Talli Nachlieli

566 total citations
17 papers, 380 citations indexed

About

Talli Nachlieli is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Talli Nachlieli has authored 17 papers receiving a total of 380 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 9 papers in Developmental and Educational Psychology and 7 papers in Statistics and Probability. Recurrent topics in Talli Nachlieli's work include Mathematics Education and Teaching Techniques (14 papers), Innovative Teaching and Learning Methods (9 papers) and Cognitive and developmental aspects of mathematical skills (6 papers). Talli Nachlieli is often cited by papers focused on Mathematics Education and Teaching Techniques (14 papers), Innovative Teaching and Learning Methods (9 papers) and Cognitive and developmental aspects of mathematical skills (6 papers). Talli Nachlieli collaborates with scholars based in Israel and United States. Talli Nachlieli's co-authors include Michal Tabach, Patricio Herbst, Efraim Fischbein, Daniel Chazan, Einat Heyd‐Metzuyanim, Gloriana González and Anna Sfard and has published in prestigious journals such as International Journal of Science Education, Journal for Research in Mathematics Education and Cognition and Instruction.

In The Last Decade

Talli Nachlieli

17 papers receiving 358 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Talli Nachlieli Israel 11 357 127 124 33 31 17 380
Bettina Pedemonte Italy 9 328 0.9× 109 0.9× 113 0.9× 42 1.3× 31 1.0× 18 398
Samuel Otten United States 15 405 1.1× 127 1.0× 131 1.1× 32 1.0× 22 0.7× 44 467
Irene Biza United Kingdom 11 324 0.9× 89 0.7× 113 0.9× 22 0.7× 25 0.8× 41 356
Karen King United States 10 395 1.1× 132 1.0× 153 1.2× 31 0.9× 15 0.5× 16 453
Seán Delaney San Marino 5 394 1.1× 50 0.4× 148 1.2× 44 1.3× 32 1.0× 6 432
Óscar Chávez United States 8 304 0.9× 60 0.5× 128 1.0× 27 0.8× 23 0.7× 12 354
Timothy Fukawa-Connelly United States 13 436 1.2× 132 1.0× 152 1.2× 27 0.8× 10 0.3× 39 474
Erhan Bingölbali Türkiye 9 286 0.8× 50 0.4× 104 0.8× 46 1.4× 15 0.5× 23 321
Jessica Pierson Bishop United States 10 363 1.0× 94 0.7× 193 1.6× 63 1.9× 22 0.7× 28 405
Hatice Akkoç Türkiye 10 297 0.8× 47 0.4× 78 0.6× 48 1.5× 29 0.9× 36 319

Countries citing papers authored by Talli Nachlieli

Since Specialization
Citations

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

Fields of papers citing papers by Talli Nachlieli

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Talli Nachlieli. 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 Talli Nachlieli. The network helps show where Talli Nachlieli may publish in the future.

Co-authorship network of co-authors of Talli Nachlieli

This figure shows the co-authorship network connecting the top 25 collaborators of Talli Nachlieli. A scholar is included among the top collaborators of Talli Nachlieli 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 Talli Nachlieli. Talli Nachlieli is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

17 of 17 papers shown
1.
Heyd‐Metzuyanim, Einat & Talli Nachlieli. (2024). Professional identities, conflicting positions, and the challenge of conducting mathematical discussions in professional learning communities. NOMAD Nordic Studies in Mathematics Education. 29(3-4). 1 indexed citations
2.
Nachlieli, Talli, et al.. (2021). Teaching practices aimed at promoting meta-level learning: The case of complex numbers. The Journal of Mathematical Behavior. 62. 100872–100872. 9 indexed citations
3.
Nachlieli, Talli & Einat Heyd‐Metzuyanim. (2021). Commognitive conflicts as a learning mechanism towards explorative pedagogical discourse. Journal of Mathematics Teacher Education. 25(3). 347–369. 5 indexed citations
4.
Nachlieli, Talli & Michal Tabach. (2021). Classroom learning as a deritualization process: The case of prospective teachers learning to solve arithmetic questions. The Journal of Mathematical Behavior. 65. 100930–100930. 7 indexed citations
5.
Heyd‐Metzuyanim, Einat, et al.. (2020). Adapting a professional development program for cognitively demanding instruction across shifting contexts. Educational Studies in Mathematics. 104(3). 385–403. 11 indexed citations
6.
Heyd‐Metzuyanim, Einat, et al.. (2019). The realization tree assessment tool – examining explorative participation in mathematics lessons. The Journal of Mathematical Behavior. 56. 100717–100717. 15 indexed citations
7.
Nachlieli, Talli & Michal Tabach. (2018). Ritual-enabling opportunities-to-learn in mathematics classrooms. Educational Studies in Mathematics. 101(2). 253–271. 36 indexed citations
8.
Heyd‐Metzuyanim, Einat, Michal Tabach, & Talli Nachlieli. (2015). Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction. Journal of Mathematics Teacher Education. 19(6). 547–574. 31 indexed citations
9.
Tabach, Michal & Talli Nachlieli. (2015). Classroom engagement towards using definitions for developing mathematical objects: the case of function. Educational Studies in Mathematics. 90(2). 163–187. 30 indexed citations
10.
Tabach, Michal & Talli Nachlieli. (2015). Communicational perspectives on learning and teaching mathematics: prologue. Educational Studies in Mathematics. 91(3). 299–306. 24 indexed citations
11.
Nachlieli, Talli & Michal Tabach. (2012). Growing mathematical objects in the classroom – The case of function. International Journal of Educational Research. 51-52. 10–27. 37 indexed citations
12.
Nachlieli, Talli. (2011). Co-facilitation of study groups around animated scenes: the discourse of a moderator and a researcher. ZDM. 43(1). 53–64. 17 indexed citations
13.
Herbst, Patricio, Talli Nachlieli, & Daniel Chazan. (2011). Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry?. Cognition and Instruction. 29(2). 218–255. 72 indexed citations
14.
Nachlieli, Talli & Patricio Herbst. (2010). FACILITATING ENCOUNTERS AMONG TEACHERS WITH REPRESENTATIONS OF TEACHING: TWO REGISTERS. Deep Blue (University of Michigan). 5 indexed citations
15.
Nachlieli, Talli, Patricio Herbst, & Gloriana González. (2009). Seeing a Colleague Encourage a Student to Make an Assumption While Proving: What Teachers Put in Play When Casting an Episode of Instruction. Journal for Research in Mathematics Education. 40(4). 427–459. 22 indexed citations
16.
Nachlieli, Talli & Anna Sfard. (2003). The Activity of Defining.. Proceedings of the ... PME Conference. 3. 349–356. 2 indexed citations
17.
Fischbein, Efraim & Talli Nachlieli. (1998). Concepts and figures in geometrical reasoning. International Journal of Science Education. 20(10). 1193–1211. 56 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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