Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School
2008402 citationsJo Boaler, Megan StaplesTeachers College Record The Voice of Scholarship in Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Megan Staples'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 Megan Staples with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Megan Staples more than expected).
This network shows the impact of papers produced by Megan Staples. 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 Megan Staples. The network helps show where Megan Staples may publish in the future.
Co-authorship network of co-authors of Megan Staples
This figure shows the co-authorship network connecting the top 25 collaborators of Megan Staples.
A scholar is included among the top collaborators of Megan Staples 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 Megan Staples. Megan Staples is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Staples, Megan & Kristin Lesseig. (2020). Advancing a Teacher-Centered Perspective on Support-for-Claims Terminology.. for the learning of mathematics. 40(1). 28–35.4 indexed citations
4.
Bieda, Kristen N. & Megan Staples. (2020). Justification as an Equity Practice. Mathematics Teacher Learning and Teaching PK-12. 113(2). 102–108.12 indexed citations
5.
Staples, Megan, et al.. (2016). This Issue. Theory Into Practice. 55(4). 275–278.2 indexed citations
Cirillo, Michelle, et al.. (2015). Conceptions and Consequences of What We Call Argumentation, Justification, and Proof.10 indexed citations
8.
Staples, Megan, et al.. (2015). Moving Students to “the Why?”. Mathematics Teaching in the Middle School. 20(8). 484–491.5 indexed citations
9.
Staples, Megan. (2014). Supporting Student Justification in Middle School Mathematics Classrooms: Teachers' Work to Create a Context for Justificaiton. OpenCommons - UConn (University of Connecticut).4 indexed citations
Staples, Megan, et al.. (2010). Justification as a learning practice: Its purposes in middle grades mathematics classrooms.. OpenCommons - UConn (University of Connecticut).7 indexed citations
15.
Rodríguez, Vanessa, et al.. (2009). Shared Language. Mathematics Teacher Learning and Teaching PK-12. 102(8). 606–613.4 indexed citations
Boaler, Jo & Megan Staples. (2008). Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School. Teachers College Record The Voice of Scholarship in Education. 110(3). 608–645.402 indexed citations breakdown →
18.
Staples, Megan, et al.. (2007). Words, thoughts and actions: Examining the potential impact of a shared language of mathematics pedagogy. 1–3.2 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.