This map shows the geographic impact of Peter Boon'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 Peter Boon with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Peter Boon more than expected).
This network shows the impact of papers produced by Peter Boon. 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 Peter Boon. The network helps show where Peter Boon may publish in the future.
Co-authorship network of co-authors of Peter Boon
This figure shows the co-authorship network connecting the top 25 collaborators of Peter Boon.
A scholar is included among the top collaborators of Peter Boon 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 Peter Boon. Peter Boon is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Doorman, Michiel, Paul Drijvers, Koeno Gravemeijer, Peter Boon, & Helen C. Reed. (2013). Design research in mathematics education : the case of an ict-rich learning arrangement for the concept of function. TU/e Research Portal. 80(1). 425–446.5 indexed citations
5.
Drijvers, Paul, et al.. (2013). Digital design: RME principles for designing online tasks. ePrints Soton (University of Southampton).12 indexed citations
Drijvers, Paul, et al.. (2011). The Use of a Digital Environment to Improve First Year Science Students' Symbol Sense.. Journal of Computers in Mathematics and Science Teaching. 30(4). 403–428.1 indexed citations
Drijvers, Paul, et al.. (2010). INSTRUMENTAL ORCHESTRATION: THEORY AND PRACTICE.11 indexed citations
11.
Boon, Peter, et al.. (2009). Tool use and functional thinking: An example of a form-function-shift.. Data Archiving and Networked Services (DANS). 449–456.2 indexed citations
12.
Heck, André, et al.. (2008). Mathematica empowered applets for learning school algebra and calculus. UvA-DARE (University of Amsterdam).1 indexed citations
13.
Heck, André, et al.. (2007). Applets for learning school algebra and calculus. UvA-DARE (University of Amsterdam).3 indexed citations
14.
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
15.
Bokhove, Christian, et al.. (2007). Towards an integrated learning environment for mathematics. UvA-DARE (University of Amsterdam).2 indexed citations
16.
Bokhove, Christian, et al.. (2006). Using SCORM to monitor student performance: experiences from secondary school practice. UvA-DARE (University of Amsterdam).3 indexed citations
17.
Boon, Peter, Michiel Doorman, Paul Drijvers, & Koeno Gravemeijer. (2006). Tool use in an innovative learning arrangement for mathematics.1 indexed citations
18.
Boon, Peter & Paul Drijvers. (2005). Algebra en applets, leren en onderwijzen. Utrecht University Repository (Utrecht University).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.