Mara Cotič

502 total citations
26 papers, 288 citations indexed

About

Mara Cotič is a scholar working on Education, Information Systems and Computer Science Applications. According to data from OpenAlex, Mara Cotič has authored 26 papers receiving a total of 288 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 10 papers in Information Systems and 4 papers in Computer Science Applications. Recurrent topics in Mara Cotič's work include Mathematics Education and Teaching Techniques (8 papers), Educational Technology and Assessment (5 papers) and Online Learning and Analytics (4 papers). Mara Cotič is often cited by papers focused on Mathematics Education and Teaching Techniques (8 papers), Educational Technology and Assessment (5 papers) and Online Learning and Analytics (4 papers). Mara Cotič collaborates with scholars based in Slovenia and Russia. Mara Cotič's co-authors include Andreja Istenič Starčič, Matej Zajc, Ian Solomonides and Milena Valenčić Zuljan and has published in prestigious journals such as Computers & Education, British Journal of Educational Technology and Educational Studies.

In The Last Decade

Mara Cotič

22 papers receiving 259 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Mara Cotič Slovenia	7	165	95	49	44	35	26	288
Lauren Eutsler United States	9	145 0.9×	100 1.1×	108 2.2×	11 0.3×	22 0.6×	23	261
Kevser Hava Türkiye	9	132 0.8×	72 0.8×	52 1.1×	88 2.0×	65 1.9×	15	281
Yudhi Arifani Indonesia	11	251 1.5×	131 1.4×	47 1.0×	15 0.3×	22 0.6×	56	342
Lung-Hsiang Wong Singapore	10	187 1.1×	217 2.3×	162 3.3×	17 0.4×	89 2.5×	22	412
Gülden Gürsoy Türkiye	5	267 1.6×	131 1.4×	175 3.6×	44 1.0×	70 2.0×	17	417
Jose Belda-Medina Spain	11	92 0.6×	125 1.3×	76 1.6×	21 0.5×	83 2.4×	35	425
Dong‐Joong Kim South Korea	7	203 1.2×	154 1.6×	71 1.4×	6 0.1×	20 0.6×	28	339
Patrick McGuire United States	8	406 2.5×	106 1.1×	96 2.0×	9 0.2×	18 0.5×	15	484
Gonca Yangın Ekşi Türkiye	11	209 1.3×	83 0.9×	56 1.1×	13 0.3×	33 0.9×	31	334
Vinesh Chandra Australia	10	230 1.4×	79 0.8×	68 1.4×	6 0.1×	64 1.8×	30	327

Countries citing papers authored by Mara Cotič

Since Specialization

Citations

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

Fields of papers citing papers by Mara Cotič

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mara Cotič

This figure shows the co-authorship network connecting the top 25 collaborators of Mara Cotič. A scholar is included among the top collaborators of Mara Cotič 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 Mara Cotič. Mara Cotič 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

Cotič, Mara, et al.. (2024). Demetriou’s tests and levels of algebraic abilities and proportional reasoning in seventh, eighth, and ninth grades. European Journal of Science and Mathematics Education. 12(2). 326–334. 1 indexed citations

Cotič, Mara, et al.. (2024). The problem-based approach in mathematics teaching and its impact on mathematical problem-solving performance. 16(4). 176–193. 1 indexed citations

Cotič, Mara, et al.. (2024). Development of Mathematical Concepts through a Problem-based Approach in Grade 3 Primary School Pupils. International Journal of Instruction. 17(3). 1–18.

Cotič, Mara, et al.. (2023). Random Forest Regression in Predicting Students’ Achievements and Fuzzy Grades. Mathematics. 11(19). 4129–4129. 12 indexed citations

Cotič, Mara, et al.. (2023). Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis. Mathematics. 11(6). 1488–1488. 4 indexed citations

Cotič, Mara, et al.. (2023). Teachers’ Attitudes Towards Mathematics Problem-Solving. International Journal of Instruction. 16(2). 823–836. 1 indexed citations

Cotič, Mara, et al.. (2023). Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups. International Electronic Journal of Mathematics Education. 18(1). em0727–em0727. 2 indexed citations

Cotič, Mara, et al.. (2022). Differences in students’ mathematics knowledge in homogeneous and heterogeneous groups. European Journal of Science and Mathematics Education. 11(1). 15–32. 5 indexed citations

Cotič, Mara, et al.. (2022). High school students’ attitudes towards geometry: An exploratory factor analysis. Cypriot Journal of Educational Sciences. 17(6). 2090–2104. 1 indexed citations

10.

Cotič, Mara, et al.. (2022). Using Fuzzy Logic to Assess Studentsʼ Mathematical Knowledge. 263–278. 1 indexed citations

11.

Cotič, Mara, et al.. (2022). Students’ Perceptions of Remote Teaching and Learning: The Slovene Minority in Italy during the Pandemic Period of Covid-19. 88(88). 5–26. 1 indexed citations

12.

Cotič, Mara, et al.. (2022). Assessing Students’ Mathematical Knowledge with Fuzzy Logic. Education Sciences. 12(4). 266–266. 7 indexed citations

13.

Cotič, Mara, et al.. (2021). The effect of cross-curricular integration on pupils’ knowledge gained through experiential learning. Cypriot Journal of Educational Sciences. 16(6). 3133–3146. 2 indexed citations

14.

Starčič, Andreja Istenič, et al.. (2021). Problem-Based Geometry in Seventh Grade: Examining the Effect of Path-Based Vs. Conventional Instruction on Learning Outcomes. International Journal of Emerging Technologies in Learning (iJET). 16(12). 16–16. 1 indexed citations

15.

Cotič, Mara, et al.. (2020). TAXONOMY OF LEARNING OBJECTIVES AT ELEMENTARY LEVEL. 335–346.

16.

Cotič, Mara, et al.. (2019). Učenje in poučevanje geometrije z uporabo informacijsko-komunikacijske tehnologije v osnovni šoli. 3 indexed citations

17.

Cotič, Mara, et al.. (2017). Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes. Computers & Education. 114. 1–23. 66 indexed citations

18.

Cotič, Mara, et al.. (2013). Kreativne radionice kao oblik poticanja darovitosti u matematici. 105–116. 1 indexed citations

19.

Starčič, Andreja Istenič, Mara Cotič, & Matej Zajc. (2012). Design‐based research on the use of a tangible user interface for geometry teaching in an inclusive classroom. British Journal of Educational Technology. 44(5). 729–744. 31 indexed citations

20.

Cotič, Mara & Milena Valenčić Zuljan. (2009). Problem‐based instruction in mathematics and its impact on the cognitive results of the students and on affective‐motivational aspects. Educational Studies. 35(3). 297–310. 41 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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