Luke Rinne

867 total citations
17 papers, 512 citations indexed

About

Luke Rinne is a scholar working on Statistics and Probability, Education and Developmental and Educational Psychology. According to data from OpenAlex, Luke Rinne has authored 17 papers receiving a total of 512 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Statistics and Probability, 11 papers in Education and 6 papers in Developmental and Educational Psychology. Recurrent topics in Luke Rinne's work include Cognitive and developmental aspects of mathematical skills (10 papers), Mathematics Education and Teaching Techniques (7 papers) and Reading and Literacy Development (6 papers). Luke Rinne is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (10 papers), Mathematics Education and Teaching Techniques (7 papers) and Reading and Literacy Development (6 papers). Luke Rinne collaborates with scholars based in United States. Luke Rinne's co-authors include Mariale M. Hardiman, Nancy C. Jordan, Emma Gregory, Ai Ye, Michèle M. M. Mazzocco, Jessica Rodrigues, Charles J. Limb, Christina Barbieri, Ilyse Resnick and Michael Ranney and has published in prestigious journals such as PLoS ONE, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Luke Rinne

17 papers receiving 480 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Luke Rinne United States	14	282	202	141	104	95	17	512
Susan Courey United States	8	252 0.9×	161 0.8×	161 1.1×	35 0.3×	52 0.5×	14	428
Lyle R. Smith United States	12	294 1.0×	71 0.4×	191 1.4×	48 0.5×	117 1.2×	45	517
Anu Laine Finland	13	477 1.7×	100 0.5×	136 1.0×	161 1.5×	16 0.2×	78	630
Nora Scheuer Argentina	14	419 1.5×	72 0.4×	145 1.0×	40 0.4×	82 0.9×	74	570
Vicki A. Jacobs United States	11	702 2.5×	198 1.0×	741 5.3×	55 0.5×	52 0.5×	12	1.1k
Laurinda C Brown United States	13	437 1.5×	140 0.7×	163 1.2×	116 1.1×	35 0.4×	52	575
Lisa Darragh New Zealand	10	300 1.1×	48 0.2×	97 0.7×	100 1.0×	104 1.1×	26	456
Craig Darch United States	17	494 1.8×	191 0.9×	535 3.8×	72 0.7×	82 0.9×	43	851
Karen L. Westberg United States	10	301 1.1×	24 0.1×	75 0.5×	304 2.9×	45 0.5×	23	501
Joanne Lee Canada	9	129 0.5×	52 0.3×	225 1.6×	46 0.4×	73 0.8×	38	399

Countries citing papers authored by Luke Rinne

Since Specialization

Citations

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

Fields of papers citing papers by Luke Rinne

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Luke Rinne. 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 Luke Rinne. The network helps show where Luke Rinne may publish in the future.

Co-authorship network of co-authors of Luke Rinne

This figure shows the co-authorship network connecting the top 25 collaborators of Luke Rinne. A scholar is included among the top collaborators of Luke Rinne 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 Luke Rinne. Luke Rinne is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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17 of 17 papers shown

Rinne, Luke, Ai Ye, & Nancy C. Jordan. (2019). Development of arithmetic fluency: A direct effect of reading fluency?. Journal of Educational Psychology. 112(1). 110–130. 17 indexed citations

Resnick, Ilyse, Luke Rinne, Christina Barbieri, & Nancy C. Jordan. (2018). Children’s reasoning about decimals and its relation to fraction learning and mathematics achievement.. Journal of Educational Psychology. 111(4). 604–618. 14 indexed citations

Dyson, Nancy, Nancy C. Jordan, Jessica Rodrigues, Christina Barbieri, & Luke Rinne. (2018). A Fraction Sense Intervention for Sixth Graders With or At Risk for Mathematics Difficulties. Remedial and Special Education. 41(4). 244–254. 40 indexed citations

Rinne, Luke, Ai Ye, & Nancy C. Jordan. (2017). Development of fraction comparison strategies: A latent transition analysis.. Developmental Psychology. 53(4). 713–730. 62 indexed citations

Hansen, Nicole, Luke Rinne, Nancy C. Jordan, et al.. (2017). Co-development of fraction magnitude knowledge and mathematics achievement from fourth through sixth grade. Learning and Individual Differences. 60. 18–32. 13 indexed citations

Mazzocco, Michèle M. M., et al.. (2016). Uncanny sums and products may prompt “wise choices”: Semantic misalignment and numerical judgments. Journal of Numerical Cognition. 2(2). 116–139. 2 indexed citations

Ye, Ai, Ilyse Resnick, Nicole Hansen, et al.. (2016). Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge. Journal of Experimental Child Psychology. 152. 242–263. 34 indexed citations

Rinne, Luke & Michèle M. M. Mazzocco. (2014). Knowing Right From Wrong In Mental Arithmetic Judgments: Calibration Of Confidence Predicts The Development Of Accuracy. PLoS ONE. 9(7). e98663–e98663. 48 indexed citations

Hardiman, Mariale M., et al.. (2014). The Effects of Arts Integration on Long‐Term Retention of Academic Content. Mind Brain and Education. 8(3). 144–148. 45 indexed citations

10.

Mazzocco, Michèle M. M., et al.. (2013). Persistent consequences of atypical early number concepts. Frontiers in Psychology. 4. 486–486. 16 indexed citations

11.

Rinne, Luke & Michèle M. M. Mazzocco. (2013). Inferring uncertainty from interval estimates: Effects of alpha level and numeracy. Judgment and Decision Making. 8(3). 330–344. 11 indexed citations

12.

Gregory, Emma, et al.. (2013). Building creative thinking in the classroom: From research to practice. International Journal of Educational Research. 62. 43–50. 68 indexed citations

13.

Hardiman, Mariale M., et al.. (2011). Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy. Neuroethics. 5(2). 135–143. 55 indexed citations

14.

Rinne, Luke, et al.. (2011). Why Arts Integration Improves Long‐Term Retention of Content. Mind Brain and Education. 5(2). 89–96. 50 indexed citations

15.

Ranney, Michael, Luke Rinne, Louise Yarnall, et al.. (2008). Designing and assessing numeracy training for journalists: toward improving quantitative reasoning among media consumers. eScholarship (California Digital Library). 246–253. 14 indexed citations

16.

Yarnall, Louise, et al.. (2008). How Post-secondary Journalism Educators Teach Advanced CAR Data Analysis Skills in the Digital Age. Journalism & Mass Communication Educator. 63(2). 146–164. 13 indexed citations

17.

Rinne, Luke, Michael Ranney, & Nicholas H. Lurie. (2006). Estimation as a catalyst for numeracy: micro-interventions that increase the use of numerical information in decision-making. International Conference of Learning Sciences. 571–577. 10 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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