This map shows the geographic impact of Kerry Jordan'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 Kerry Jordan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kerry Jordan more than expected).
This network shows the impact of papers produced by Kerry Jordan. 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 Kerry Jordan. The network helps show where Kerry Jordan may publish in the future.
Co-authorship network of co-authors of Kerry Jordan
This figure shows the co-authorship network connecting the top 25 collaborators of Kerry Jordan.
A scholar is included among the top collaborators of Kerry Jordan 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 Kerry Jordan. Kerry Jordan is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Cantlon, Jessica F., Steven T. Piantadosi, Evan L. MacLean, et al.. (2021). The evolution of quantitative sensitivity. Philosophical Transactions of the Royal Society B Biological Sciences. 377(1844). 20200529–20200529.14 indexed citations
Baker, Joseph M., et al.. (2018). The brain’s response to digital math apps: A pilot study examining children’s cortical responses during touch-screen interactions.. Digital Commons - USU (Utah State University).3 indexed citations
8.
Tucker, Steven, Jessica F. Shumway, Patricia S. Moyer‐Packenham, & Kerry Jordan. (2016). Zooming in on Children's Thinking.. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 21(1). 22–28.
9.
Moyer‐Packenham, Patricia S., et al.. (2016). Zooming in on Children's Thinking: How a Number Line App Revealed, Concealed, and Developed Children's Number Understanding. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 21(1). 23–38.2 indexed citations
10.
Moyer‐Packenham, Patricia S., et al.. (2016). Zooming in on students’ thinking: How a virtual manipulative app revealed, concealed, and developed students’ number understanding. Digital Commons - USU (Utah State University).2 indexed citations
Moyer‐Packenham, Patricia S., et al.. (2014). Relationships between visual static models and students’ written solutions to fraction tasks. Digital Commons - USU (Utah State University). 15. 1–18.16 indexed citations
13.
Moyer‐Packenham, Patricia S., et al.. (2014). Young Children’s Learning Performance and Efficiency when Using Virtual Manipulative Mathematics iPad Apps. Digital Commons - USU (Utah State University). 34(1). 41–69.35 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.