María C. Cañadas

693 total citations
86 papers, 408 citations indexed

About

María C. Cañadas is a scholar working on Education, Statistics and Probability and Neuropsychology and Physiological Psychology. According to data from OpenAlex, María C. Cañadas has authored 86 papers receiving a total of 408 indexed citations (citations by other indexed papers that have themselves been cited), including 58 papers in Education, 29 papers in Statistics and Probability and 20 papers in Neuropsychology and Physiological Psychology. Recurrent topics in María C. Cañadas's work include Mathematics Education and Teaching Techniques (35 papers), Developmental and Educational Neuropsychology (20 papers) and Cognitive and developmental aspects of mathematical skills (19 papers). María C. Cañadas is often cited by papers focused on Mathematics Education and Teaching Techniques (35 papers), Developmental and Educational Neuropsychology (20 papers) and Cognitive and developmental aspects of mathematical skills (19 papers). María C. Cañadas collaborates with scholars based in Spain, Colombia and United States. María C. Cañadas's co-authors include Marta Molina, Bárbara M. Brizuela, Pedro Gómez, Maria Blanton, David A. Reid, Luis Rico Romero, Alfredo Bautista, Analúcia D. Schliemann, José Luis Lupiáñez and Andrea Bruno and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Studies in Mathematics and ZDM.

In The Last Decade

María C. Cañadas

65 papers receiving 382 citations

Peers

María C. Cañadas
Estíbaliz Aragón Spain
Angela Murphy Gardiner United States
F. D. Rivera United States
María Luz Callejo de la Vega Spain
Josetxu Orrantia Spain
Işıl Işler Türkiye
David Múñez Spain
Inés María Gómez Chacón Spain
Luis Moreno–Armella Mexico
Julia Anghileri United Kingdom
Estíbaliz Aragón Spain
María C. Cañadas
Citations per year, relative to María C. Cañadas María C. Cañadas (= 1×) peers Estíbaliz Aragón

Countries citing papers authored by María C. Cañadas

Since Specialization
Citations

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

Fields of papers citing papers by María C. Cañadas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by María C. Cañadas. 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 María C. Cañadas. The network helps show where María C. Cañadas may publish in the future.

Co-authorship network of co-authors of María C. Cañadas

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

All Works

20 of 20 papers shown
1.
Bruno, Andrea, et al.. (2024). Effect of Multiple Representations to Promote Early Algebraic Thinking in Students with Autism. Exceptionality. 33(3). 196–216. 2 indexed citations
2.
Molina, Marta, et al.. (2023). Generalization: strategies and representations used by sixth to eighth graders in a functional context. Mathematics Education Research Journal. 36(3). 519–545. 1 indexed citations
3.
Cañadas, María C., et al.. (2023). Mediaciones realizadas a estudiantes de segundo de primaria en una tarea de generalización. PNA. 17(3). 239–264. 3 indexed citations
4.
Molina, Marta, et al.. (2023). Desarrollo del pensamiento algebraico a través de la justificación en educación primaria. Enseñanza de las Ciencias Revista de investigación y experiencias didácticas. 41(1). 149–173.
5.
Cañadas, María C., et al.. (2022). Generalization strategies and representations used by final-year elementary school students. International Journal of Mathematical Education in Science and Technology. 55(1). 23–43. 6 indexed citations
6.
7.
Cañadas, María C., et al.. (2018). Nominación y atención del talento matemático por parte del docente. Uno: Revista de didáctica de las matematicas. 23–30. 2 indexed citations
8.
Cañadas, María C., et al.. (2018). Meanings given to algebraic symbolism in problem-posing. Educational Studies in Mathematics. 98(1). 19–37. 21 indexed citations
9.
Cañadas, María C.. (2016). Álgebra escolar : un enfoque funcional. 7–13. 1 indexed citations
10.
Cañadas, María C., et al.. (2016). MAGNITUDES Y SU MEDIDA EN EL CURRÍCULO DE PRIMARIA EN ESPAÑA (1945-2013). Scientific Repository (Petra Christian University). 20(1). 340–352.
11.
Cañadas, María C., et al.. (2015). La resolución de problemas matemáticos a través del análisis secuencial de procesos. Electronic Journal of Research in Educational Psychology. 13(35). 73–110. 5 indexed citations
12.
Romero, Luis Rico, et al.. (2014). Formación inicial en educación matemática de los maestros de Primaria en España, 1991-2010. Revista de educación. 363(363). 35–59. 8 indexed citations
13.
Cañadas, María C., et al.. (2013). Pensamiento numérico en edades tempranas. Dialnet (Universidad de la Rioja). 1 indexed citations
14.
Cañadas, María C., et al.. (2010). El razonamiento inductivo como generador de conocimiento matemático. 55–67. 2 indexed citations
15.
Cañadas, María C., et al.. (2009). Evolución del uso del razonamiento inductivo en un grupo de maestros en formación. SHILAP Revista de lepidopterología.
16.
Cañadas, María C., et al.. (2009). Utilización de un modelo para describir el razonamiento inductivo de los estudiantes en la resolución de problemas. Electronic Journal of Research in Educational Psychology. 7(17). 261–278. 1 indexed citations
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Cañadas, María C., et al.. (2008). Descripción de la generalización de estudiantes de 3º y 4º de ESO en la resolución de problemas que involucran sucesiones lineales y cuadráticas. 10.
19.
Cañadas, María C., et al.. (2007). A proposal of categorization for analysing inductive reasoning. 'Una propuesta de categorización para analizar el razonamiento inductivo'. PNA. 1(2). 67–78. 4 indexed citations
20.

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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