Katherine E. Lewis

1.0k total citations
24 papers, 744 citations indexed

About

Katherine E. Lewis is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Katherine E. Lewis has authored 24 papers receiving a total of 744 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 16 papers in Statistics and Probability and 9 papers in Developmental and Educational Psychology. Recurrent topics in Katherine E. Lewis's work include Cognitive and developmental aspects of mathematical skills (16 papers), Mathematics Education and Teaching Techniques (15 papers) and Reading and Literacy Development (8 papers). Katherine E. Lewis is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (16 papers), Mathematics Education and Teaching Techniques (15 papers) and Reading and Literacy Development (8 papers). Katherine E. Lewis collaborates with scholars based in United States, Australia and Germany. Katherine E. Lewis's co-authors include Kevin D. O’Brien, Alan Chait, Thomas O. McDonald, Thomas N. Wight, Elizabeth A. Kirk, Shari Wang, Lahoucine Hanich, Melissa M. Murphy, Michèle M. M. Mazzocco and Gwen F. Myers and has published in prestigious journals such as Circulation, Arteriosclerosis Thrombosis and Vascular Biology and Atherosclerosis.

In The Last Decade

Katherine E. Lewis

23 papers receiving 716 citations

Peers

Katherine E. Lewis

EDUCA

SURGE

DEP

Matthew A. Held United States

Rudolf Sträßer Germany

Kathryn Garner United Kingdom

Fahad Munir China

Reinhard Oldenburg Germany

Noriko Ishihara Japan

Kelly Anderson United States

Jeffrey S. Friedman United States

Jane Chiu Canada

Matthew A. Held United States

Katherine E. Lewis

47 ×0.2

EDUCA

103 ×0.4

376 ×2.1

126 ×0.8

SURGE

266 ×2.2

DEP

Citations per year, relative to Katherine E. Lewis Katherine E. Lewis (= 1×) peers Matthew A. Held

Countries citing papers authored by Katherine E. Lewis

Since Specialization

Citations

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

Fields of papers citing papers by Katherine E. Lewis

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Katherine E. Lewis. 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 Katherine E. Lewis. The network helps show where Katherine E. Lewis may publish in the future.

Co-authorship network of co-authors of Katherine E. Lewis

This figure shows the co-authorship network connecting the top 25 collaborators of Katherine E. Lewis. A scholar is included among the top collaborators of Katherine E. Lewis 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 Katherine E. Lewis. Katherine E. Lewis 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

Lewis, Katherine E., et al.. (2025). Critical Special Education: Navigating Special Education Realities and Working Toward the Ideals of Disability Studies in Education. Exceptional Children. 91(4). 396–416.

Lewis, Katherine E., et al.. (2022). Screening for Characteristics of Dyscalculia: Identifying Unconventional Fraction Understandings. lnternational Electronic Journal of Elementary Education. 4 indexed citations

Lewis, Katherine E., et al.. (2020). Integer number sense and notation: A case study of a student with a mathematics learning disability. The Journal of Mathematical Behavior. 59. 100797–100797. 10 indexed citations

Lewis, Katherine E., et al.. (2018). Access Through Compensation: Emancipatory View of a Mathematics Learning Disability. Cognition and Instruction. 36(4). 424–459. 4 indexed citations

Lewis, Katherine E., et al.. (2018). Against the Odds: Insights from a Statistician with Dyscalculia. Education Sciences. 8(2). 63–63. 8 indexed citations

Hunt, Jessica H., et al.. (2018). Productive Struggle for All: Differentiated Instruction. Mathematics Teaching in the Middle School. 23(4). 194–201. 18 indexed citations

Lewis, Katherine E., et al.. (2018). An insider’s view of a mathematics learning disability: Compensating to gain access to fractions. Investigations in Mathematics Learning. 10(3). 159–172. 9 indexed citations

Lewis, Katherine E.. (2017). Designing a Bridging Discourse: Re-Mediation of a Mathematical Learning Disability. Journal of the Learning Sciences. 26(2). 320–365. 15 indexed citations

Lewis, Katherine E.. (2016). Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities (Reprint). Journal of Education. 196(2). 39–57. 1 indexed citations

10.

Lewis, Katherine E.. (2016). Beyond Error Patterns. Learning Disability Quarterly. 39(4). 199–212. 20 indexed citations

11.

Lewis, Katherine E.. (2014). Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities. Journal for Research in Mathematics Education. 45(3). 351–396. 60 indexed citations

12.

Mazzocco, Michèle M. M., Gwen F. Myers, Katherine E. Lewis, Lahoucine Hanich, & Melissa M. Murphy. (2013). Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement. Journal of Experimental Child Psychology. 115(2). 371–387. 78 indexed citations

13.

Saxe, Geoffrey B., et al.. (2010). Supporting Generative Thinking About the Integer Number Line in Elementary Mathematics. Cognition and Instruction. 28(4). 433–474. 27 indexed citations

14.

Lewis, Katherine E.. (2010). Reconceptualizing mathematical learning disabilities: a diagnostic case study. International Conference of Learning Sciences. 742–749. 1 indexed citations

15.

Lewis, Katherine E.. (2010). Understanding Mathematical Learning Disabilities: A Case Study of Errors and Explanations.. 8(2). 9–18. 6 indexed citations

16.

Schauer, Irene E., Leslie A. Knaub, P.A. Watson, et al.. (2010). CREB Downregulation in Vascular Disease. Arteriosclerosis Thrombosis and Vascular Biology. 30(4). 733–741. 71 indexed citations

17.

O’Brien, Kevin D., Thomas O. McDonald, Vidya Kunjathoor, et al.. (2005). Serum Amyloid A and Lipoprotein Retention in Murine Models of Atherosclerosis. Arteriosclerosis Thrombosis and Vascular Biology. 25(4). 785–790. 92 indexed citations

18.

Chait, Alan, Katherine E. Lewis, Lisa R. Tannock, et al.. (2004). Nutrition and inflammation: role of dietary cholesterol. International Congress Series. 1262. 313–316. 1 indexed citations

19.

Lewis, Katherine E., Elizabeth A. Kirk, Thomas O. McDonald, et al.. (2004). Increase in Serum Amyloid A Evoked by Dietary Cholesterol Is Associated With Increased Atherosclerosis in Mice. Circulation. 110(5). 540–545. 139 indexed citations

20.

O’Brien, Kevin D., Simona Vuletic, Thomas O. McDonald, et al.. (2003). Cell-Associated and Extracellular Phospholipid Transfer Protein in Human Coronary Atherosclerosis. Circulation. 108(3). 270–274. 64 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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