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.
Development of computational thinking, digital competence and 21stcentury skills when learning programming in K-9
2019206 citationsJalal Nouri, Lechen Zhang et al.Education Inquiryprofile →
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 Eva Norén'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 Eva Norén with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Eva Norén more than expected).
This network shows the impact of papers produced by Eva Norén. 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 Eva Norén. The network helps show where Eva Norén may publish in the future.
Co-authorship network of co-authors of Eva Norén
This figure shows the co-authorship network connecting the top 25 collaborators of Eva Norén.
A scholar is included among the top collaborators of Eva Norén 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 Eva Norén. Eva Norén is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Jenßen, Lars, et al.. (2019). Mathematics in Initial Teacher Education Programs in Sweden, Germany, and Australia.. Mathematics Education Research Group of Australasia. 42. 188–195.4 indexed citations
Nouri, Jalal, Lechen Zhang, Linda Mannila, & Eva Norén. (2019). Development of computational thinking, digital competence and 21stcentury skills when learning programming in K-9. Education Inquiry. 11(1). 1–17.206 indexed citations breakdown →
Norén, Eva, et al.. (2016). Gender Stereotypes in Mathematics Textbooks.1 indexed citations
14.
Meaney, Tamsin, et al.. (2014). Immigrant students’ perceptions of their possibilities to learn mathematics : the case of homework. for the learning of mathematics. 34(3). 32–37.8 indexed citations
15.
Norén, Eva, et al.. (2013). What is a group? : Theoretical considerations when researching affordances for multilingual students' mathematical learning. KTH Publication Database DiVA (KTH Royal Institute of Technology). 431–440.2 indexed citations
Norén, Eva. (2011). 30 Grade-Eight Students : Discourse switch and bilingual students solving text problems in mathematics. KTH Publication Database DiVA (KTH Royal Institute of Technology). 292–300.4 indexed citations
18.
Norén, Eva. (2010). Discourses and Agency in a Multilingual Mathematics Classroom.1 indexed citations
Norén, Eva. (2008). Bilingual students' mother tongue : a resource for teaching and learning matematics. KTH Publication Database DiVA (KTH Royal Institute of Technology). 13(4). 29–50.2 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.