Eugene Geist
Impact in
- Education top 2%
- Child Development and Digital Technology
- Mathematics Education and Teaching Techniques
- Early Childhood Education and Development
- Statistics and Probability top 5%
- Cognitive and developmental aspects of mathematical skills
Papers in
- Education 22
- Child Development and Digital Technology 6
- Early Childhood Education and Development 5
- Mathematics Education and Teaching Techniques 4
- Education Methods and Practices 3
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- Cognitive and developmental aspects of mathematical skills 6
- Co-authors
- Margaret A. King (1 shared paper)Jerry T. Aldridge (2 shared papers)Melani W. Duffrin (4 shared papers)Sebastián Díaz (1 shared paper)Virginia C. Stage (1 shared paper)Teresa J. Franklin (1 shared paper)Yanyan Sun (1 shared paper)Jeffrey B. Anderson (1 shared paper)
- Journals
- School Science and Mathematics (1 paper)Music Therapy Perspectives (1 paper)Psychological Reports (1 paper)Music and Medicine (1 paper)Journal of Research in Childhood Education (1 paper)
- Partner nations
- United States
In The Last Decade
Eugene Geist
33 papers receiving 538 citations
Peers
Comparison fields: 5 of 67
- Education 428
- Statistics and Probability 107
- Experimental and Cognitive Psychology 139
- Developmental and Educational Psychology 104
- Computer Science Applications 33
Countries citing papers authored by Eugene Geist
This map shows the geographic impact of Eugene Geist'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 Eugene Geist with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Eugene Geist more than expected).
Fields of papers citing papers by Eugene Geist
This network shows the impact of papers produced by Eugene Geist. 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 Eugene Geist. The network helps show where Eugene Geist may publish in the future.
Co-authors
The 10 scholars most cited alongside Eugene Geist, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
Showing the 20 most-cited of 35 papers — load more, or switch the sort, to bring in the rest.
| # | Work | ||
|---|---|---|---|
| 1 | The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom | 2010 | 124 |
| 2 | The Game Changer: Using iPads in College Teacher Education Classes | 2011 | 82 |
| 3 | Different, not better: gender differences in mathematics learning and achievement | 2008 | 73 |
| 4 | A Qualitative Examination of Two Year-Olds Interaction with Tablet Based Interactive Technology. | 2012 | 53 |
| 5 | The Effect of Network and Public Television Programs on Four and Five Year Olds' Ability To Attend to Educational Tasks. | 2000 | 49 |
| 6 | Math Anxiety and the "Math Gap": How Attitudes toward Mathematics Disadvantages Students as Early as Preschool. | 2015 | 38 |
| 7 | 2016 | 26 | |
| 8 | Children are Born Mathematicians: Supporting Mathematical Development, Birth to Age 8 | 2008 | 26 |
| 9 | The Patterns of Music: Young Children Learning Mathematics through Beat, Rhythm, and Melody. | 2012 | 25 |
| 10 | Using Tablet Computers With Toddlers and Young Preschoolers | 2014 | 25 |
| 11 | Encouraging Creativity in the Face of Administrative Convenience: How Our Schools Discourage Divergent Thinking. | 2009 | 18 |
| 12 | 2015 | 13 | |
| 13 | Do Re Mi, 1-2-3: That's How Easy Math Can Be--Using Music to Support Emergent Mathematics. | 2008 | 11 |
| 14 | 2012 | 11 | |
| 15 | Children Are Born Mathematicians: Promoting the Construction of Early Mathematical Concepts in Children Under Five. | 2001 | 10 |
| 16 | 2000 | 8 | |
| 17 | The Developmental Progression of Children's Oral Story Inventions | 2002 | 8 |
| 18 | 2003 | 7 | |
| 19 | Infants and Toddlers Exploring Mathematics. | 2009 | 4 |
| 20 | The Effect of Using Written Retelling as a Teaching Strategy on Students Performance on the TOWL-2 | 2002 | 4 |
About Eugene Geist
Eugene Geist is a scholar working on Education, Statistics and Probability, Speech and Hearing, Information Systems and Experimental and Cognitive Psychology, having authored 35 papers that have together received 641 indexed citations. Recurring topics across this work include Child Development and Digital Technology (6 papers), Cognitive and developmental aspects of mathematical skills (6 papers), Early Childhood Education and Development (5 papers), Digital Storytelling and Education (4 papers), Mathematics Education and Teaching Techniques (4 papers), Education, Achievement, and Giftedness (3 papers), Mobile Learning in Education (3 papers) and Education Methods and Practices (3 papers). The work is most often cited by research in Education (428 citations), Statistics and Probability (107 citations), Experimental and Cognitive Psychology (139 citations), Developmental and Educational Psychology (104 citations) and Computer Science Applications (33 citations). Eugene Geist has collaborated with scholars based in United States. Frequent co-authors include Margaret A. King, Jerry T. Aldridge, Melani W. Duffrin, Sebastián Díaz, Virginia C. Stage, Teresa J. Franklin, Yanyan Sun, Jeffrey B. Anderson, Godwin Y. Dogbey and Peggy M. Zoccola. Their work appears in journals such as School Science and Mathematics, Music Therapy Perspectives, Psychological Reports, Music and Medicine and Journal of Research in Childhood Education.
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.