This map shows the geographic impact of Vicki Steinle'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 Vicki Steinle with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Vicki Steinle more than expected).
This network shows the impact of papers produced by Vicki Steinle. 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 Vicki Steinle. The network helps show where Vicki Steinle may publish in the future.
Co-authorship network of co-authors of Vicki Steinle
This figure shows the co-authorship network connecting the top 25 collaborators of Vicki Steinle.
A scholar is included among the top collaborators of Vicki Steinle 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 Vicki Steinle. Vicki Steinle is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Steinle, Vicki & Kaye Stacey. (2020). Teachers' views of using an on-line, formative assessment system for mathematics. Minerva Access (University of Melbourne).2 indexed citations
5.
Steinle, Vicki, et al.. (2017). The Prevalence of the Letter as Object Misconception in Junior Secondary Students.. Mathematics Education Research Group of Australasia.1 indexed citations
6.
Steinle, Vicki, et al.. (2014). Using Percentages to Describe and Calculate Change. Mathematics Education Research Group of Australasia. 1.1 indexed citations
7.
Steinle, Vicki, et al.. (2013). Probing Students' Numerical Misconceptions in School Algebra.. Mathematics Education Research Group of Australasia.3 indexed citations
8.
Stacey, Kaye, et al.. (2012). Identifying Stages in a Learning Hierarchy for Use in Formative Assessment - the Example of Line Graphs.. Mathematics Education Research Group of Australasia.1 indexed citations
9.
Stacey, Kaye, et al.. (2010). Percentages: The Effect of Problem Structure, Number Complexity and Calculation Format. Mathematics Education Research Group of Australasia.6 indexed citations
10.
Stacey, Kaye, et al.. (2009). SMART Assessment for Learning. Minerva Access (University of Melbourne).4 indexed citations
11.
Widjaja, Wanty, Kaye Stacey, & Vicki Steinle. (2008). Misconceptions about density of decimals : insights from Indonesian pre-service teachers’ work. Deakin Research Online (Deakin University). 31(2). 117–131.9 indexed citations
Widjaja, Wanty, Kaye Stacey, & Vicki Steinle. (2008). Misconceptions about density of decimals: insights from pre-service teachers’ work. Minerva Access (University of Melbourne).3 indexed citations
14.
Steinle, Vicki, et al.. (2008). What Does Three-quarters Look Like? Students' Representations of Three-quarters.3 indexed citations
15.
Stacey, Kaye, et al.. (2006). Lesson ideas and activities for teaching decimals. Minerva Access (University of Melbourne).1 indexed citations
16.
Steinle, Vicki & Kaye Stacey. (2004). PERSISTENCE OF DECIMAL MISCONCEPTIONS AND READINESS TO MOVE TO EXPERTISE. Proceedings of the ... PME Conference.10 indexed citations
17.
Stacey, Kaye, Vicki Steinle, & Dianne Chambers. (2003). Making Educational Research Findings Accessible for Teacher Education: From Research Project to Multimedia Resource. Society for Information Technology & Teacher Education International Conference. 2003(1). 2865–2872.
Stacey, Kaye & Vicki Steinle. (1999). UNDERSTANDING DECIMALS: THE PATH TO EXPERTISE.6 indexed citations
20.
Stacey, Kaye & Vicki Steinle. (1998). Refining the Classification of Students' Interpretations of Decimal Notation.. Journal on Mathematics Education. 6. 49–69.36 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.