Sustainability. Eurasian Journal of Educational Research. 20(89). 1–26. 10 indexed citations
7.
Blanton, Maria, Ana C. Stephens, Angela Murphy Gardiner, et al.. (2019). Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5. American Educational Research Journal. 56(5). 1930–1972. 37 indexed citations
8.
Blanton, Maria, et al.. (2019). Growth in children’s understanding of generalizing and representing mathematical structure and relationships. Educational Studies in Mathematics. 102(2). 193–219. 31 indexed citations
9.
Stephens, Ana C., et al.. (2017). The Interplay between Students' Understandings of Proportional and Functional Relationships.. OpenMETU (Middle East Technical University). 3 indexed citations
10.
Stephens, Ana C., et al.. (2017). Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education. Cognition and Instruction. 36(1). 30–55. 30 indexed citations
11.
Stephens, Ana C., et al.. (2017). A Learning Progression for Elementary Students’ Functional Thinking. Mathematical Thinking and Learning. 19(3). 143–166. 50 indexed citations
12.
Blanton, Maria, Angela Murphy Gardiner, Işıl Işler, Ana C. Stephens, & Eric Knuth. (2016). A Longitudinal Study of Elementary Students' Use of Variable Notation to Represent Mathematical Generalizations.. OpenMETU (Middle East Technical University). 1 indexed citations
13.
Stephens, Ana C., Maria Blanton, Eric Knuth, Işıl Işler, & Angela Murphy Gardiner. (2015). Just Say Yes to Early Algebra!. Teaching Children Mathematics. 22(2). 92–101. 19 indexed citations
14.
Işler, Işıl, et al.. (2014). The String Task Not Just for High School. Teaching Children Mathematics. 21(5). 282–292. 5 indexed citations
15.
Blanton, Maria, Ana C. Stephens, Eric Knuth, et al.. (2014). The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade. Journal for Research in Mathematics Education. 46(1). 39–87. 139 indexed citations
16.
Stephens, Ana C., et al.. (2013). Equation structure and the meaning of the equal sign: The impact of task selection in eliciting elementary students’ understandings. The Journal of Mathematical Behavior. 32(2). 173–182. 52 indexed citations
17.
Stephens, Ana C., et al.. (2012). From Recursive Pattern to Correspondence Rule: Developing Students' Abilities to Engage in Functional Thinking. OpenMETU (Middle East Technical University). 10 indexed citations
18.
Işler, Işıl, et al.. (2011). From Specific Value to Variable: Developing Students' Abilities to Represent Unknowns.. OpenMETU (Middle East Technical University). 9 indexed citations
19.
Işler, Işıl & Erdinç Çakıroğlu. (2010). TEACHERS' EFFICACY BELIEFS AND PERCEPTIONS REGARDING THE IMPLEMENTATION OF NEW PRIMARY MATHEMATICS CURRICULUM. 5 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Barbara Dougherty Breakdown of academic impact, for papers by Angela Murphy Gardiner Breakdown of academic impact, for papers by Despina A. Stylianou Breakdown of academic impact, for papers by John C. Moyer Breakdown of academic impact, for papers by Andrew Izsák Breakdown of academic impact, for papers by María C. Cañadas Breakdown of academic impact, for papers by Ian Whitacre Breakdown of academic impact, for papers by Jessica H. Hunt Breakdown of academic impact, for papers by Christina Barbieri Breakdown of academic impact, for papers by F. D. Rivera
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