Joan Moss

1.5k total citations
22 papers, 882 citations indexed

About

Joan Moss is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Joan Moss has authored 22 papers receiving a total of 882 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 10 papers in Statistics and Probability and 7 papers in Developmental and Educational Psychology. Recurrent topics in Joan Moss's work include Mathematics Education and Teaching Techniques (12 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Spatial Cognition and Navigation (5 papers). Joan Moss is often cited by papers focused on Mathematics Education and Teaching Techniques (12 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Spatial Cognition and Navigation (5 papers). Joan Moss collaborates with scholars based in Canada, United States and Australia. Joan Moss's co-authors include Robbie Case, Zachary Hawes, Beverly Caswell, Ruth Beatty, Nathalie Sinclair, Daniel Ansari, Brent Davis, Catherine D. Bruce, Geoff Woolcott and Joanne Mulligan and has published in prestigious journals such as Cognitive Psychology, Academic Medicine and Scientometrics.

In The Last Decade

Joan Moss

19 papers receiving 792 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Joan Moss Canada 10 560 483 299 268 74 22 882
Beth M. Casey United States 17 617 1.1× 566 1.2× 419 1.4× 539 2.0× 36 0.5× 25 1.2k
Tracy Logan Australia 14 297 0.5× 199 0.4× 177 0.6× 447 1.7× 69 0.9× 49 722
Delinda van Garderen United States 16 692 1.2× 442 0.9× 339 1.1× 98 0.4× 92 1.2× 43 980
Sinan Olkun Türkiye 12 451 0.8× 183 0.4× 161 0.5× 241 0.9× 59 0.8× 74 732
Bülent Güven Türkiye 15 745 1.3× 193 0.4× 200 0.7× 85 0.3× 166 2.2× 107 988
M. A. Clements Australia 13 426 0.8× 250 0.5× 141 0.5× 96 0.4× 61 0.8× 33 600
Marios Pittalis Cyprus 10 310 0.6× 125 0.3× 111 0.4× 101 0.4× 62 0.8× 16 436
Pierre M. van Hiele 4 609 1.1× 279 0.6× 169 0.6× 98 0.4× 94 1.3× 7 743
Alina Szeminska 8 431 0.8× 354 0.7× 307 1.0× 197 0.7× 14 0.2× 9 904
Ιλιάδα Ηλία Cyprus 19 745 1.3× 408 0.8× 228 0.8× 34 0.1× 131 1.8× 50 930

Countries citing papers authored by Joan Moss

Since Specialization
Citations

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

Fields of papers citing papers by Joan Moss

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joan Moss

This figure shows the co-authorship network connecting the top 25 collaborators of Joan Moss. A scholar is included among the top collaborators of Joan Moss 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 Joan Moss. Joan Moss 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.
Woolcott, Geoff, Daniel Chamberlain, Zachary Hawes, et al.. (2020). The central position of education in knowledge mobilization: insights from network analyses of spatial reasoning research across disciplines. Scientometrics. 125(3). 2323–2347. 1 indexed citations
2.
Hawes, Zachary, et al.. (2019). Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach. Cognitive Psychology. 109. 68–90. 77 indexed citations
3.
Hawes, Zachary, et al.. (2019). Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds. Mind Brain and Education. 14(1). 71–80. 9 indexed citations
4.
Davis, Brent, Zachary Hawes, Joan Moss, et al.. (2017). Multidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics. Canadian Journal of Science Mathematics and Technology Education. 17(3). 165–178. 8 indexed citations
5.
Hawes, Zachary, et al.. (2017). Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention. Cognition and Instruction. 35(3). 236–264. 123 indexed citations
6.
Bruce, Catherine D., Brent Davis, Nathalie Sinclair, et al.. (2016). Understanding gaps in research networks: using “spatial reasoning” as a window into the importance of networked educational research. Educational Studies in Mathematics. 95(2). 143–161. 42 indexed citations
7.
Hawes, Zachary, et al.. (2015). Developing spatial thinking. 39–54. 5 indexed citations
8.
Bruce, Catherine D., Nathalie Sinclair, Joan Moss, Zachary Hawes, & Beverly Caswell. (2015). Spatializing the curriculum. 95–116. 5 indexed citations
9.
Hawes, Zachary, et al.. (2015). Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study. Trends in Neuroscience and Education. 4(3). 60–68. 119 indexed citations
10.
11.
Sinclair, Nathalie & Joan Moss. (2012). The more it changes, the more it becomes the same: The development of the routine of shape identification in dynamic geometry environment. International Journal of Educational Research. 51-52. 28–44. 40 indexed citations
12.
Hawes, Zachary, et al.. (2012). Choreographing Patterns and Functions. Teaching Children Mathematics. 19(5). 302–309. 2 indexed citations
13.
Moss, Joan & Ruth Beatty. (2010). Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement. Canadian Journal of Learning and Technology. 36(1). 22 indexed citations
14.
Rolheiser, Carol, et al.. (2008). Initial Teacher Education: Enriching and Extending Partnerships. TSpace (University of Toronto).
15.
Moss, Joan & Ruth Beatty. (2006). Knowledge building in mathematics: Supporting collaborative learning in pattern problems. International Journal of Computer-Supported Collaborative Learning. 1(4). 441–465. 58 indexed citations
16.
Moss, Joan & Beverly Caswell. (2004). Building Percent Dolls: Connecting Linear Measurement to Learning Ratio and Proportion. Mathematics Teaching in the Middle School. 10(2). 68–74. 3 indexed citations
17.
Moss, Joan. (2003). Introducing Percents in Linear Measurement to Foster an Understanding of Rational-Number Operations. Teaching Children Mathematics. 9(6). 1 indexed citations
18.
Moss, Joan. (2003). Research, Reflection, Practice: Introducing Percents in Linear Measurement to Foster an Understanding of Rational-Number Operations. Teaching Children Mathematics. 9(6). 335–339. 1 indexed citations
19.
Case, Robbie, et al.. (2001). Psychological models for the development of mathematical understanding: rational numbers and functions. Dialnet (Universidad de la Rioja). 1–38. 55 indexed citations
20.
Moss, Joan. (1990). Evaluating a seminar designed to improve psychiatry skills of family medicine residents. Academic Medicine. 65(10). 658–60. 6 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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Breakdown of academic impact, for papers by Beth M. Casey Breakdown of academic impact, for papers by Tracy Logan Breakdown of academic impact, for papers by Delinda van Garderen Breakdown of academic impact, for papers by Sinan Olkun Breakdown of academic impact, for papers by Bülent Güven Breakdown of academic impact, for papers by M. A. Clements Breakdown of academic impact, for papers by Marios Pittalis Breakdown of academic impact, for papers by Pierre M. van Hiele Breakdown of academic impact, for papers by Alina Szeminska Breakdown of academic impact, for papers by Ιλιάδα Ηλία
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