Michiel Doorman

2.8k total citations
65 papers, 1.6k citations indexed

About

Michiel Doorman is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Michiel Doorman has authored 65 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 50 papers in Education, 23 papers in Developmental and Educational Psychology and 19 papers in Statistics and Probability. Recurrent topics in Michiel Doorman's work include Mathematics Education and Teaching Techniques (34 papers), Cognitive and developmental aspects of mathematical skills (18 papers) and Innovative Teaching and Learning Methods (18 papers). Michiel Doorman is often cited by papers focused on Mathematics Education and Teaching Techniques (34 papers), Cognitive and developmental aspects of mathematical skills (18 papers) and Innovative Teaching and Learning Methods (18 papers). Michiel Doorman collaborates with scholars based in Netherlands, Indonesia and Germany. Michiel Doorman's co-authors include Koeno Gravemeijer, Paul Drijvers, Marja van den Heuvel‐Panhuizen, Ariyadi Wijaya, Peter Boon, Helen C. Reed, Katja Maaß, Alexander Robitzsch, Monica Wijers and Michiel Veldhuis and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Psychology Review and Educational Studies in Mathematics.

In The Last Decade

Michiel Doorman

58 papers receiving 1.5k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Michiel Doorman Netherlands	19	1.4k	437	392	371	153	65	1.6k
Mogens Niss Denmark	21	1.6k 1.2×	543 1.2×	179 0.5×	510 1.4×	178 1.2×	52	2.0k
Marja van den Heuvel‐Panhuizen Netherlands	26	2.0k 1.5×	931 2.1×	659 1.7×	541 1.5×	129 0.8×	87	2.5k
Paul Drijvers Netherlands	26	1.6k 1.2×	547 1.3×	383 1.0×	583 1.6×	368 2.4×	118	2.2k
Tom Lowrie Australia	20	963 0.7×	437 1.0×	177 0.5×	401 1.1×	76 0.5×	145	1.6k
Rina Zazkis Canada	27	1.9k 1.4×	1.1k 2.4×	237 0.6×	396 1.1×	113 0.7×	114	2.2k
Karen S. Karp United States	13	1.3k 1.0×	669 1.5×	340 0.9×	306 0.8×	52 0.3×	64	1.6k
Joanne Mulligan Australia	21	1.2k 0.9×	959 2.2×	216 0.6×	379 1.0×	91 0.6×	98	1.6k
Carolyn Kieran Canada	18	1.3k 1.0×	617 1.4×	207 0.5×	499 1.3×	90 0.6×	42	1.5k
Vince Geiger Australia	19	1.1k 0.8×	281 0.6×	150 0.4×	332 0.9×	111 0.7×	87	1.3k
Helen M. Doerr United States	24	2.1k 1.5×	786 1.8×	211 0.5×	868 2.3×	254 1.7×	84	2.6k

Countries citing papers authored by Michiel Doorman

Since Specialization

Citations

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

Fields of papers citing papers by Michiel Doorman

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Michiel Doorman

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

Ohtani, Minoru, et al.. (2024). Task Design and Analysis. 515–522.

Doorman, Michiel, et al.. (2023). Supporting mathematics and science teachers in implementing intercultural learning. ZDM. 55(5). 981–993. 3 indexed citations

Herman, Tatang, et al.. (2022). How does a missing part become important for primary school students in understanding fractions?. Journal on Mathematics Education. 13(4). 565–586. 1 indexed citations

Thurm, Daniel, et al.. (2022). Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown—the student perspective. ZDM. 55(1). 79–93. 7 indexed citations

Doorman, Michiel, et al.. (2021). MERIA – Conflict Lines: Experience with Two Innovative Teaching Materials. Center for Educational Policy Studies Journal. 12(1). 103–124. 2 indexed citations

Drijvers, Paul, et al.. (2021). Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown. Educational Studies in Mathematics. 108(1-2). 35–64. 45 indexed citations

Artigue, Michèle, Marianna Bosch, Michiel Doorman, et al.. (2020). Inquiry based mathematics education and the development of learning trajectories. SPIRE - Sciences Po Institutional REpository. 18(3). 63–89. 12 indexed citations

Шварц, Анна, et al.. (2019). Embodied Collaboration to Foster Instrumental Genesis in Mathematics.. Utrecht University Repository (Utrecht University). 2 indexed citations

Heuvel‐Panhuizen, Marja van den, et al.. (2019). Embodied Learning Environments for Graphing Motion: a Systematic Literature Review. Educational Psychology Review. 31(3). 597–629. 52 indexed citations

10.

Tolboom, Jos & Michiel Doorman. (2018). The consequences of including computer-based mathematics and informatics in the STEM curriculum. Utrecht University Repository (Utrecht University). 2018. 210–221. 1 indexed citations

11.

Wijaya, Ariyadi, Marja van den Heuvel‐Panhuizen, & Michiel Doorman. (2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics. 89(1). 41–65. 125 indexed citations

12.

Doorman, Michiel, et al.. (2014). Final versions of the initial package of classroom materials and guidelines. Data Archiving and Networked Services (DANS).

13.

Drijvers, Paul, et al.. (2014). The Effect of Online Tasks for Algebra on Student Achievement in Grade 8. Technology Knowledge and Learning. 19(1-2). 1–18. 18 indexed citations

14.

Maaß, Katja & Michiel Doorman. (2013). A model for a widespread implementation of inquiry-based learning. ZDM. 45(6). 887–899. 48 indexed citations

15.

Wijaya, Ariyadi, et al.. (2011). Emergent Modelling: From Traditional Indonesian Games to a Standard Unit of Measurement.. 34(2). 149–173. 11 indexed citations

16.

Drijvers, Paul, Michiel Doorman, Peter Boon, Helen C. Reed, & Koeno Gravemeijer. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics. 75(2). 213–234. 203 indexed citations

17.

Doorman, Michiel, et al.. (2008). A Historical Perspective on Teaching and Learning Calculus. 22(2). 4–14. 16 indexed citations

18.

Drijvers, Paul, et al.. (2007). Tool use in a technology - rich learning arrangement for the concept of function. Munich Personal RePEc Archive (Ludwig Maximilian University of Munich). 24(3). 1389–1398. 6 indexed citations

19.

Gravemeijer, Koeno & Michiel Doorman. (1999). Context Problems in Realistic Mathematics Education: A Calculus Course as an Example. Educational Studies in Mathematics. 39(1-3). 111–129. 306 indexed citations

20.

Doorman, Michiel. (1988). The existence property in the presence of function symbols. Utrecht University Repository (Utrecht University). 41. 5 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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