This map shows the geographic impact of Robyn Pierce'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 Robyn Pierce with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robyn Pierce more than expected).
This network shows the impact of papers produced by Robyn Pierce. 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 Robyn Pierce. The network helps show where Robyn Pierce may publish in the future.
Co-authorship network of co-authors of Robyn Pierce
This figure shows the co-authorship network connecting the top 25 collaborators of Robyn Pierce.
A scholar is included among the top collaborators of Robyn Pierce 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 Robyn Pierce. Robyn Pierce 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.
Stephens, Max, et al.. (2019). Monitoring and Prompting Emergent Algebraic Reasoning in the Middle Years: Using Reverse Fraction Tasks.. Mathematics Education Research Group of Australasia.1 indexed citations
2.
Stephens, Max, et al.. (2018). Diagram Effective or Diagram Dependent. Mathematics Education Research Group of Australasia.1 indexed citations
3.
Pierce, Robyn, et al.. (2017). First-Year University Students' Difficulties with Mathematical Symbols: The Lecturer/Tutor Perspective.. Mathematics Education Research Group of Australasia.1 indexed citations
4.
Vincent, Jill, et al.. (2017). Structure Sense: A Precursor to Competency in Undergraduate Mathematics.. 31(1). 38–47.1 indexed citations
5.
Vincent, Jill, et al.. (2015). Misuse of the equals sign: An entrenched practice from early primary years to tertiary mathematics. 29(2). 31–39.10 indexed citations
6.
Pierce, Robyn, et al.. (2015). Contemplating Symbolic Literacy of First Year Mathematics Students.. Mathematics Education Research Group of Australasia.4 indexed citations
7.
Pierce, Robyn, et al.. (2015). Computer Algebra Systems: Permitted but Are They Used?.. 29(1). 32–42.1 indexed citations
8.
Pierce, Robyn, et al.. (2015). Assumed Mathematics Knowledge: the Challenge of Symbols. International Journal of Innovation in Science and Mathematics Education. 23(1).23 indexed citations
9.
Vincent, Jill, et al.. (2014). Undergraduate Mathematics Students' Pronumeral Misconceptions. Mathematics Education Research Group of Australasia. 1.2 indexed citations
10.
Oldenburg, Reinhard, et al.. (2013). Technology Prompts New Understandings: The Case of Equality. OPUS (Augsburg University).2 indexed citations
11.
Chick, Helen & Robyn Pierce. (2013). The Statistical Literacy Needed to Interpret School Assessment Data.. Mathematics teacher education and development. 15(2). 5–26.22 indexed citations
12.
Pierce, Robyn, et al.. (2012). Trialling a professional statistical literacy hierarchy for teachers. eCite Digital Repository (University of Tasmania). 602–609.4 indexed citations
13.
Pierce, Robyn, et al.. (2009). Marina's fish shop: A mathematically- and technologically-rich lesson. The Australian mathematics teacher. 65(2). 6–12.8 indexed citations
Ball, Lynda, Robyn Pierce, & Kaye Stacey. (2005). Recognising Equivalent Algebraic Expressions: An Important Component of Algebraic Expectation for Working with CAS. FedUni ResearchOnline (Federation University Australia). 4. 15–22.11 indexed citations
16.
Pierce, Robyn. (2005). LINEAR FUNCTIONS AND A TRIPLE INFLUENCE OF TEACHING ON THE DEVELOPMENT OF STUDENTS' ALGEBRAIC EXPECTATION. FedUni ResearchOnline (Federation University Australia). 4. 81–88.5 indexed citations
17.
Pierce, Robyn, Kaye Stacey, & Lynda Ball. (2004). Mathematics From Still and Moving Images. FedUni ResearchOnline (Federation University Australia). 61(3). 26–31.6 indexed citations
18.
Pierce, Robyn & Kaye Stacey. (2004). Monitoring Progress in Algebra in a CAS Active Context: Symbol Sense, Algebraic Insight and Algebraic Expectation.. International Journal for Technology in Mathematics Education. 11(1). 3–12.15 indexed citations
19.
Warren, Elizabeth & Robyn Pierce. (2004). A review of research in learning and teaching algebra. Research Bank (Australian Catholic University). 291.1 indexed citations
20.
Pierce, Robyn & Kaye Stacey. (2001). Reflections on the changing pedagogical use of computer algebra systems: assistance for doing or learning mathematics?. 20(2). 143–161.12 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.