Jon D. Davis

581 total citations
36 papers, 368 citations indexed

About

Jon D. Davis is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Jon D. Davis has authored 36 papers receiving a total of 368 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 13 papers in Statistics and Probability and 5 papers in Developmental and Educational Psychology. Recurrent topics in Jon D. Davis's work include Mathematics Education and Teaching Techniques (26 papers), Educational Assessment and Pedagogy (10 papers) and Cognitive and developmental aspects of mathematical skills (10 papers). Jon D. Davis is often cited by papers focused on Mathematics Education and Teaching Techniques (26 papers), Educational Assessment and Pedagogy (10 papers) and Cognitive and developmental aspects of mathematical skills (10 papers). Jon D. Davis collaborates with scholars based in United States and Canada. Jon D. Davis's co-authors include Corey Drake, Amy Roth McDuffie, Jeffrey Choppin, Jennifer Brown, Thomas R. Post, Yukiko Maeda, Mary Ann Huntley, Michael R. Harwell and Jeffrey C. Shih and has published in prestigious journals such as Educational Studies in Mathematics, International Journal of Educational Research and ZDM.

In The Last Decade

Jon D. Davis

34 papers receiving 327 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jon D. Davis United States	13	292	96	51	38	34	36	368
Tomas Højgaard Denmark	5	244 0.8×	85 0.9×	63 1.2×	32 0.8×	10 0.3×	23	306
Stephen John Norton Australia	11	297 1.0×	73 0.8×	60 1.2×	34 0.9×	10 0.3×	47	364
Ji‐Won Son United States	14	495 1.7×	260 2.7×	65 1.3×	32 0.8×	17 0.5×	54	584
Portia C. Elliott United States	8	594 2.0×	225 2.3×	138 2.7×	27 0.7×	27 0.8×	21	694
Gilbert Greefrath Germany	10	263 0.9×	67 0.7×	115 2.3×	37 1.0×	7 0.2×	47	355
Barbara Dougherty United States	12	385 1.3×	245 2.6×	132 2.6×	14 0.4×	15 0.4×	46	468
M. Kathleen Heid United States	11	455 1.6×	176 1.8×	136 2.7×	37 1.0×	10 0.3×	34	542
Noleine Fitzallen Australia	10	250 0.9×	154 1.6×	33 0.6×	25 0.7×	4 0.1×	56	361
Rod Nason Australia	7	234 0.8×	83 0.9×	100 2.0×	33 0.9×	12 0.4×	15	366
Chew Cheng Meng Malaysia	11	260 0.9×	35 0.4×	45 0.9×	43 1.1×	10 0.3×	54	324

Countries citing papers authored by Jon D. Davis

Since Specialization

Citations

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

Fields of papers citing papers by Jon D. Davis

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jon D. Davis. 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 Jon D. Davis. The network helps show where Jon D. Davis may publish in the future.

Co-authorship network of co-authors of Jon D. Davis

This figure shows the co-authorship network connecting the top 25 collaborators of Jon D. Davis. A scholar is included among the top collaborators of Jon D. Davis 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 Jon D. Davis. Jon D. Davis 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

Davis, Jon D., et al.. (2022). Pre-service Teachers’ Use of Technology as Reorganizer to Promote Differing Levels of Conceptual Understanding. PubMed. 8(3). 287–316. 1 indexed citations

Choppin, Jeffrey, Amy Roth McDuffie, Corey Drake, & Jon D. Davis. (2020). The role of instructional materials in the relationship between the official curriculum and the enacted curriculum. Mathematical Thinking and Learning. 24(2). 123–148. 35 indexed citations

Davis, Jon D., et al.. (2018). U.S. Middle School Mathematics Teachers’ Perceptions of the Standards for Mathematical Practice by Textbook Type. International Journal of Research in Education and Science. 55–68. 3 indexed citations

Davis, Jon D., Jeffrey Choppin, Corey Drake, & Amy Roth McDuffie. (2017). Middle School Mathematics Teachers' Perceptions of the Standards for Mathematical Practice Embedded in Curricular Resources.. Proceedings of the ... PME Conference. 1 indexed citations

McDuffie, Amy Roth, et al.. (2017). Middle School Mathematics Teachers' Use of CCSSM and Curriculum Resources in Planning Lessons.. Proceedings of the ... PME Conference.

Davis, Jon D., Jeffrey Choppin, Amy Roth McDuffie, & Corey Drake. (2017). Middle School Mathematics Teachers’ Perceptions of the Common Core State Standards for Mathematics and Its Impact on the Instructional Environment. School Science and Mathematics. 117(6). 239–249. 8 indexed citations

Choppin, Jeffrey, Jon D. Davis, Amy Roth McDuffie, & Corey Drake. (2016). Implementations of CCSSM-Aligned Lessons.. Proceedings of the ... PME Conference. 1 indexed citations

Choppin, Jeffrey, Amy Roth McDuffie, Corey Drake, & Jon D. Davis. (2015). Curriculum Metaphors in U.S. Middle School Mathematics.. Proceedings of the ... PME Conference. 10 indexed citations

Davis, Jon D.. (2015). Prospective Mathematics Teachers’ Interactions with CAS-Based Textbook Elements. International Journal for Technology in Mathematics Education. 22(3). 107–113. 1 indexed citations

10.

Davis, Jon D., Jeffrey Choppin, Corey Drake, & Amy Roth McDuffie. (2014). Factors Underlying Middle School Mathematics Teachers' Perceptions about the Ccssm and the Instructional Environment. 9(3). 11. 6 indexed citations

11.

Davis, Jon D., et al.. (2014). An analytical framework for categorizing the use of CAS symbolic manipulation in textbooks. Educational Studies in Mathematics. 88(2). 239–258. 7 indexed citations

12.

Davis, Jon D., et al.. (2013). A Survey of Cyber Ranges and Testbeds. 43 indexed citations

13.

Davis, Jon D., et al.. (2013). Reasoning-and-proving in algebra: The case of two reform-oriented U.S. textbooks. International Journal of Educational Research. 64. 92–106. 21 indexed citations

14.

Davis, Jon D.. (2013). An Unexpected Influence on a Quadratic. Mathematics Teacher Learning and Teaching PK-12. 107(3). 212–218. 1 indexed citations

15.

Davis, Jon D., Jeffrey Choppin, Amy Roth McDuffie, & Corey Drake. (2013). Common Core State Standards for Mathematics: Middle School Teachers’ Perceptions.. UR Research (University of Rochester). 8 indexed citations

16.

Davis, Jon D., et al.. (2012). Assessment of learning outcomes with respect to early grade numeracy in socio-economically less developed countries. 1 indexed citations

17.

Davis, Jon D.. (2011). Examining the Use of a Representational Toolkit in a U.S. Reform-Oriented Textbook. International Journal for Technology in Mathematics Education. 18(3). 121–126. 1 indexed citations

18.

Davis, Jon D.. (2008). Connecting Students' Informal Language to More Formal Definitions. Mathematics Teacher Learning and Teaching PK-12. 101(6). 446–450. 2 indexed citations

19.

Davis, Jon D. & Jeffrey C. Shih. (2007). Secondary Options and Post‐secondary Expectations: Standards‐based Mathematics Programs and Student Achievement on College Mathematics Placement Exams. School Science and Mathematics. 107(8). 336–346. 2 indexed citations

20.

Davis, Jon D.. (2007). Real-World Contexts, Multiple Representations, Student-Invented Terminology, and Y-Intercept. Mathematical Thinking and Learning. 9(4). 387–418. 15 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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