This map shows the geographic impact of Rina Zazkis'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 Rina Zazkis with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Rina Zazkis more than expected).
This network shows the impact of papers produced by Rina Zazkis. 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 Rina Zazkis. The network helps show where Rina Zazkis may publish in the future.
Co-authorship network of co-authors of Rina Zazkis
This figure shows the co-authorship network connecting the top 25 collaborators of Rina Zazkis.
A scholar is included among the top collaborators of Rina Zazkis 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 Rina Zazkis. Rina Zazkis 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.
Zazkis, Rina. (2017). Order of Operations: On Conventions, Mnemonics and Knowledge-in-Use.. for the learning of mathematics. 37(3). 19–21.1 indexed citations
2.
Zazkis, Rina, et al.. (2015). CONTINUOUS PROBLEM OF FUNCTION CONTINUITY. for the learning of mathematics. 35(1). 8–17.4 indexed citations
3.
Zazkis, Rina, et al.. (2014). What Students Need: Exploring Teachers' Views via Imagined Role-Playing.. Teacher education quarterly (Claremont, Calif.). 41(3). 67–86.1 indexed citations
4.
Zazkis, Rina, et al.. (2014). Uncovering Teachers' Views via Imagined Role-Playing.. Proceedings of the ... PME Conference.
Zazkis, Rina, et al.. (2011). Contributions of “Mathematics for Elementary Teachers” Courses to Teaching: Prospective Teachers’ Views and Examples. Mathematics teacher education and development. 13(2).3 indexed citations
Zazkis, Rina, Peter Liljedahl, & Nathalie Sinclair. (2009). Lesson Plays: Planning Teaching versus Teaching Planning.. for the learning of mathematics. 29(1). 40–47.51 indexed citations
9.
Zazkis, Rina, Nathalie Sinclair, & Peter Liljedahl. (2006). Conjecturing in a Computer Microworld: Zooming out and Zooming In. Focus on learning problems in mathematics. 28(2). 1.2 indexed citations
10.
Liljedahl, Peter, et al.. (2005). One Line Proof: What Can Go Wrong?. Proceedings of the ... PME Conference. 2. 437–444.7 indexed citations
11.
Zazkis, Rina, et al.. (2004). Making Sense of Irrational Numbers: Focusing on Representation.. Proceedings of the ... PME Conference.23 indexed citations
Zazkis, Rina. (2001). Múltiplos, divisores y factores: Explorando la red de conexiones de los estudiantes. SHILAP Revista de lepidopterología.2 indexed citations
14.
Zazkis, Rina. (2000). Using Code-Switching as a Tool for Learning Mathematical Language.. for the learning of mathematics. 20(3). 38–43.21 indexed citations
15.
Zazkis, Rina, et al.. (2000). Learning mathematics in a virtual classroom: reflection on experiment. 19(2). 89–113.16 indexed citations
Zazkis, Rina, et al.. (1997). Sets, subsets, and the empty set: students' constructions and mathematical conventions. 16(1). 133–169.7 indexed citations
18.
Zazkis, Rina. (1995). Fuzzy Thinking in Non-Fuzzy Situations: Understanding Students' Perspective.. for the learning of mathematics. 15(3). 39–41.8 indexed citations
19.
Zazkis, Rina, et al.. (1993). Place Value and Rational Number Representations: Problem Solving in the Unfamiliar Domain of Non-decimals.. Focus on learning problems in mathematics. 15(1). 38–51.12 indexed citations
20.
Leron, Uri & Rina Zazkis. (1989). Learning Mathematics through Programming: The Case of Functions and Variables.. Mathematics and computer education. 23(3).1 indexed citations
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Rankless may not fully capture the entirety of a scholar's output or impact.