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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Walk the number line – An embodied training of numerical concepts
Tanja Link, Korbinian Moeller, Stefan Huber, et al.
Trends in Neuroscience and Education (2013) Vol. 2, Iss. 2, pp. 74-84
Closed Access | Times Cited: 147

Showing 1-25 of 147 citing articles:

What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior
Zachary Hawes, Daniel Ansari
Psychonomic Bulletin & Review (2020) Vol. 27, Iss. 3, pp. 465-482
Closed Access | Times Cited: 159
Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators
Kristian Kiili, Korbinian Moeller, Manuel Ninaus
Computers & Education (2018) Vol. 120, pp. 13-28
Open Access | Times Cited: 114
On the Relation between the Mental Number Line and Arithmetic Competencies
Tanja Link, Hans‐Christoph Nuerk, Korbinian Moeller
Quarterly Journal of Experimental Psychology (2014) Vol. 67, Iss. 8, pp. 1597-1613
Closed Access | Times Cited: 102
Explaining the relationship between number line estimation and mathematical achievement: The role of visuomotor integration and visuospatial skills
Victoria Simms, Sarah Clayton, Lucy Cragg, et al.
Journal of Experimental Child Psychology (2016) Vol. 145, pp. 22-33
Open Access | Times Cited: 102
Immediate and delayed effects of integrating physical activity into preschool children’s learning of numeracy skills
Myrto F. Mavilidi, Anthony D. Okely, Paul Chandler, et al.
Journal of Experimental Child Psychology (2017) Vol. 166, pp. 502-519
Open Access | Times Cited: 100
Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces
Brenna Hassinger‐Das, Andres S. Bustamante, Kathy Hirsh‐Pasek, et al.
Education Sciences (2018) Vol. 8, Iss. 2, pp. 74-74
Open Access | Times Cited: 89
Support of mathematical thinking through embodied cognition: Nondigital and digital approaches
Cathy Tran, Brandon T. Smith, Martin Buschkuehl
Cognitive Research Principles and Implications (2017) Vol. 2, Iss. 1
Open Access | Times Cited: 86
Combining brain stimulation and video game to promote long-term transfer of learning and cognitive enhancement
Chung Yen Looi, Mihaela Duta, Anna‐Katharine Brem, et al.
Scientific Reports (2016) Vol. 6, Iss. 1
Open Access | Times Cited: 84
Training numerical skills with the adaptive videogame “The Number Race”: A randomized controlled trial on preschoolers
Francesco Sella, Patrizio Tressoldi, Daniela Lucangeli, et al.
Trends in Neuroscience and Education (2016) Vol. 5, Iss. 1, pp. 20-29
Closed Access | Times Cited: 68
More than just a game: Transforming social interaction and STEM play with Parkopolis.
Andres S. Bustamante, Molly A. Schlesinger, Kreshnik Nasi Begolli, et al.
Developmental Psychology (2020) Vol. 56, Iss. 6, pp. 1041-1056
Open Access | Times Cited: 51
Investigating the role of spatial thinking in children’s design ideation through an open-ended design-by-analogy challenge
Caiwei Zhu, Remke Klapwijk, Miroslava Silva-Ordaz, et al.
International Journal of Technology and Design Education (2024)
Open Access | Times Cited: 7
How to rapidly construct a spatial–numerical representation in preliterate children (at least temporarily)
Katarzyna Patro, Ursula Fischer, Hans‐Christoph Nuerk, et al.
Developmental Science (2015) Vol. 19, Iss. 1, pp. 126-144
Closed Access | Times Cited: 62
How space-number associations may be created in preliterate children: six distinct mechanisms
Hans‐Christoph Nuerk, Katarzyna Patro, Ulrike Creß, et al.
Frontiers in Psychology (2015) Vol. 6
Open Access | Times Cited: 62
Are Spatial‐Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No
Krzysztof Cipora, Katarzyna Patro, Hans‐Christoph Nuerk
Mind Brain and Education (2015) Vol. 9, Iss. 4, pp. 190-206
Open Access | Times Cited: 61
Assessing fraction knowledge by a digital game
Manuel Ninaus, Kristian Kiili, Jake McMullen, et al.
Computers in Human Behavior (2017) Vol. 70, pp. 197-206
Closed Access | Times Cited: 60
Think3d!: Improving mathematics learning through embodied spatial training
Heather Burte, Aaron L. Gardony, Allyson Hutton, et al.
Cognitive Research Principles and Implications (2017) Vol. 2, Iss. 1
Open Access | Times Cited: 59
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter?
Bieke Maertens, Bert De Smedt, Delphine Sasanguie, et al.
Learning and Instruction (2016) Vol. 46, pp. 1-11
Closed Access | Times Cited: 58
Computers in mathematics education – Training the mental number line
Korbinian Moeller, Ursula Fischer, Hans‐Christoph Nuerk, et al.
Computers in Human Behavior (2015) Vol. 48, pp. 597-607
Closed Access | Times Cited: 57
Improving Preschoolers’ Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training
Nastasya Honoré, Marie‐Pascale Noël
PLoS ONE (2016) Vol. 11, Iss. 11, pp. e0166685-e0166685
Open Access | Times Cited: 53
Behavior and neuroimaging at baseline predict individual response to combined mathematical and working memory training in children
Federico Nemmi, Elin Helander, Ola Helenius, et al.
Developmental Cognitive Neuroscience (2016) Vol. 20, pp. 43-51
Open Access | Times Cited: 51
The Effects of Activity Based Learning on Sixth Grade Students’ Achievement and Attitudes towards Mathematics Activities
Halil Coşkun Çelik
Eurasia Journal of Mathematics Science and Technology Education (2018) Vol. 14, Iss. 5
Open Access | Times Cited: 50
The Oxford Handbook of Developmental Cognitive Neuroscience
Teresa Iuculano, Roi Cohen Kadosh
Oxford University Press eBooks (2020)
Open Access | Times Cited: 44
Fraction ball: Playful and physically active fraction and decimal learning.
Andres S. Bustamante, Kreshnik Nasi Begolli, Daniela Alvarez-Vargas, et al.
Journal of Educational Psychology (2022) Vol. 114, Iss. 6, pp. 1307-1320
Closed Access | Times Cited: 24
Association between motor and math skills in preschool children with typical development: Systematic review
Pedro Flores, Eduarda Coelho, Isabel Mourão, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 14
Do gestures matter? The implications of using touchscreen devices in mathematics instruction
Adam K. Dubé, Rhonda McEwen
Learning and Instruction (2015) Vol. 40, pp. 89-98
Closed Access | Times Cited: 47
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