This map shows the geographic impact of Ron Tzur'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 Ron Tzur with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ron Tzur more than expected).
This network shows the impact of papers produced by Ron Tzur. 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 Ron Tzur. The network helps show where Ron Tzur may publish in the future.
Co-authorship network of co-authors of Ron Tzur
This figure shows the co-authorship network connecting the top 25 collaborators of Ron Tzur.
A scholar is included among the top collaborators of Ron Tzur 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 Ron Tzur. Ron Tzur is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Xin, Yan Ping, et al.. (2020). Instructional Scaffolds in Mathematics Instruction for English Learners with Learning Disabilities: An Exploratory Case Study.. 18(1). 123–144.9 indexed citations
3.
Tzur, Ron, et al.. (2020). Beyond Getting Answers: Promoting Conceptual Understanding of Multiplication.. Australian primary mathematics classroom/Australian primary mathematics classroom (Online). 25(4). 35–40.1 indexed citations
4.
Xin, Yan Ping, et al.. (2018). Analyzing a Discourse of Scaffolds for Mathematics Instruction for an ELL with Learning Disabilities.. Proceedings of the ... PME Conference.2 indexed citations
5.
Tzur, Ron, et al.. (2018). Impact of a Student-Adaptive Pedagogy PD Program on Students' Multiplicative Reasoning.. Proceedings of the ... PME Conference.2 indexed citations
6.
Siemon, Dianne, Douglas H. Clements, Jere Confrey, et al.. (2017). Researching and using learning progressions (trajectories) in mathematics education. RMIT Research Repository (RMIT University Library).8 indexed citations
7.
Johnson, Heather L., et al.. (2017). DESIGNING A STAGE-SENSITIVE WRITTEN ASSESSMENT OF ELEMENTARY STUDENTS’ SCHEME FOR MULTIPLICATIVE REASONING. Proceedings of the ... PME Conference.2 indexed citations
8.
Tzur, Ron, et al.. (2016). DEVIN’S CONSTRUCTION OF A MULTIPLICATIVE DOUBLE COUNTING SCHEME: FOCUS ON DUAL ANTICIPATION OF START AND STOP. Proceedings of the ... PME Conference.2 indexed citations
Tzur, Ron. (2014). Second-Order Models: A Theoretical Bridge to Practice, A Practical Bridge to Theory. Constructivist Foundations. 9(3). 350–352.1 indexed citations
11.
Hord, Casey, et al.. (2013). DISTINGUISHING SCHEMES AND TASKS IN CHILDREN’S DEVELOPMENT OF MULTIPLICATIVE REASONING (Distinción de esquemas y tareas en el desarrollo del razonamiento multiplicativo de los niños). SHILAP Revista de lepidopterología.17 indexed citations
12.
Tzur, Ron, et al.. (2012). Culturally-Mathematically Relevant Pedagogy (CMRP): Fostering Urban English Language Learners' Multiplicative Reasoning.. Proceedings of the ... PME Conference.5 indexed citations
13.
Tzur, Ron, et al.. (2011). Engendering multiplicative reasoning in students with learning disabilities in mathematics: Sam's computer-assisted transition to anticipatory unit differentiation-and-selection. Proceedings of the ... PME Conference.2 indexed citations
Tzur, Ron, et al.. (2006). Riding the Mathematical Merry-Go-Round to Foster Conceptual Understanding of Angle.. Teaching Children Mathematics. 12(8). 388–393.2 indexed citations
17.
Tzur, Ron, et al.. (2004). Fostering Mathematical Meaning Via Scientific Inquiry: A Case Study.. Proceedings of the ... PME Conference.3 indexed citations
Simon, Martin A., et al.. (1999). On formulating the teacher's role in promoting mathematics learning. 201–208.9 indexed citations
20.
Tzur, Ron, et al.. (1997). Why Do We Invert and Multiply: Elementary teachers’ struggle to conceptualize division of fractions.4 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.