This map shows the geographic impact of Melissa Rodd'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 Melissa Rodd with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Melissa Rodd more than expected).
This network shows the impact of papers produced by Melissa Rodd. 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 Melissa Rodd. The network helps show where Melissa Rodd may publish in the future.
Co-authorship network of co-authors of Melissa Rodd
This figure shows the co-authorship network connecting the top 25 collaborators of Melissa Rodd.
A scholar is included among the top collaborators of Melissa Rodd 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 Melissa Rodd. Melissa Rodd 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.
Rodd, Melissa, et al.. (2017). Learning mathematics for teaching mathematics: non-specialist teachers’ mathematics teacher identity. Mathematics teacher education and development. 19(2). 104–122.7 indexed citations
2.
Rodd, Melissa, et al.. (2015). In-service training to become a mathematics specialist: Aspiration and resistance, Education and Transition. UCL Discovery (University College London).1 indexed citations
3.
Rodd, Melissa. (2015). Space for geometric work: points of affect.1 indexed citations
4.
Rodd, Melissa, et al.. (2014). In-service courses for teachers of mathematics: identity, equity and mathematics. UCL Discovery (University College London).1 indexed citations
5.
Rodd, Melissa, et al.. (2011). Teachers of mathematics to mathematics teachers: a TDA Mathematics Development Programme for Teachers. UCL Discovery (University College London).1 indexed citations
Rodd, Melissa, Michael Reiß, & Tamjid Mujtaba. (2011). Undergraduates' stories about why they are studying physics: implications for policy.1 indexed citations
9.
Rodd, Melissa. (2011). Participation in undergraduate mathematics : choices and defences.1 indexed citations
10.
Rodd, Melissa. (2010). Geometrical Visualisation - epistemic and emotional. for the learning of mathematics. 30(3). 29–35.
11.
Rodd, Melissa, Tamjid Mujtaba, & Michael Reiß. (2010). Participation in mathematics post-18: Undergraduates' stories. IOE EPrints.6 indexed citations
Rodd, Melissa & Margaret Brown. (2004). Successful Undergraduate Mathematicians: a study of students in two universities. UCL Discovery (University College London).4 indexed citations
15.
Rodd, Melissa. (2003). Witness as participation: the lecture theatre as a site for mathematical awe and wonder. for the learning of mathematics. 23(1). 15–21.27 indexed citations
Jones, Keith & Melissa Rodd. (2001). Geometry and proof.32 indexed citations
19.
Rodd, Melissa, et al.. (2000). I Went to University To Learn Mathematics..1 indexed citations
20.
Rodd, Melissa. (1998). Maddy's Mathematical Reality.. for the learning of mathematics. 18(2). 34–41.1 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.