Nils Buchholtz

965 total citations
35 papers, 404 citations indexed

About

Nils Buchholtz is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Nils Buchholtz has authored 35 papers receiving a total of 404 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 8 papers in Sociology and Political Science and 8 papers in Developmental and Educational Psychology. Recurrent topics in Nils Buchholtz's work include Mathematics Education and Teaching Techniques (18 papers), Education Methods and Technologies (8 papers) and Educational Assessment and Improvement (7 papers). Nils Buchholtz is often cited by papers focused on Mathematics Education and Teaching Techniques (18 papers), Education Methods and Technologies (8 papers) and Educational Assessment and Improvement (7 papers). Nils Buchholtz collaborates with scholars based in Germany, Norway and Australia. Nils Buchholtz's co-authors include Gabriele Kaiser, Guri A. Nortvedt, Sigrid Blömeke, Ute Suhl, Björn Schwarz, Johannes König, Albert Bremerich-Vos, Jörg Doll, Matthias Carl Laupichler and Sarah Strauß and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Teaching and Teacher Education.

In The Last Decade

Nils Buchholtz

31 papers receiving 374 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Nils Buchholtz Germany 13 302 75 49 41 38 35 404
Mario Sánchez Aguilar Mexico 11 384 1.3× 93 1.2× 57 1.2× 59 1.4× 115 3.0× 68 512
Angela T. Barlow United States 9 310 1.0× 97 1.3× 59 1.2× 19 0.5× 26 0.7× 46 381
Djordje M. Kadijevich Serbia 10 244 0.8× 60 0.8× 44 0.9× 58 1.4× 56 1.5× 26 350
Sarah M. Bonner United States 11 266 0.9× 84 1.1× 21 0.4× 25 0.6× 24 0.6× 23 320
Kwan Eu Leong Malaysia 14 359 1.2× 115 1.5× 38 0.8× 37 0.9× 96 2.5× 59 479
Lisa Ziernwald Germany 6 243 0.8× 91 1.2× 17 0.3× 54 1.3× 125 3.3× 12 375
Cynthia Nicol Canada 11 398 1.3× 64 0.9× 107 2.2× 26 0.6× 21 0.6× 33 455
Gloriana González United States 14 363 1.2× 139 1.9× 85 1.7× 14 0.3× 29 0.8× 40 445
Jennifer Knudsen United States 7 234 0.8× 86 1.1× 55 1.1× 33 0.8× 20 0.5× 13 288
Delia Hillmayr Germany 5 236 0.8× 82 1.1× 17 0.3× 53 1.3× 128 3.4× 7 356

Countries citing papers authored by Nils Buchholtz

Since Specialization
Citations

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

Fields of papers citing papers by Nils Buchholtz

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Nils Buchholtz

This figure shows the co-authorship network connecting the top 25 collaborators of Nils Buchholtz. A scholar is included among the top collaborators of Nils Buchholtz 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 Nils Buchholtz. Nils Buchholtz 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.
Pepin, Birgit, et al.. (2025). A Scoping Survey of ChatGPT in Mathematics Education. TU/e Research Portal. 11(1). 9–41. 8 indexed citations
2.
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4.
Kaiser, Gabriele, Johannes König, Stefan Krauß, Nils Buchholtz, & Hans Gruber. (2025). Are teacher expertise and teacher competence complementary or contradictory research paradigms? Reflections on a possible integration and first conceptualizations. ZDM. 57(6). 1077–1092.
5.
Laupichler, Matthias Carl, et al.. (2024). Developing a holistic AI literacy assessment matrix – Bridging generic, domain-specific, and ethical competencies. SHILAP Revista de lepidopterología. 6. 100177–100177. 39 indexed citations
6.
7.
Buchholtz, Nils, et al.. (2024). The tasty world of irrational numbers – explorative mathematical visualizations generated by AI image models. Journal of Mathematics and the Arts. 18(3-4). 272–289. 1 indexed citations
8.
Buchholtz, Nils & Maike Vollstedt. (2024). Q methodology as an integrative approach: bridging quantitative and qualitative insights in a mixed methods study on mathematics teachers’ beliefs. Frontiers in Psychology. 15. 1418040–1418040. 4 indexed citations
9.
Wasserman, Nicholas H., et al.. (2023). Making university mathematics matter for secondary teacher preparation. ZDM. 55(4). 719–736. 12 indexed citations
10.
Buchholtz, Nils, et al.. (2023). The concept of practices in mathematics teachers' competence: A theoretical exploration. SPIRE - Sciences Po Institutional REpository. 1 indexed citations
11.
Scheiner, Thorsten, Nils Buchholtz, & Gabriele Kaiser. (2023). Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study. Journal of Mathematics Teacher Education. 27(6). 1083–1104. 4 indexed citations
12.
Doll, Jörg, Nils Buchholtz, Gabriele Kaiser, Johannes König, & Albert Bremerich-Vos. (2021). Nutzungsverläufe für fachdidaktische Studieninhalte der Fächer Deutsch, Englisch und Mathematik im Lehramtsstudium. Die Bedeutung der Lehrämter und der Zusammenhang mit Lehrinnovationen. Zeitschrift für Pädagogik. 64(4). 511–532. 2 indexed citations
13.
Buchholtz, Nils. (2020). Voraussetzungen und Qualitätskriterien von Mixed-Methods-Studien in der mathematikdidaktischen Forschung. Journal für Mathematik-Didaktik. 42(1). 219–242. 2 indexed citations
14.
König, Johannes, Jörg Doll, Nils Buchholtz, et al.. (2018). General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university. Research Bank (Australian Catholic University). 13 indexed citations
15.
Buchholtz, Nils, et al.. (2018). Combining and integrating formative and summative assessment in mathematics teacher education. ZDM. 50(4). 715–728. 25 indexed citations
16.
König, Johannes, Jörg Doll, Nils Buchholtz, et al.. (2017). Pädagogisches Wissen versus fachdidaktisches Wissen? Struktur des professionellen Wissens bei angehenden Deutsch-, Englisch- und Mathematiklehrkräften im Studium. Kölner Universitäts PublikationsServer (Universität zu Köln). 15 indexed citations
17.
Buchholtz, Nils, Björn Schwarz, & Gabriele Kaiser. (2016). Eine Analyse der sogenannten Schlussrechnung – Die Relevanz der Ansätze von Arnold Kirsch für aktuelle Lernprozesse in der Lehrerausbildung. Journal für Mathematik-Didaktik. 37(1). 31–53. 1 indexed citations
18.
Buchholtz, Nils & Gabriele Kaiser. (2013). IMPROVING MATHEMATICS TEACHER EDUCATION IN GERMANY: EMPIRICAL RESULTS FROM A LONGITUDINAL EVALUATION OF INNOVATIVE PROGRAMS. International Journal of Science and Mathematics Education. 11(4). 949–977. 23 indexed citations
19.
Kaiser, Gabriele, Sigrid Blömeke, Rainer Lehmann, et al.. (2012). Empirische Studien zur Wirksamkeit der Mathematiklehrerausbildung. Technische Universität Dortmund Eldorado (Technische Universität Dortmund). 1 indexed citations
20.
Schwarz, Björn, Issic K. C. Leung, Nils Buchholtz, et al.. (2008). Future teachers’ professional knowledge on argumentation and proof: a case study from universities in three countries. ZDM. 40(5). 791–811. 16 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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