Countries citing papers authored by Thomas R. Post
Since
Specialization
Citations
This map shows the geographic impact of Thomas R. Post'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 R. Post with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thomas R. Post more than expected).
This network shows the impact of papers produced by Thomas R. Post. 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 R. Post. The network helps show where Thomas R. Post may publish in the future.
Co-authorship network of co-authors of Thomas R. Post
This figure shows the co-authorship network connecting the top 25 collaborators of Thomas R. Post.
A scholar is included among the top collaborators of Thomas R. Post 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 R. Post. Thomas R. Post 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.
Harwell, Michael R., Danielle Dupuis, Thomas R. Post, Amanuel Medhanie, & Brandon LeBeau. (2014). A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College.. Educational research quarterly. 37(3). 3–24.
2.
Harwell, Michael R., et al.. (2013). The impact of institutional factors on the relationship between high school mathematics curricula and college mathematics course-taking and achievement. Educational research quarterly. 36(3). 22–46.1 indexed citations
Wallace, John W., Marc O. Eberhard, Shyh‐Jiann Hwang, et al.. (2001). 8 Highway Bridges. Earthquake Spectra. 17(1S). 131–152.8 indexed citations
11.
Post, Thomas R., et al.. (1995). Logical and Psychological Aspects of Rational Number Pedagogical Reasoning.. Journal on Mathematics Education. 3. 63–75.6 indexed citations
12.
Post, Thomas R., et al.. (1995). Interdisciplinary Approaches to Curriculum.6 indexed citations
13.
Bart, William M., Thomas R. Post, Merlyn J. Behr, & Richard Lesh. (1994). A diagnostic analysis of a proportional reasoning test item: An introduction to the properties of a semi-dense item. Focus on learning problems in mathematics. 16(3). 1–11.15 indexed citations
14.
Post, Thomas R.. (1989). Fractions and other rational numbers. The Arithmetic Teacher. 3–28.1 indexed citations
15.
Behr, Merlyn J., Ipke Wachsmuth, & Thomas R. Post. (1988). Rational number learning aids: transfer from continuous models to discrete models. PUB – Publications at Bielefeld University (Bielefeld University). 10(4). 1–18.15 indexed citations
16.
Post, Thomas R., Guershon Harel, Merlyn J. Behr, & Richard Lesh. (1988). Intermediate teachers’ knowledge of rational number concepts. 177–198.106 indexed citations
17.
Post, Thomas R. & Kathleen Cramer. (1987). Children's strategies in ordering rational numbers. The Arithmetic Teacher. 35. 33–35.15 indexed citations
18.
Post, Thomas R., Merlyn J. Behr, & Richard Lesh. (1986). Research-based observations about children’s learning of rational number concepts. Focus on learning problems in mathematics. 8(1). 39–48.25 indexed citations
19.
Post, Thomas R., Merlyn J. Behr, & Richard Lesh. (1982). Interpretations of rational number concepts. 59–72.15 indexed citations
20.
Post, Thomas R., et al.. (1978). Organizational Support to Fund Environmental Litigation. Boston College environmental affairs law review. 6(4). 457.
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Rankless may not fully capture the entirety of a scholar's output or impact.