This map shows the geographic impact of Kevin Larkin'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 Kevin Larkin with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kevin Larkin more than expected).
This network shows the impact of papers produced by Kevin Larkin. 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 Kevin Larkin. The network helps show where Kevin Larkin may publish in the future.
Co-authorship network of co-authors of Kevin Larkin
This figure shows the co-authorship network connecting the top 25 collaborators of Kevin Larkin.
A scholar is included among the top collaborators of Kevin Larkin 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 Kevin Larkin. Kevin Larkin is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Kortenkamp, Ulrich, et al.. (2023). Investigating the effect of learning part-part instead of part-whole concepts using the Fingu App from an ACAT perspective. SPIRE - Sciences Po Institutional REpository.1 indexed citations
Larkin, Kevin, et al.. (2019). Queensland Pre-Service Teachers' Beliefs on the Integration of Children's Literature in Mathematics Teaching: A Pilot Case Study.. Griffith Research Online (Griffith University, Queensland, Australia).
10.
Larkin, Kevin & Tom Lowrie. (2019). The Role and Nature of Digital Technology use in Preschool STEM. Griffith Research Online (Griffith University, Queensland, Australia). 69–72.1 indexed citations
11.
Larkin, Kevin, et al.. (2018). Preservice Teacher Mathematics Education: Online vs. Blended vs. Face to Face! Is this the whole story?. Griffith Research Online (Griffith University, Queensland, Australia).
12.
Miller, Jodie & Kevin Larkin. (2017). Using Coding to Promote Mathematical Thinking with Year 2 Students: Alignment with the Australian Curriculum.. Queensland's institutional digital repository (The University of Queensland). 381–388.1 indexed citations
13.
Gervasoni, Ann, et al.. (2017). STEM Practices: A Reconceptualization of STEM in the Early Years.. Mathematics Education Research Group of Australasia.1 indexed citations
14.
Larkin, Kevin. (2015). The Search for Fidelity in Geometry Apps: An Exercise in Futility?.. Griffith Research Online (Griffith University, Queensland, Australia).5 indexed citations
15.
Larkin, Kevin & Romina Jamieson-Proctor. (2015). Using transactional distance theory to redesign an online mathematics education course for pre-service primary teachers. Mathematics teacher education and development. 17(1). 44–61.15 indexed citations
16.
Larkin, Kevin. (2014). iPad Apps That Promote Mathematical Knowledge? "Yes, They Exist!".. Griffith Research Online (Griffith University, Queensland, Australia). 19(2). 28–32.10 indexed citations
Larkin, Kevin & Glenn Finger. (2011). Netbook computers as an appropriate solution for 1:1 computer use in primary schools. University of Southern Queensland ePrints (University of Southern Queensland). 26(1). 27–34.4 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.