Joke Torbeyns

3.4k total citations
103 papers, 2.3k citations indexed

About

Joke Torbeyns is a scholar working on Statistics and Probability, Education and Developmental and Educational Psychology. According to data from OpenAlex, Joke Torbeyns has authored 103 papers receiving a total of 2.3k indexed citations (citations by other indexed papers that have themselves been cited), including 90 papers in Statistics and Probability, 86 papers in Education and 42 papers in Developmental and Educational Psychology. Recurrent topics in Joke Torbeyns's work include Cognitive and developmental aspects of mathematical skills (90 papers), Mathematics Education and Teaching Techniques (68 papers) and Reading and Literacy Development (26 papers). Joke Torbeyns is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (90 papers), Mathematics Education and Teaching Techniques (68 papers) and Reading and Literacy Development (26 papers). Joke Torbeyns collaborates with scholars based in Belgium, Ecuador and Germany. Joke Torbeyns's co-authors include Lieven Verschaffel, Bert De Smedt, Pol Ghesquière, Koen Luwel, Wim Van Dooren, Michael Schneider, Fien Depaepe, Robert S. Siegler, Ziqiang Xin and Merel Bakker and has published in prestigious journals such as SHILAP Revista de lepidopterología, Child Development and Journal of Educational Psychology.

In The Last Decade

Joke Torbeyns

100 papers receiving 2.2k citations

Peers

Joke Torbeyns

EDUCA

DEP

ECP

Minna Hannula‐Sormunen Finland

Nicole M. McNeil United States

Emily R. Fyfe United States

Julie L. Booth United States

Sarah R. Powell United States

Delphine Sasanguie Belgium

Роза Лейкин Israel

Pamela M. Seethaler United States

Arthur J. Baroody United States

Stanislaw Schukajlow Germany

Minna Hannula‐Sormunen Finland

Joke Torbeyns

1.1k ×0.6

1.0k ×0.6

EDUCA

620 ×0.7

DEP

171 ×0.5

ECP

147 ×0.7

Citations per year, relative to Joke Torbeyns Joke Torbeyns (= 1×) peers Minna Hannula‐Sormunen

Countries citing papers authored by Joke Torbeyns

Since Specialization

Citations

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

Fields of papers citing papers by Joke Torbeyns

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joke Torbeyns

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

All Works

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20 of 20 papers shown

Depaepe, Fien, et al.. (2025). Supporting cardinality principle development: the contribution of instruction type and its interplay with child characteristics. Educational Studies in Mathematics. 119(2). 335–365. 1 indexed citations

Torbeyns, Joke, et al.. (2025). PROSPER: A comprehensive, valid, and reliable instrument to observe problem-solving behaviours in preschoolers. Thinking Skills and Creativity. 58. 101940–101940.

Depaepe, Fien, et al.. (2024). Teacher–child interactions during shared book reading in the domain of early mathematics. Mathematics Education Research Journal. 37(3). 601–628.

Smedt, Bert De, et al.. (2024). How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic. European Journal of Psychology of Education. 39(3). 2701–2717. 1 indexed citations

Torbeyns, Joke, et al.. (2024). Preschool teachers’ mathematical questions during shared picture book reading. ZDM. 56(5). 907–921. 2 indexed citations

Bakker, Merel, et al.. (2023). The role of basic number processing in high mathematics achievement in primary school. Journal of Numerical Cognition. 9(1). 162–181. 2 indexed citations

Ghesquière, Pol, et al.. (2023). Stimulating preschoolers’ early literacy development using educational technology: A systematic literature review. International Journal of Child-Computer Interaction. 39. 100620–100620. 5 indexed citations

Purpura, David J., et al.. (2022). Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading.. Journal of Educational Psychology. 115(5). 732–746. 9 indexed citations

Depaepe, Fien, et al.. (2022). Future preschool teachers’ mathematical questions during shared book reading. European Journal of Psychology of Education. 38(4). 1707–1727. 9 indexed citations

10.

Bakker, Merel, Joke Torbeyns, Lieven Verschaffel, & Bert De Smedt. (2022). Longitudinal pathways of numerical abilities in preschool: Cognitive and environmental correlates and relation to primary school mathematics achievement.. Developmental Psychology. 59(3). 442–459. 7 indexed citations

11.

Bakker, Merel, et al.. (2020). No Association Between the Home Math Environment and Numerical and Patterning Skills in a Large and Diverse Sample of 5- to 6-year-olds. Frontiers in Psychology. 11. 547626–547626. 29 indexed citations

12.

Verschaffel, Lieven, et al.. (2019). De efficiëntie van indirect optellen bij aftrekkingen tot 1000: ook bij opaven zonder overbrugging?. Pedagogische Studiën. 96(4). 244–260. 1 indexed citations

13.

Hickendorff, Marian, Joke Torbeyns, & Lieven Verschaffel. (2017). Grade‐related differences in strategy use in multidigit division in two instructional settings. British Journal of Developmental Psychology. 36(2). 169–187. 11 indexed citations

14.

Torbeyns, Joke, et al.. (2015). Identificatie van strategiegebruik bij rekenen via niet-verbale methoden: mogelijkheden, beperkingen en inhoudelijke bevindingen. Een inleiding. SHILAP Revista de lepidopterología. 92(1). 2–8. 1 indexed citations

15.

Torbeyns, Joke, Michael Schneider, Ziqiang Xin, & Robert S. Siegler. (2015). Bridging the Gap: Fraction Understanding Is Central to Mathematics Achievement in Students from Three Different Continents.. Grantee Submission. 3 indexed citations

16.

Torbeyns, Joke, Camilla Gilmore, & Lieven Verschaffel. (2015). The Acquisition of Preschool Mathematical Abilities: Theoretical, Methodological and Educational Considerations. Mathematical Thinking and Learning. 17(2-3). 99–115. 15 indexed citations

17.

Smedt, Bert De, et al.. (2010). Adults’ use of subtraction by addition. Acta Psychologica. 135(3). 323–329. 14 indexed citations

18.

Heine, Angela, Sascha Tamm, Bert De Smedt, et al.. (2010). The Numerical Stroop Effect in Primary School Children: A Comparison of Low, Normal, and High Achievers. Child Neuropsychology. 16(5). 461–477. 16 indexed citations

19.

Torbeyns, Joke, Lieven Verschaffel, & Pol Ghesquière. (2002). Efficiëntie en adaptiviteit van strategiegebruik bij elementaire rekensommen bestudeerd via de Choice/no-choice methode. SHILAP Revista de lepidopterología. 79(2). 89–102. 1 indexed citations

20.

Torbeyns, Joke, Lieven Verschaffel, & Pol Ghesquière. (2001). Investigating young children's strategy use and task performance in the domain of simple addition, using the Choice-/no-choice method. Lirias (KU Leuven). 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.

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