R. Dekker

449 total citations
35 papers, 292 citations indexed

About

R. Dekker is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, R. Dekker has authored 35 papers receiving a total of 292 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 17 papers in Developmental and Educational Psychology and 7 papers in Statistics and Probability. Recurrent topics in R. Dekker's work include Mathematics Education and Teaching Techniques (16 papers), Innovative Teaching and Learning Methods (14 papers) and Education and Technology Integration (9 papers). R. Dekker is often cited by papers focused on Mathematics Education and Teaching Techniques (16 papers), Innovative Teaching and Learning Methods (14 papers) and Education and Technology Integration (9 papers). R. Dekker collaborates with scholars based in Netherlands and United States. R. Dekker's co-authors include M. Elshout-Mohr, Bernadette van Hout-Wolters, J. van Drie, Koeno Gravemeijer, Terry Wood, Martin Goedhart, Monique Volman, J. Terwel, B.H.A.M. van Hout‐Wolters and Bonne J. H. Zijlstra and has published in prestigious journals such as Journal of the Learning Sciences, Educational Studies in Mathematics and British Educational Research Journal.

In The Last Decade

R. Dekker

30 papers receiving 245 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
R. Dekker Netherlands 10 242 167 58 21 15 35 292
Suzanne Chapin United States 6 268 1.1× 120 0.7× 64 1.1× 21 1.0× 16 1.1× 18 311
Thomas C. DeFranco United States 10 271 1.1× 81 0.5× 63 1.1× 16 0.8× 12 0.8× 24 305
Betsy McNeal United States 5 287 1.2× 103 0.6× 88 1.5× 8 0.4× 15 1.0× 8 312
Nami Shin United States 5 296 1.2× 146 0.9× 55 0.9× 13 0.6× 14 0.9× 9 344
Karen Marrongelle United States 8 260 1.1× 78 0.5× 88 1.5× 21 1.0× 7 0.5× 14 298
Magnus Österholm Sweden 9 253 1.0× 117 0.7× 116 2.0× 31 1.5× 25 1.7× 36 302
Cecilia Henríquez Fernández United States 5 287 1.2× 143 0.9× 56 1.0× 12 0.6× 14 0.9× 7 349
Christoph Selter Germany 9 241 1.0× 90 0.5× 163 2.8× 36 1.7× 23 1.5× 27 295
Janet Walkoe United States 9 242 1.0× 88 0.5× 60 1.0× 24 1.1× 29 1.9× 22 276
Jennifer McGee United States 10 230 1.0× 50 0.3× 56 1.0× 19 0.9× 18 1.2× 17 267

Countries citing papers authored by R. Dekker

Since Specialization
Citations

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

Fields of papers citing papers by R. Dekker

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of R. Dekker

This figure shows the co-authorship network connecting the top 25 collaborators of R. Dekker. A scholar is included among the top collaborators of R. Dekker 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 R. Dekker. R. Dekker 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.
Dekker, R., et al.. (2024). Improving the quality of mathematical discussions: The impact of small-group scaffolding. Learning Culture and Social Interaction. 49. 100858–100858.
2.
Dekker, R., et al.. (2022). Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions. Journal of the Learning Sciences. 31(3). 369–407. 10 indexed citations
3.
Dekker, R., et al.. (2019). “Let us discuss math”; Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra. Mathematics Education Research Journal. 32(4). 743–763. 6 indexed citations
4.
Drie, J. van & R. Dekker. (2012). Theoretical triangulation as an approach for revealing the complexity of a classroom discussion. British Educational Research Journal. 39(2). 338–360. 14 indexed citations
5.
Dekker, R., et al.. (2011). Students discussing their mathematical ideas: the role of the teacher. Mathematics Education Research Journal. 23(4). 379–396. 17 indexed citations
6.
Dekker, R., et al.. (2010). Factors that influence the development of students’ regulating activities as they collaborate in mathematics. Journal on Mathematics Education. 2. 46–74. 2 indexed citations
7.
Dekker, R., et al.. (2010). COMBINING APPROACHES FOR THE ANALYSIS OF COLLABORATIVE MATHEMATICS LEARNING. UvA-DARE (University of Amsterdam). 30(2). 18–21. 1 indexed citations
8.
Dekker, R., et al.. (2007). Teacher help for conceptual level raising in mathematics. Learning Environments Research. 10(3). 223–240. 8 indexed citations
9.
Dekker, R., et al.. (2007). Teacher help for collaborative mathematical level raising. UvA-DARE (University of Amsterdam). 1 indexed citations
10.
Dekker, R., et al.. (2007). Reconstruction of a Collaborative Mathematical Learning Process. Educational Studies in Mathematics. 65(3). 309–329. 31 indexed citations
11.
Dekker, R., et al.. (2007). Preparing Vietnamese student teachers for teaching with a student-centered approach. Journal of Mathematics Teacher Education. 11(1). 61–81. 12 indexed citations
12.
Dekker, R., M. Elshout-Mohr, & Terry Wood. (2006). How Children Regulate their Own Collaborative Learning. Educational Studies in Mathematics. 62(1). 57–79. 20 indexed citations
13.
Dekker, R., et al.. (2002). An Electronic Archive for Academic Communities. Research Repository (Delft University of Technology). 1–11. 2 indexed citations
14.
Dekker, R., et al.. (1999). Soms moet je ervan afblijven. UvA-DARE (University of Amsterdam). 18(3). 9–13.
15.
Dekker, R. & M. Elshout-Mohr. (1998). A Process Model for Interaction and Mathematical Level Raising. Educational Studies in Mathematics. 35(3). 303–314. 37 indexed citations
16.
Dekker, R., et al.. (1996). Zelfstandig leren doe je niet alleen.. UvA-DARE (University of Amsterdam).
17.
Dekker, R., et al.. (1992). De factorstructuur van de Nederlandstalige WISC–R bij kinderen in het speciaal onderwijs. Kind en adolescent. 13(1). 10–15. 2 indexed citations
18.
Dekker, R., et al.. (1990). Information Processing in Intellectually Highly Gifted Children by Solving Mathematical Tasks. Gifted Education International. 6(3). 143–148. 6 indexed citations
19.
Terwel, J., et al.. (1988). Implementatie en Effecten van Interne Differentiatie. Een empirisch, vergelijkend onderzoek naar de realisering en effecten van interne differentiatie in heterogene groepen in de eerste fase voortgezet onderwijs bij wiskunde.. Digital Academic REpository of VU University Amsterdam (Vrije Universiteit Amsterdam). 2 indexed citations
20.
Dekker, R.. (1987). Roos and Jos�, two children in a mixed ability group. Educational Studies in Mathematics. 18(3). 317–324. 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.

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