Sylvia Celedón‐Pattichis

732 total citations
32 papers, 301 citations indexed

About

Sylvia Celedón‐Pattichis is a scholar working on Education, Computer Vision and Pattern Recognition and Linguistics and Language. According to data from OpenAlex, Sylvia Celedón‐Pattichis has authored 32 papers receiving a total of 301 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 8 papers in Computer Vision and Pattern Recognition and 6 papers in Linguistics and Language. Recurrent topics in Sylvia Celedón‐Pattichis's work include Multilingual Education and Policy (6 papers), Mathematics Education and Teaching Techniques (6 papers) and Teaching and Learning Programming (5 papers). Sylvia Celedón‐Pattichis is often cited by papers focused on Multilingual Education and Policy (6 papers), Mathematics Education and Teaching Techniques (6 papers) and Teaching and Learning Programming (5 papers). Sylvia Celedón‐Pattichis collaborates with scholars based in United States, Argentina and Canada. Sylvia Celedón‐Pattichis's co-authors include Erin E. Turner, Stephen J. Pape, Marios S. Pattichis, Douglas H. Clements, Amy Β. M. Tsui, Jonathan Brinkerhoff, James W. Tollefson, Sandra I. Musanti, Lisa Borden and Olive Chapman and has published in prestigious journals such as IEEE Access, Learning and Instruction and Teachers College Record The Voice of Scholarship in Education.

In The Last Decade

Sylvia Celedón‐Pattichis

30 papers receiving 278 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sylvia Celedón‐Pattichis United States 8 182 68 64 56 36 32 301
Núria Gorgorió Spain 11 303 1.7× 34 0.5× 42 0.7× 37 0.7× 97 2.7× 46 417
Joo-Young Lee United States 7 69 0.4× 57 0.8× 68 1.1× 38 0.7× 36 1.0× 20 230
Min Jung Jee Australia 9 97 0.5× 91 1.3× 133 2.1× 67 1.2× 83 2.3× 32 284
Kan Qian United Kingdom 8 103 0.6× 73 1.1× 78 1.2× 20 0.4× 61 1.7× 19 243
Baoqi Sun Singapore 10 130 0.7× 66 1.0× 38 0.6× 43 0.8× 63 1.8× 23 256
Zandra de Araujo United States 15 419 2.3× 44 0.6× 37 0.6× 36 0.6× 121 3.4× 39 494
Susan Gerofsky Canada 7 193 1.1× 25 0.4× 35 0.5× 7 0.1× 97 2.7× 26 271
María Elena Gómez Parra Spain 10 123 0.7× 70 1.0× 49 0.8× 19 0.3× 20 0.6× 50 295
Máire Ní Ríordáin Ireland 10 225 1.2× 35 0.5× 25 0.4× 23 0.4× 51 1.4× 27 297
Elizabeth van Es United States 5 331 1.8× 57 0.8× 73 1.1× 6 0.1× 146 4.1× 9 452

Countries citing papers authored by Sylvia Celedón‐Pattichis

Since Specialization
Citations

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

Fields of papers citing papers by Sylvia Celedón‐Pattichis

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sylvia Celedón‐Pattichis. 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 Sylvia Celedón‐Pattichis. The network helps show where Sylvia Celedón‐Pattichis may publish in the future.

Co-authorship network of co-authors of Sylvia Celedón‐Pattichis

This figure shows the co-authorship network connecting the top 25 collaborators of Sylvia Celedón‐Pattichis. A scholar is included among the top collaborators of Sylvia Celedón‐Pattichis 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 Sylvia Celedón‐Pattichis. Sylvia Celedón‐Pattichis 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.
2.
Celedón‐Pattichis, Sylvia, et al.. (2025). Translanguaging analysis of multilingual middle school students’ authentic mathematics-based computing experiences. Bilingual Research Journal. 48(4). 408–428. 1 indexed citations
3.
Celedón‐Pattichis, Sylvia, et al.. (2025). Fast and Accurate Video Analysis and Visualization of Classroom Activities Using Multiobjective Optimization of Extremely Low-Parameter Models. IEEE Access. 13. 81143–81166. 1 indexed citations
4.
Celedón‐Pattichis, Sylvia, et al.. (2024). Emergent Interests to Well-developed Interests in STEM. Proceedings.. 1295–1298. 2 indexed citations
5.
Pattichis, Marios S., et al.. (2024). Teaching Computer Programming Using Mathematics: Examples from Middle-School and Graduate School. SN Computer Science. 5(8). 1 indexed citations
6.
7.
Celedón‐Pattichis, Sylvia, et al.. (2022). Teaching and Learning Mathematics and Computing in Multilingual Contexts. Teachers College Record The Voice of Scholarship in Education. 124(5). 3–12. 2 indexed citations
8.
Pattichis, Marios S., et al.. (2022). Speaker Diarization and Identification From Single Channel Classroom Audio Recordings Using Virtual Microphones. IEEE Access. 10. 56256–56266. 2 indexed citations
9.
Pattichis, Marios S., et al.. (2018). Dynamic Group Interactions in Collaborative Learning Videos. 2018 52nd Asilomar Conference on Signals, Systems, and Computers. 1528–1531. 5 indexed citations
10.
Celedón‐Pattichis, Sylvia, Lisa Borden, Stephen J. Pape, et al.. (2018). Asset-Based Approaches to Equitable Mathematics Education Research and Practice. Journal for Research in Mathematics Education. 49(4). 373–389. 53 indexed citations
11.
Pattichis, Marios S., et al.. (2018). Context-Sensitive Human Activity Classification in Collaborative Learning Environments. 1–4. 3 indexed citations
12.
Celedón‐Pattichis, Sylvia, et al.. (2014). Transforming Experience through English Use and Service-oriented Cultural Capital. Latin American Perspectives. 41(3). 208–219. 1 indexed citations
13.
Musanti, Sandra I. & Sylvia Celedón‐Pattichis. (2013). Promising Pedagogical Practices for Emergent Bilinguals in Kindergarten: Towards a Mathematics Discourse Community. Fordham Research Commons (Fordham University). 4(1). 4. 3 indexed citations
14.
Celedón‐Pattichis, Sylvia & Erin E. Turner. (2012). “Explícame tu Respuesta”: Supporting the Development of Mathematical Discourse in Emergent Bilingual Kindergarten Students. Bilingual Research Journal. 35(2). 197–216. 12 indexed citations
15.
Turner, Erin E. & Sylvia Celedón‐Pattichis. (2011). Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn. Journal of Latinos and Education. 10(2). 146–169. 35 indexed citations
16.
Celedón‐Pattichis, Sylvia. (2010). Implementing Reform Curriculum. 5(4). 185–198. 4 indexed citations
17.
Musanti, Sandra I., et al.. (2009). Reflections on Language and Mathematics Problem Solving: A Case Study of a Bilingual First-Grade Teacher1. Bilingual Research Journal. 32(1). 25–41. 16 indexed citations
18.
Musanti, Sandra I., et al.. (2007). Young Latino Students Learning in Problem-Based Reform Mathematics Classrooms: Developing Mathematical Thinking and Communication. ScholarWorks @ UTRGV (The University of Texas Rio Grande Valley). 1–3. 2 indexed citations
19.
Celedón‐Pattichis, Sylvia, et al.. (2001). Integrating Sociopolitical Awareness Into a Teacher Education Curriculum. TESOL Journal. 10(1). 21–26. 26 indexed citations
20.
Celedón‐Pattichis, Sylvia. (1999). Constructing Meaning: Think-Aloud Protocols of ELLs on English and Spanish Word Problems.. 13 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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