Thomas C. DeFranco

476 total citations
24 papers, 305 citations indexed

About

Thomas C. DeFranco is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Thomas C. DeFranco has authored 24 papers receiving a total of 305 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 4 papers in Developmental and Educational Psychology and 4 papers in Statistics and Probability. Recurrent topics in Thomas C. DeFranco's work include Mathematics Education and Teaching Techniques (14 papers), Teacher Education and Leadership Studies (5 papers) and Cognitive and developmental aspects of mathematical skills (4 papers). Thomas C. DeFranco is often cited by papers focused on Mathematics Education and Teaching Techniques (14 papers), Teacher Education and Leadership Studies (5 papers) and Cognitive and developmental aspects of mathematical skills (4 papers). Thomas C. DeFranco collaborates with scholars based in United States. Thomas C. DeFranco's co-authors include Robert A. Lonning, Frances R. Curcio, C. Vinsonhaler, Jonna M. Kulikowich, Robert E. Stroud, Tutita M. Casa, Peter Hilton, Michael Young, Richard L. Schwab and Robin S. Grenier and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Psychologist and Journal for Research in Mathematics Education.

In The Last Decade

Thomas C. DeFranco

21 papers receiving 223 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Thomas C. DeFranco United States	10	271	81	63	20	20	24	305
John Pegg Australia	10	328 1.2×	79 1.0×	97 1.5×	14 0.7×	27 1.4×	51	372
Miray Tekkumru‐Kisa United States	9	298 1.1×	129 1.6×	35 0.6×	20 1.0×	30 1.5×	19	348
Pang Jeongsuk South Korea	9	345 1.3×	77 1.0×	108 1.7×	30 1.5×	22 1.1×	77	393
Marilyn E. Strutchens United States	10	214 0.8×	33 0.4×	65 1.0×	28 1.4×	12 0.6×	22	260
Michael D. Steele United States	13	451 1.7×	150 1.9×	109 1.7×	40 2.0×	9 0.5×	26	512
Jennifer McGee United States	10	230 0.8×	50 0.6×	56 0.9×	10 0.5×	16 0.8×	17	267
Karen Marrongelle United States	8	260 1.0×	78 1.0×	88 1.4×	10 0.5×	8 0.4×	14	298
Suzanne Chapin United States	6	268 1.0×	120 1.5×	64 1.0×	18 0.9×	6 0.3×	18	311
Máire Ní Ríordáin Ireland	10	225 0.8×	51 0.6×	29 0.5×	25 1.3×	9 0.5×	27	297
Reidar Mosvold Norway	11	353 1.3×	75 0.9×	54 0.9×	55 2.8×	7 0.3×	44	395

Countries citing papers authored by Thomas C. DeFranco

Since Specialization

Citations

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

Fields of papers citing papers by Thomas C. DeFranco

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Thomas C. DeFranco. 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 Thomas C. DeFranco. The network helps show where Thomas C. DeFranco may publish in the future.

Co-authorship network of co-authors of Thomas C. DeFranco

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

All Works

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20 of 20 papers shown

DeFranco, Thomas C., et al.. (2021). An Examination of Video Worked Examples on Student Performance in Calculus. International Journal for Technology in Mathematics Education. 28(4). 215–224.

DeFranco, Thomas C., et al.. (2015). A Study of Calculus Instructors’ Perceptions of Approximation as a Unifying Thread of the First-Year Calculus. International Journal of Research in Undergraduate Mathematics Education. 1(3). 386–412. 2 indexed citations

Liang, Su, et al.. (2012). An examination of the preparation and practice of grades 7–12 mathematics teachers from the Shandong Province in China. Journal of Mathematics Teacher Education. 16(2). 149–160. 5 indexed citations

DeFranco, Thomas C., et al.. (2011). What does it mean for a student to understand the first-year calculus? Perspectives of 24 experts. The Journal of Mathematical Behavior. 30(2). 131–148. 34 indexed citations

DeFranco, Thomas C., et al.. (2008). Mapping Mathematics Classroom Discourse and Its Implications for Models of Teaching. Journal for Research in Mathematics Education. 39(5). 489–525. 41 indexed citations

Casa, Tutita M., et al.. (2007). The Development of an Instrument to Measure Preservice Teachers' Attitudes about Discourse in the Mathematics Classroom. School Science and Mathematics. 107(2). 70–80. 5 indexed citations

DeFranco, Thomas C., et al.. (2007). Mathematics in the making: Mapping verbal discourse in Pólya's “Let Us Teach Guessing” lesson. The Journal of Mathematical Behavior. 26(2). 96–114. 11 indexed citations

DeFranco, Thomas C., et al.. (2007). Lessons from Mr. Larson: An Inductive Model of Teaching for Orchestrating Discourse. Mathematics Teacher Learning and Teaching PK-12. 101(4). 268–272. 11 indexed citations

Stroud, Robert E., et al.. (2005). Tablet PC: A Preliminary Report on a Tool for Teaching Calculus.. International Journal for Technology in Mathematics Education. 12(3). 95–102. 12 indexed citations

10.

DeFranco, Thomas C., et al.. (2005). Models of Teaching to Promote Mathematical Meaning: Unpacking Discourse in Middle Grades Mathematics Classes. 1–8. 2 indexed citations

11.

Schwab, Richard L., et al.. (2003). Vol36#1 Preparing Future Teacher-Leaders: Experience from the University of Connecticut's Five-Year Teacher Education Program. ScholarSpace (University of Hawaii at Manoa). 36. 20–25. 2 indexed citations

12.

Kulikowich, Jonna M. & Thomas C. DeFranco. (2003). Philosophy's Role in Characterizing the Nature of Educational Psychology and Mathematics. Educational Psychologist. 38(3). 147–156. 9 indexed citations

13.

DeFranco, Thomas C., et al.. (2001). Building Bridges: Improving the Teaching Practices of TAs in the Mathematics Department.. 8(2). 55–63. 16 indexed citations

14.

DeFranco, Thomas C., et al.. (2001). The Beliefs and Instructional Practices of Mathematics Teaching Assistants Participating in a Mathematics Pedagogy Course.. 9 indexed citations

15.

Young, Michael, et al.. (2000). What experts say and do regarding the use of technology in the mathematics classroom. Journal of research and development in education. 33(4). 223–231. 3 indexed citations

16.

DeFranco, Thomas C. & Peter Hilton. (1999). Distinguishing Features of Mechanical and Human Problem-Solving. The Journal of Mathematical Behavior. 18(1). 79–84. 4 indexed citations

17.

Lonning, Robert A., et al.. (1998). Development of Theme‐based, Interdisciplinary, Integrated Curriculum: A Theoretical Model. School Science and Mathematics. 98(6). 312–319. 30 indexed citations

18.

DeFranco, Thomas C. & Frances R. Curcio. (1997). A Division Problem with a Remainder Embedded across Two Contexts: Children's Solutions in Restrictive vs. Real-world Settings.. Focus on learning problems in mathematics. 19(2). 58–72. 33 indexed citations

19.

Lonning, Robert A. & Thomas C. DeFranco. (1994). Development and Implementation of an Integrated Mathematics/Science Preservice Elementary Methods Course. School Science and Mathematics. 94(1). 18–25. 15 indexed citations

20.

DeFranco, Thomas C.. (1987). The role of metacognition in relation to solving mathematics problems among Ph.D. mathematicians. UMI Dissertation Information Service eBooks. 2 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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