Joëlle Vlassis

569 total citations
29 papers, 347 citations indexed

About

Joëlle Vlassis is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Joëlle Vlassis has authored 29 papers receiving a total of 347 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 9 papers in Statistics and Probability and 5 papers in Developmental and Educational Psychology. Recurrent topics in Joëlle Vlassis's work include Mathematics Education and Teaching Techniques (17 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Education, sociology, and vocational training (4 papers). Joëlle Vlassis is often cited by papers focused on Mathematics Education and Teaching Techniques (17 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Education, sociology, and vocational training (4 papers). Joëlle Vlassis collaborates with scholars based in Luxembourg, Belgium and Switzerland. Joëlle Vlassis's co-authors include Youssef Tazouti, Ariane Baye, Christophe Dierendonck, Giovanna Russo, Marcel Crahay and Hervé Bernard and has published in prestigious journals such as Learning and Instruction, Early Childhood Research Quarterly and Educational Studies in Mathematics.

In The Last Decade

Joëlle Vlassis

27 papers receiving 298 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Joëlle Vlassis Luxembourg 8 309 185 95 52 32 29 347
Jesper Boesen Sweden 8 314 1.0× 141 0.8× 54 0.6× 50 1.0× 34 1.1× 16 341
Aaron Weinberg United States 10 276 0.9× 148 0.8× 85 0.9× 27 0.5× 23 0.7× 18 341
Andrew Izsák United States 14 465 1.5× 314 1.7× 100 1.1× 62 1.2× 23 0.7× 26 545
Vicky L. Kouba United States 10 320 1.0× 222 1.2× 107 1.1× 43 0.8× 27 0.8× 17 374
Ilana Arnon United States 7 348 1.1× 162 0.9× 116 1.2× 80 1.5× 16 0.5× 8 417
Mourat Tchoshanov United States 8 347 1.1× 165 0.9× 75 0.8× 73 1.4× 37 1.2× 23 402
Eric Hsu United States 3 345 1.1× 206 1.1× 103 1.1× 23 0.4× 23 0.7× 3 386
Karen King United States 10 395 1.3× 153 0.8× 132 1.4× 31 0.6× 13 0.4× 16 453
Eva Thanheiser United States 13 464 1.5× 241 1.3× 89 0.9× 102 2.0× 22 0.7× 50 494
Kathleen Melhuish United States 10 244 0.8× 98 0.5× 77 0.8× 34 0.7× 21 0.7× 35 280

Countries citing papers authored by Joëlle Vlassis

Since Specialization
Citations

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

Fields of papers citing papers by Joëlle Vlassis

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joëlle Vlassis

This figure shows the co-authorship network connecting the top 25 collaborators of Joëlle Vlassis. A scholar is included among the top collaborators of Joëlle Vlassis 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 Joëlle Vlassis. Joëlle Vlassis 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.
Vlassis, Joëlle, et al.. (2022). Developing arithmetic skills in kindergarten through a game-based approach: a major issue for learners and a challenge for teachers. International Journal of Early Years Education. 31(2). 419–434. 3 indexed citations
2.
Vlassis, Joëlle, et al.. (2022). The role of algebraic thinking in dealing with negative numbers. ZDM. 54(6). 1243–1255. 5 indexed citations
3.
Vlassis, Joëlle, et al.. (2019). Développer la pensée algébrique à travers une activité de généralisation basée sur des motifs (patterns) figuratifs. Nouveaux cahiers de la recherche en éducation. 20(3). 131–155. 7 indexed citations
4.
Vlassis, Joëlle, et al.. (2018). Développer l'articulation arithmétique algèbre entre le primaire et le secondaire. Open Repository and Bibliography (University of Luxembourg). 2 indexed citations
5.
Vlassis, Joëlle, et al.. (2018). Algebraic thinking, pattern activities and knowledge for teaching at the transition between primary and secondary school. Educational Studies in Mathematics. 99(1). 1–19. 19 indexed citations
6.
Vlassis, Joëlle, et al.. (2016). PRE-SERVICE TEACHERS’ BELIEFS ABOUT MATHEMATICS EDUCATION FOR 3-6-YEAR-OLD CHILDREN. Open Repository and Bibliography (University of Luxembourg). 1 indexed citations
7.
Vlassis, Joëlle, et al.. (2015). Symboliser et conceptualiser, une dialectique intrinsèque aux mathématiques et à leur apprentissage. Open Repository and Bibliography (University of Luxembourg). 3 indexed citations
8.
Vlassis, Joëlle, et al.. (2014). Résolution de problèmes mathématiques et développement de compétences : comment soutenir les élèves dans leur apprentissage ? Editorial.. Open Repository and Bibliography (University of Liège). 1 indexed citations
9.
Vlassis, Joëlle, et al.. (2014). LE RÔLE DES PROBLÈMES DANS L’ENSEIGNEMENT DES MATHÉMATIQUES : ANALYSE DES CROYANCES D’ENSEIGNANTS DU PRIMAIRE. Open Repository and Bibliography (University of Luxembourg). 36. 2 indexed citations
10.
Vlassis, Joëlle, et al.. (2014). RÉSOLUTION DE PROBLÈMES MATHÉMATIQUES ET DÉVELOPPEMENT DE COMPÉTENCES : SUR QUELLES VARIABLES AGIR POUR SOUTENIR LES ÉLÈVES DANS LEUR APPRENTISSAGE. Open Repository and Bibliography (University of Luxembourg). 36. 1 indexed citations
11.
Vlassis, Joëlle, et al.. (2013). Schematic representations in arithmetical problem solving: Analysis of their impact on grade 4 students. Educational Studies in Mathematics. 84(1). 149–168. 25 indexed citations
12.
Vlassis, Joëlle, et al.. (2010). Le rôle de la résolution de problèmes dans les apprentissages mathématiques : questions et réflexions.. Education Canada. 50(1). 634–640. 6 indexed citations
13.
Vlassis, Joëlle. (2009). What do students say about the role of the minus sign in polynominals?. Open Repository and Bibliography (University of Luxembourg). 1 indexed citations
14.
Bernard, Hervé & Joëlle Vlassis. (2007). Le portfolio au service de l'enseignement des compétences transversales. 1 indexed citations
15.
Vlassis, Joëlle, et al.. (2005). Using mathematical symbols at the beginning of arithmetical and algebraic learning. Open Repository and Bibliography (University of Luxembourg). 2 indexed citations
16.
Vlassis, Joëlle. (2005). Sens et symboles en Mathematiques: Etude de l'utilisation du signe "moins" dans les réductions polynomiales et la résolution d'équeations du premier degré à une inconnue.. Open Repository and Bibliography (University of Luxembourg). 1 indexed citations
17.
Vlassis, Joëlle. (2004). Making sense of the minus sign or becoming flexible in ‘negativity’. Learning and Instruction. 14(5). 469–484. 86 indexed citations
18.
Vlassis, Joëlle. (2002). About the flexibility of the minus sign in solving equations. Open Repository and Bibliography (University of Luxembourg). 10 indexed citations
19.
Vlassis, Joëlle, et al.. (2002). L'algèbre par des situations problèmes au début du secondaire. Open Repository and Bibliography (University of Luxembourg). 2 indexed citations
20.
Vlassis, Joëlle. (2001). Solving equations with negatives or crossing the formalizing gap. Open Repository and Bibliography (University of Luxembourg). 10 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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