This map shows the geographic impact of Kay Owens'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 Kay Owens with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kay Owens more than expected).
This network shows the impact of papers produced by Kay Owens. 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 Kay Owens. The network helps show where Kay Owens may publish in the future.
Co-authorship network of co-authors of Kay Owens
This figure shows the co-authorship network connecting the top 25 collaborators of Kay Owens.
A scholar is included among the top collaborators of Kay Owens 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 Kay Owens. Kay Owens is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Owens, Kay, et al.. (2015). Bringing ethnomathematics to elementary school teachers in Papua New Guinea: A design-based research project. SHILAP Revista de lepidopterología.1 indexed citations
6.
Owens, Kay, et al.. (2014). Design-Based Research for Professional Learning for "Cultural Mathematics".. Charles Sturt University Research Output (CRO). 730–733.1 indexed citations
7.
Owens, Kay, et al.. (2014). Indigenous Languages and Mathematics in Elementary Schools. Charles Sturt University Research Output (CRO). 207–214.6 indexed citations
Owens, Kay. (2012). Identity and Ethnomathematics Projects in Papua New Guinea.. Mathematics Education Research Group of Australasia.4 indexed citations
10.
Owens, Kay. (2010). Changing our perspective on space: Place mathematics as a human endeavour. Mathematics Education Research Group of Australasia. 470–477.1 indexed citations
Owens, Kay, et al.. (2008). Indigenous Papua New Guinea knowledges related to volume and mass. Charles Sturt University Research Output (CRO). 1–13.5 indexed citations
13.
Owens, Kay. (2007). Identity as a Mathematical Thinker. Mathematics teacher education and development. 9(2007). 36–50.16 indexed citations
14.
Owens, Kay, et al.. (2007). Changing Our Perspective on Measurement: A Cultural Case Study. Charles Sturt University Research Output (CRO). 571–580.12 indexed citations
15.
Owens, Kay. (2005). Substantive Communication of Space Mathematics in Upper Primary School.. Charles Sturt University Research Output (CRO). 4. 33–40.7 indexed citations
16.
Owens, Kay, et al.. (2004). Rich transitions from Indigenous counting systems to English arithmetic strategies: Implications for mathematics education in Papua New Guinea.. 1–118.12 indexed citations
17.
Owens, Kay. (2003). Investigating and visualising in space and geometry. Charles Sturt University Research Output (CRO). 8(2). 14–19.1 indexed citations
Owens, Kay, et al.. (2000). Research in Mathematics Education in Australasia, 1996-1999..10 indexed citations
20.
Perry, Barbara, et al.. (1992). Bringing theory into the classroom: The school as a learning environment for teachers.1 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.