Tracy S. Craig

424 total citations
26 papers, 269 citations indexed

About

Tracy S. Craig is a scholar working on Education, Media Technology and Developmental and Educational Psychology. According to data from OpenAlex, Tracy S. Craig has authored 26 papers receiving a total of 269 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 9 papers in Media Technology and 8 papers in Developmental and Educational Psychology. Recurrent topics in Tracy S. Craig's work include Mathematics Education and Teaching Techniques (8 papers), Engineering Education and Curriculum Development (7 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Tracy S. Craig is often cited by papers focused on Mathematics Education and Teaching Techniques (8 papers), Engineering Education and Curriculum Development (7 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Tracy S. Craig collaborates with scholars based in South Africa, Netherlands and Mexico. Tracy S. Craig's co-authors include David Wagner, Candia Morgan, Brandon I. Collier-Reed, Caroline Long, Saalih Allie, Andrew Deacon, Delia Marshall, Jeff Jawitz, G.S. Langdon and Duncan M. Fraser and has published in prestigious journals such as SHILAP Revista de lepidopterología, ZDM and European Journal of Engineering Education.

In The Last Decade

Tracy S. Craig

23 papers receiving 248 citations

Peers

Tracy S. Craig

EDUCA

DEP

Natalie Tran United States

Alan Zollman United States

Kristen A. Malzahn United States

Angela T. Barlow United States

Zandra de Araujo United States

Dina Tsybulsky Israel

Sara A. Wyse United States

Simon Goodchild Norway

Julie Smart United States

Nigel Beacham United Kingdom

Natalie Tran United States

Tracy S. Craig

191 ×1.1

EDUCA

69 ×1.2

72 ×1.3

DEP

19 ×0.4

50 ×1.7

Citations per year, relative to Tracy S. Craig Tracy S. Craig (= 1×) peers Natalie Tran

Countries citing papers authored by Tracy S. Craig

Since Specialization

Citations

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

Fields of papers citing papers by Tracy S. Craig

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tracy S. Craig. 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 Tracy S. Craig. The network helps show where Tracy S. Craig may publish in the future.

Co-authorship network of co-authors of Tracy S. Craig

This figure shows the co-authorship network connecting the top 25 collaborators of Tracy S. Craig. A scholar is included among the top collaborators of Tracy S. Craig 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 Tracy S. Craig. Tracy S. Craig 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

Craig, Tracy S., et al.. (2022). Design principles for final answer assessment in linear algebra: implications for digital testing. Teaching Mathematics and its Applications An International Journal of the IMA. 41(4). 280–291. 2 indexed citations

Craig, Tracy S., et al.. (2021). The unexpected consequences of replacing corridor chats with an online community of practice. International Journal of Mathematical Education in Science and Technology. 53(3). 745–751. 2 indexed citations

Craig, Tracy S., et al.. (2020). Students' Mental Constructions of Concepts in Vector Calculus: Insights From Two Universities. University of Twente Research Information. 1022–1032. 1 indexed citations

Craig, Tracy S.. (2019). The Twente educational model in theory and practice: two modules as exemplars. University of Twente Research Information. 2 indexed citations

Craig, Tracy S., et al.. (2019). A framework for using learning theories to inform ‘growth mindset’ activities. International Journal of Mathematical Education in Science and Technology. 51(1). 26–43. 32 indexed citations

Craig, Tracy S.. (2017). Challenging assumptions of notational transparency: the case of vectors in engineering mathematics. International Journal of Mathematical Education in Science and Technology. 48(sup1). S50–S66. 1 indexed citations

Craig, Tracy S. & T.J. Cloete. (2017). Simple rule, hidden meaning: the scalar product in engineering mathematics. Open University of Cape Town (University of Cape Town). 1 indexed citations

Craig, Tracy S., et al.. (2016). The articulation between the extended (5-year) and mainstream (4-year) programmes in Engineering at the University of Cape Town: Reflections and possibilities. 29(1). 1 indexed citations

Craig, Tracy S.. (2016). The Role of Expository Writing in Mathematical Problem Solving. African Journal of Research in Mathematics Science and Technology Education. 20(1). 57–66. 7 indexed citations

10.

Campbell, Alistair, et al.. (2015). The articulation between the mainstream and extended degree programmes in engineering at the University of Cape Town : reflections and possibilities : part 1. South African Journal of Higher Education. 29(1). 150–163.

11.

Craig, Tracy S. & T.J. Cloete. (2015). Observations and conclusions of dynamics students' mathematical fluency. Open University of Cape Town (University of Cape Town). 1 indexed citations

12.

Kapp, Rochelle, et al.. (2014). Successful students’ negotiation of township schooling in contemporary South Africa. Perspectives in Education. 32(3). 50–61. 9 indexed citations

13.

Morgan, Candia, et al.. (2014). Language and communication in mathematics education: an overview of research in the field. ZDM. 46(6). 843–853. 77 indexed citations

14.

Craig, Tracy S.. (2013). Conceptions of mathematics and student identity: implications for engineering education. International Journal of Mathematical Education in Science and Technology. 44(7). 1020–1029. 10 indexed citations

15.

Dunne, Tim, Tracy S. Craig, & Caroline Long. (2012). Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency : the potential of Rasch measurement theory : original research. Pythagoras. 33(3). 1–16. 1 indexed citations

16.

Dunne, Tim, et al.. (2012). Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory. SHILAP Revista de lepidopterología. 33(3). 15 indexed citations

17.

Craig, Tracy S.. (2011). Student Identity and the Need to Make Classroom Mathematics Relevant to Engineering Practice. Open University of Cape Town (University of Cape Town). 1 indexed citations

18.

Craig, Tracy S.. (2011). Categorization and analysis of explanatory writing in mathematics. International Journal of Mathematical Education in Science and Technology. 42(7). 867–878. 14 indexed citations

19.

Craig, Tracy S.. (2010). Development of an engineering identity: personal discovery of classroom mathematics in ‘real engineering’. African Journal of Research in Mathematics Science and Technology Education. 14(2). 56–70. 4 indexed citations

20.

Long, Caroline, Tim Dunne, & Tracy S. Craig. (2010). Proficiency in the multiplicative conceptual field: using Rasch measurement to identify levels of competence. African Journal of Research in Mathematics Science and Technology Education. 14(3). 79–91. 1 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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