Karl W. Kosko
About
In The Last Decade
Karl W. Kosko
78 papers receiving 778 citations
Peers
Comparison fields: 5 of 65
- Education 638
- Developmental and Educational Psychology 244
- Human-Computer Interaction 137
- Statistics and Probability 132
- Applied Mathematics 82
Countries citing papers authored by Karl W. Kosko
This map shows the geographic impact of Karl W. Kosko'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 Karl W. Kosko with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Karl W. Kosko more than expected).
Fields of papers citing papers by Karl W. Kosko
This network shows the impact of papers produced by Karl W. Kosko. 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 Karl W. Kosko. The network helps show where Karl W. Kosko may publish in the future.
Co-authorship network of co-authors of Karl W. Kosko
This figure shows the co-authorship network connecting the top 25 collaborators of Karl W. Kosko. A scholar is included among the top collaborators of Karl W. Kosko 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 Karl W. Kosko. Karl W. Kosko is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 1 | |
| 2 | 4 | |
| 3 | 1 | |
| 4 | 1 | |
| 5 | 5 | |
| 6 | 4 | |
| 7 | Preservice Teacher Noticing and Perceptual Capacity with 360 Video and VR Headsets | 4 |
| 8 | 16 | |
| 9 | 7 | |
| 10 | Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing | 15 |
| 11 | Children's Linguistic and Numeric Unit Coordination. | 1 |
| 12 | Effects of a Tablet-Based Mathematics Application for Pre-School Children | 14 |
| 13 | Animating Preservice Teachers' Noticing | 23 |
| 14 | Mathematics Teachers' Recognition of an Obligation to the Discipline and Its Role in the Justification of Instructional Actions. | 5 |
| 15 | Few in number: research on mathematical teaching and learning in the online setting | 1 |
| 16 | HOW ARE GEOMETRIC PROOF PROBLEMS PRESENTED? CONCEPTUALIZING AND MEASURING TEACHERS’ RECOGNITION OF THE DIAGRAMMATIC REGISTER | 9 |
| 17 | Student Enrollment in Classes with Frequent Mathematical Discussion and Its Longitudinal Effect on Mathematics Achievement | 4 |
| 18 | Mathematical Knowledge for Teaching High School Geometry | 5 |
| 19 | Where's the Proof? Proof in U.S. High School Geometry Content Standards. | 2 |
| 20 | First Semester Experiences of Professionals Transitioning to Full-Time Doctoral Study. | 17 |
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.