Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
This map shows the geographic impact of Richard Lesh'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 Richard Lesh with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Richard Lesh more than expected).
This network shows the impact of papers produced by Richard Lesh. 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 Richard Lesh. The network helps show where Richard Lesh may publish in the future.
Co-authorship network of co-authors of Richard Lesh
This figure shows the co-authorship network connecting the top 25 collaborators of Richard Lesh.
A scholar is included among the top collaborators of Richard Lesh 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 Richard Lesh. Richard Lesh is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Hamilton, Eric, et al.. (2008). Model-eliciting activities (MEAs) as a bridge between engineering education research and mathematics education research. AEE Journal. 1(2).76 indexed citations
5.
English, Lyn D., Maria Giuseppina Bartolini, Graham A. Jones, et al.. (2008). HANDBOOK OF INTERNATIONAL RESEARCH IN MATHEMATICS EDUCATION (SECOND EDITION). QUT ePrints (Queensland University of Technology). 1–925.10 indexed citations
6.
Jacobson, Michael J., Uri Wilensky, Robert L. Goldstone, et al.. (2006). Complex systems in education: conceptual principles, methodologies, and implications for research in the learning sciences. International Conference of Learning Sciences. 1073–1077.1 indexed citations
Post, Thomas R., et al.. (1995). Logical and Psychological Aspects of Rational Number Pedagogical Reasoning.. Journal on Mathematics Education. 3. 63–75.6 indexed citations
13.
Bart, William M., Thomas R. Post, Merlyn J. Behr, & Richard Lesh. (1994). A diagnostic analysis of a proportional reasoning test item: An introduction to the properties of a semi-dense item. Focus on learning problems in mathematics. 16(3). 1–11.15 indexed citations
14.
Post, Thomas R., Guershon Harel, Merlyn J. Behr, & Richard Lesh. (1988). Intermediate teachers’ knowledge of rational number concepts. 177–198.106 indexed citations
15.
Post, Thomas R., Merlyn J. Behr, & Richard Lesh. (1986). Research-based observations about children’s learning of rational number concepts. Focus on learning problems in mathematics. 8(1). 39–48.25 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.