Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
This map shows the geographic impact of Julie Sarama'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 Julie Sarama with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Julie Sarama more than expected).
This network shows the impact of papers produced by Julie Sarama. 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 Julie Sarama. The network helps show where Julie Sarama may publish in the future.
Co-authorship network of co-authors of Julie Sarama
This figure shows the co-authorship network connecting the top 25 collaborators of Julie Sarama.
A scholar is included among the top collaborators of Julie Sarama 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 Julie Sarama. Julie Sarama is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Germeroth, Carrie & Julie Sarama. (2017). Coaching in Early Mathematics. Advances in child development and behavior. 53. 127–167.3 indexed citations
5.
Sarama, Julie, Douglas H. Clements, & Mary Elaine Spitler. (2017). Evidence of Teacher Change after Participating in TRIAD’s Learning Trajectories-based Professional Development and after Implementing Learning Trajectory-based Mathematics Instruction. Mathematics teacher education and development. 19(3). 58–75.5 indexed citations
6.
Foster, Matthew E., Jason L. Anthony, Douglas H. Clements, Julie Sarama, & Jeffrey J. Williams. (2016). A Randomized Control Trial Evaluating the Effectiveness of Computer Assisted Instruction in Numeracy on Math Outcomes for Monolingual English Speaking Kindergartners from Title 1 Schools.. Society for Research on Educational Effectiveness.2 indexed citations
7.
Barrett, Jeffrey E., et al.. (2016). Developing an Understanding of Children's Justifications for the Circle Area Formula.. Proceedings of the ... PME Conference.1 indexed citations
8.
Clements, Douglas H., Julie Sarama, Fatih Unlu, et al.. (2016). Effects of TRIAD on Mathematics Achievement: Long-Term Impacts.. Society for Research on Educational Effectiveness.3 indexed citations
9.
Bailey, Drew H., Tutrang Nguyen, Jade Marcus Jenkins, et al.. (2015). Fadeout in an Early Mathematics Intervention: Same Old Schools or Underlying Skills?.. Society for Research on Educational Effectiveness.
10.
Sarama, Julie & Douglas H. Clements. (2014). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development1.5 indexed citations
11.
Barrett, Jeffrey E., et al.. (2014). Linking Children's Knowledge of Length Measurement to Their Use of Double Number Lines.. Proceedings of the ... PME Conference.
12.
Unlu, Fatih, et al.. (2013). Approaches to Incorporating Late Pretests in Experiments: Evaluation of Two Early Mathematics and Self-Regulation Interventions.. Society for Research on Educational Effectiveness.1 indexed citations
Sarama, Julie & Douglas H. Clements. (2009). Building Blocks and Cognitive Building Blocks: Playing to Know the World Mathematically.. 1(3). 313–337.61 indexed citations
15.
Sarama, Julie & Douglas H. Clements. (2006). Books that Build Math Skills: Sharing Books that Reinforce Math Concepts with Young Children.. 21(3). 20.1 indexed citations
16.
Clements, Douglas H. & Julie Sarama. (2006). Early Math: Young Children and Geometry.. 20(7). 12–13.3 indexed citations
17.
Clements, Douglas H. & Julie Sarama. (2005). Building Math through Play Everyday.. 19(4). 50–57.4 indexed citations
Clements, Douglas H. & Julie Sarama. (2000). Predicting Pattern Blocks On and Off the Computer. Teaching Children Mathematics. 6(7).3 indexed citations
20.
Clements, Douglas H., Julie Sarama, & Michael T. Battista. (1998). Development of Concepts of Geometric Figures in a Specially Designed Logo Computer Environment.. Focus on learning problems in mathematics. 20. 47–64.9 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.