Philip Vahey

560 total citations
20 papers, 358 citations indexed

About

Philip Vahey is a scholar working on Education, Statistics and Probability and Information Systems. According to data from OpenAlex, Philip Vahey has authored 20 papers receiving a total of 358 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 9 papers in Statistics and Probability and 4 papers in Information Systems. Recurrent topics in Philip Vahey's work include Mathematics Education and Teaching Techniques (8 papers), Statistics Education and Methodologies (6 papers) and Mobile Learning in Education (4 papers). Philip Vahey is often cited by papers focused on Mathematics Education and Teaching Techniques (8 papers), Statistics Education and Methodologies (6 papers) and Mobile Learning in Education (4 papers). Philip Vahey collaborates with scholars based in United States, United Kingdom and Mexico. Philip Vahey's co-authors include Jeremy Roschelle, Deborah Tatar, William R. Penuel, Celia Hoyles, Mark van ’t Hooft, Richard Noss, Annette Kratcoski, Karen Swan, Charles Patton and Todd Grindal and has published in prestigious journals such as Computer, Educational Studies in Mathematics and Journal of Science Education and Technology.

In The Last Decade

Philip Vahey

17 papers receiving 311 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Philip Vahey United States	9	198	153	84	50	46	20	358
Anne Estapa United States	12	339 1.7×	113 0.7×	121 1.4×	63 1.3×	26 0.6×	23	535
Theodosia Prodromou Australia	12	220 1.1×	83 0.5×	80 1.0×	51 1.0×	33 0.7×	50	384
T.‐C. Liu Taiwan	5	170 0.9×	180 1.2×	173 2.1×	120 2.4×	43 0.9×	7	375
Chiu-Pin Lin Taiwan	11	218 1.1×	186 1.2×	216 2.6×	79 1.6×	57 1.2×	31	428
Kan Kan Chan Macao	8	138 0.7×	127 0.8×	89 1.1×	52 1.0×	16 0.3×	19	318
John E. McEneaney United States	10	108 0.5×	60 0.4×	91 1.1×	23 0.5×	36 0.8×	29	287
Maximus Tamur Indonesia	19	757 3.8×	276 1.8×	146 1.7×	63 1.3×	17 0.4×	71	956
Karen Hollebrands United States	14	515 2.6×	97 0.6×	160 1.9×	76 1.5×	73 1.6×	45	641
Peter Boon Netherlands	7	322 1.6×	49 0.3×	124 1.5×	73 1.5×	48 1.0×	18	402
Nor Hasniza Ibrahim Malaysia	13	438 2.2×	202 1.3×	96 1.1×	68 1.4×	47 1.0×	101	653

Countries citing papers authored by Philip Vahey

Since Specialization

Citations

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

Fields of papers citing papers by Philip Vahey

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Philip Vahey

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

Cheng, Britte Haugan, et al.. (2020). Investigating Collaborative Innovation in a Virtual World Task. Zenodo (CERN European Organization for Nuclear Research).

Vahey, Philip, et al.. (2020). From the static to the dynamic: teachers’ varying use of digital technology to support conceptual learning in a curricular activity system. ZDM. 52(7). 1275–1290. 11 indexed citations

Vahey, Philip, et al.. (2018). The Evidence Based Curriculum Design Framework: Leveraging Diverse Perspectives in the Design Process. Indiana Magazine of History (Indiana University). 9(1). 135–148. 8 indexed citations

Grindal, Todd, et al.. (2018). What Parents Talk about When They Talk about Learning: A National Survey about Young Children and Science.. 43 indexed citations

Vahey, Philip, et al.. (2017). Supporting Middle Grades Mathematics Teachers and Students: A Curricular Activity System Used in an Urban School District. RMLE Online. 40(2). 1–15. 5 indexed citations

Vahey, Philip, et al.. (2016). Connecting Representations: Using Predict, Check, Explain. Mathematics Teaching in the Middle School. 21(8). 492–496. 3 indexed citations

Vahey, Philip, et al.. (2015). Improving Mathematics Learning by Integrating Curricular Activities with Innovative and Developmentally Appropriate Digital Apps: Findings from the Next Generation Preschool Math Evaluation.. Society for Research on Educational Effectiveness. 10 indexed citations

Clark‐Wilson, Alison, Celia Hoyles, Richard Noss, Philip Vahey, & Jeremy Roschelle. (2014). Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices. ZDM. 47(1). 79–92. 26 indexed citations

Roschelle, Jeremy, et al.. (2013). Integrating Technology for Deep Mathematics Learning. UCL Discovery (University College London).

10.

Vahey, Philip, et al.. (2013). Designing early childhood math games. 376–379. 1 indexed citations

11.

Hoyles, Celia, Richard Noss, Philip Vahey, & Jeremy Roschelle. (2013). Cornerstone Mathematics: designing digital technology for teacher adaptation and scaling. ZDM. 45(7). 1057–1070. 35 indexed citations

12.

Swan, Karen, et al.. (2013). Problem-based Learning Across the Curriculum: Exploring the Efficacy of a Cross-curricular Application of Preparation for Future Learning. Interdisciplinary Journal of Problem-based Learning. 7(1). 14 indexed citations

13.

Hooft, Mark van ’t, et al.. (2012). A Cross-Curricular Approach to the Development of Data Literacy in the Middle-Grades: The Thinking with Data Project.. 7(3). 19–33. 6 indexed citations

14.

Vahey, Philip, et al.. (2012). A cross-disciplinary approach to teaching data literacy and proportionality. Educational Studies in Mathematics. 81(2). 179–205. 40 indexed citations

15.

Vahey, Philip, Jeremy Roschelle, & Deborah Tatar. (2007). Using Handhelds to Link Private Cognition and Public Interaction. Educational Technology archive. 47(3). 13–16. 4 indexed citations

16.

Hooft, Mark van ’t & Philip Vahey. (2007). Handheld computers in education: An industry perspective. Educational Technology archive. 47(3). 40–43. 3 indexed citations

17.

Tatar, Deborah, Jeremy Roschelle, Philip Vahey, & William R. Penuel. (2003). Handhelds go to school: lessons learned. Computer. 36(9). 30–37. 140 indexed citations

18.

Vahey, Philip, Noel Enyedy, & Bernard R. Gifford. (2003). The Probability Inquiry Environment: a collaborative, inquiry-based simulation environment. 28. 10–10. 2 indexed citations

19.

Tinker, Robert & Philip Vahey. (2002). CILT2000: Ubiquitous Computing—Spanning the Digital Divide. Journal of Science Education and Technology. 11(3). 301–304. 6 indexed citations

20.

Vahey, Philip. (1998). Promoting student understanding of elementary probability using a technology-mediated inquiry environment. 1–266. 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.

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