Pearla Nesher
About
In The Last Decade
Pearla Nesher
34 papers receiving 746 citations
Peers
Comparison fields: 5 of 79
- Education 693
- Statistics and Probability 497
- Developmental and Educational Psychology 265
- Experimental and Cognitive Psychology 115
- Artificial Intelligence 63
Countries citing papers authored by Pearla Nesher
This map shows the geographic impact of Pearla Nesher'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 Pearla Nesher with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Pearla Nesher more than expected).
Fields of papers citing papers by Pearla Nesher
This network shows the impact of papers produced by Pearla Nesher. 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 Pearla Nesher. The network helps show where Pearla Nesher may publish in the future.
Co-authorship network of co-authors of Pearla Nesher
This figure shows the co-authorship network connecting the top 25 collaborators of Pearla Nesher. A scholar is included among the top collaborators of Pearla Nesher 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 Pearla Nesher. Pearla Nesher is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 4 | |
| 2 | 20 | |
| 3 | The Role of Schemes in Solving Word Problems | 6 |
| 4 | 15 | |
| 5 | Posibles relaciones entre lenguaje natural y lenguaje matemático | 3 |
| 6 | El papel de los esquemas en la resolución de problemas de enunciado verbal | 2 |
| 7 | Learning Mathematics through Conversation: Is It as Good as They Say?. | 83 |
| 8 | School stereotype word problems and the open nature of applications | 3 |
| 9 | Does Mathematics Education Really Exist | 3 |
| 10 | 66 | |
| 11 | 15 | |
| 12 | 6 | |
| 13 | Towards an Instructional Theory: the Role of Student's Misconceptions* | 58 |
| 14 | 1 | |
| 15 | 2 | |
| 16 | Are Mathematical Understanding and Algorithmic Performance Related | 25 |
| 17 | 0 | |
| 18 | 7 | |
| 19 | The Stereotyped Nature of School Word Problems. | 47 |
| 20 | 27 |
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.