Jonathan Thomas

596 total citations
24 papers, 386 citations indexed

About

Jonathan Thomas is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Jonathan Thomas has authored 24 papers receiving a total of 386 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 14 papers in Statistics and Probability and 4 papers in Developmental and Educational Psychology. Recurrent topics in Jonathan Thomas's work include Mathematics Education and Teaching Techniques (19 papers), Cognitive and developmental aspects of mathematical skills (14 papers) and Education and Technology Integration (9 papers). Jonathan Thomas is often cited by papers focused on Mathematics Education and Teaching Techniques (19 papers), Cognitive and developmental aspects of mathematical skills (14 papers) and Education and Technology Integration (9 papers). Jonathan Thomas collaborates with scholars based in United States. Jonathan Thomas's co-authors include Edna O. Schack, Molly H. Fisher, Janet Tassell, Cindy Jong, Penina Axelrad, Shelly Sheats Harkness, David Dueber, Andrea C. Burrows, Robert J. Wright and David Brown and has published in prestigious journals such as SHILAP Revista de lepidopterología, IEEE Transactions on Aerospace and Electronic Systems and ZDM.

In The Last Decade

Jonathan Thomas

20 papers receiving 353 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Jonathan Thomas United States 10 290 125 72 52 50 24 386
Geoff Hilton Australia 9 170 0.6× 72 0.6× 30 0.4× 21 0.4× 29 0.6× 31 239
Dũng Trần United States 10 97 0.3× 37 0.3× 8 0.1× 19 0.4× 57 1.1× 48 332
Giorgio Bolondi Italy 12 104 0.4× 40 0.3× 9 0.1× 19 0.4× 5 0.1× 49 387
Elizabeth A. Burroughs United States 10 174 0.6× 43 0.3× 8 0.1× 25 0.5× 3 0.1× 28 263
Josip Sliško Mexico 9 228 0.8× 10 0.1× 16 0.2× 64 1.2× 14 0.3× 77 363
Alfred S. Posamentier United States 7 111 0.4× 23 0.2× 3 0.0× 27 0.5× 8 0.2× 37 227
Avi Berman Israel 8 90 0.3× 35 0.3× 1 0.0× 42 0.8× 21 0.4× 19 209
Eli Maor United States 7 61 0.2× 62 0.5× 3 0.0× 24 0.5× 5 0.1× 34 235
John Hannah New Zealand 11 84 0.3× 23 0.2× 2 0.0× 29 0.6× 29 0.6× 45 294
Pablo Barniol Mexico 12 324 1.1× 38 0.3× 73 1.4× 8 0.2× 34 397

Countries citing papers authored by Jonathan Thomas

Since Specialization
Citations

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

Fields of papers citing papers by Jonathan Thomas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jonathan Thomas

This figure shows the co-authorship network connecting the top 25 collaborators of Jonathan Thomas. A scholar is included among the top collaborators of Jonathan Thomas 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 Jonathan Thomas. Jonathan Thomas 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.
Thomas, Jonathan, Cindy Jong, & Molly H. Fisher. (2024). Being Mindful in the Mathematical Moment. Mathematics Teacher Learning and Teaching PK-12. 117(2). 107–114.
2.
Jong, Cindy, Edna O. Schack, Molly H. Fisher, Jonathan Thomas, & David Dueber. (2021). What role does professional noticing play? Examining connections with affect and mathematical knowledge for teaching among preservice teachers. ZDM. 53(1). 151–164. 18 indexed citations
3.
Thomas, Jonathan & David Dueber. (2020). Thinking with Our Hands. Mathematics Teacher Learning and Teaching PK-12. 113(1). 69–73.
4.
Thomas, Jonathan, David Dueber, Molly H. Fisher, Cindy Jong, & Edna O. Schack. (2019). Professional Noticing into Practice: An Examination of Inservice Teachers’ Conceptions and Enactment. Investigations in Mathematics Learning. 12(2). 110–123. 1 indexed citations
5.
Fisher, Molly H., Jonathan Thomas, Cindy Jong, Edna O. Schack, & David Dueber. (2019). Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms. School Science and Mathematics. 119(3). 142–149. 13 indexed citations
6.
Thomas, Jonathan & Shelly Sheats Harkness. (2019). Tethering towards number: synthesizing cognitive variability and stage-oriented development in children’s arithmetic thinking. Mathematics Education Research Journal. 31(3). 325–347. 1 indexed citations
7.
Thomas, Jonathan, Cindy Jong, Molly H. Fisher, & Edna O. Schack. (2017). Noticing and Knowledge: Exploring Theoretical Connections between Professional Noticing and Mathematical Knowledge for Teaching. ˜The œMathematics educator. 26(2). 32 indexed citations
8.
Jong, Cindy, et al.. (2017). Decimal Dilemmas: Interpreting and Addressing Misconceptions. 75(1).
9.
Fisher, Molly H., Jonathan Thomas, Edna O. Schack, Cindy Jong, & Janet Tassell. (2017). Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes. Mathematics Education Research Journal. 30(2). 209–232. 29 indexed citations
10.
Thomas, Jonathan, et al.. (2015). Professional Noticing: Learning to Teach Responsively. Mathematics Teaching in the Middle School. 21(4). 238–243. 7 indexed citations
11.
Fisher, Molly H., et al.. (2014). Is It Counting, or Is It Adding?. Teaching Children Mathematics. 20(8). 498–507. 5 indexed citations
12.
Thomas, Jonathan, et al.. (2014). Professional Noticing: Developing Responsive Mathematics Teaching. Teaching Children Mathematics. 21(5). 294–303. 10 indexed citations
13.
Schack, Edna O., et al.. (2013). Prospective elementary school teachers’ professional noticing of children’s early numeracy. Journal of Mathematics Teacher Education. 16(5). 379–397. 131 indexed citations
14.
Fisher, Molly H., et al.. (2012). The Stages of Early Arithmetic Learning: A Context for Learning to Professionally Notice. Proceedings of the ... PME Conference. 1 indexed citations
15.
Burrows, Andrea C., et al.. (2012). Riding the wave: student researcher reflection on the action research process. Educational Action Research. 20(2). 291–312. 5 indexed citations
16.
Thomas, Jonathan & Shelly Sheats Harkness. (2012). Implications for intervention: categorising the quantitative mental imagery of children. Mathematics Education Research Journal. 25(2). 231–256. 3 indexed citations
17.
Thomas, Jonathan, et al.. (2012). Developing Quantitative Mental Imagery. Teaching Children Mathematics. 19(3). 174–183. 12 indexed citations
18.
Thomas, Jonathan, et al.. (2010). First grader's number knowledge. Teaching Children Mathematics. 17(5). 298–308. 3 indexed citations
19.
Harkness, Shelly Sheats & Jonathan Thomas. (2008). Reflections on “Multiplication as Original Sin”: The implications of using a case to help preservice teachers understand invented algorithms. The Journal of Mathematical Behavior. 27(2). 128–137. 18 indexed citations
20.
Axelrad, Penina, et al.. (2003). Application of successive interference cancellation to the GPS pseudolite near-far problem. IEEE Transactions on Aerospace and Electronic Systems. 39(2). 481–488. 81 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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