Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
The Role of Mathematics in interdisciplinary STEM education
2019181 citationsVince Geiger, Merrilyn Goos et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Vince Geiger'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 Vince Geiger with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Vince Geiger more than expected).
This network shows the impact of papers produced by Vince Geiger. 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 Vince Geiger. The network helps show where Vince Geiger may publish in the future.
Co-authorship network of co-authors of Vince Geiger
This figure shows the co-authorship network connecting the top 25 collaborators of Vince Geiger.
A scholar is included among the top collaborators of Vince Geiger 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 Vince Geiger. Vince Geiger is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Díez-Palomar, Javier, et al.. (2019). Numeracy in adult education: discussing related concepts to enrich the Numeracy Assessment Framework. Data Archiving and Networked Services (DANS).2 indexed citations
5.
White, Paul J., et al.. (2018). Defining the Characteristics of Critical Mathematical Thinking.. Mathematics Education Research Group of Australasia.4 indexed citations
6.
Geiger, Vince, et al.. (2017). On the challenges of multi-linguisme in mathematics education research. Research Bank (Australian Catholic University). 37(2). 16–18.
7.
Geiger, Vince, et al.. (2015). The Challenge for Non-First-Language-English Academic Publishing in English Language Research Outlets.. Research Bank (Australian Catholic University). 245.1 indexed citations
8.
Geiger, Vince, et al.. (2015). The Challenge of Publication for English Non-Dominant-Language Authors in Mathematics Education.. Research Bank (Australian Catholic University). 35(3). 35–41.5 indexed citations
9.
Geiger, Vince, Merrilyn Goos, Helen Forgasz, & Anne Bennison. (2014). Devising principles of design for numeracy tasks. Research Bank (Australian Catholic University).6 indexed citations
10.
Geiger, Vince, Merrilyn Goos, Shelley Dole, Helen Forgasz, & Anne Bennison. (2013). Exploring the demands and opportunities for numeracy in the Australian curriculum: English. Research Bank (Australian Catholic University).8 indexed citations
11.
Geiger, Vince, et al.. (2012). Numeracy for what's in the news and building an expressway. Research Bank (Australian Catholic University). 68(1). 9–15.1 indexed citations
12.
Gibbs, Melissa, Merrilyn Goos, Vince Geiger, & Shelley Dole. (2012). Numeracy in secondary school mathematics. Research Bank (Australian Catholic University). 68(1). 29–35.1 indexed citations
13.
Dole, Shelley, et al.. (2012). Numeracy in society and environment. Research Bank (Australian Catholic University). 68(1). 16–20.1 indexed citations
14.
Geiger, Vince, et al.. (2012). Numeracy in Health and Physical Education.. Research Bank (Australian Catholic University). 68(1). 21–27.1 indexed citations
15.
Goos, Merrilyn, Vince Geiger, & Shelley Dole. (2012). Auditing the numeracy demands of the middle years curriculum (Inspección de las demandas de la alfabetización matemática en el currículo de la educación secundaria obligatoria). SHILAP Revista de lepidopterología. 6(4). 147–158.6 indexed citations
16.
Goos, Merrilyn, Shelley Dole, & Vince Geiger. (2012). Auditing the numeracy demands of the Australian curriculum. Research Bank (Australian Catholic University). 1. 314–321.8 indexed citations
Goos, Merrilyn, Vince Geiger, & Shelley Dole. (2010). Auditing the Numeracy Demands of the Middle Years Curriculum. Institutional Repository of the University of Granada (University of Granada). 2010(1). 210–217.18 indexed citations
19.
Goos, Merrilyn & Vince Geiger. (2006). In search of practical wisdom: A conversation between a researcher and a teacher. Research Bank (Australian Catholic University). 26(2). 33–35.9 indexed citations
20.
Geiger, Vince & Robyn H. Wallace. (1987). Activities in Descriptive Statistics.. The Australian mathematics teacher. 43(1). 14–18.
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.