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X Demographics
Attention Score in Context
| Title |
「実際的数学教育」とジェンダーの問題 オランダの算数・数学教育の動向
|
|---|---|
| Published in |
Journal of Japan Society of Mathematical Education, April 2021
|
| DOI | 10.32296/jjsme.83.8_29 |
| Authors |
日野 圭子, 狭間 節子 |
X Demographics
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 02 December 2023.
All research outputs
#21,049,824
of 25,852,155 outputs
Outputs from Journal of Japan Society of Mathematical Education
#83
of 104 outputs
Outputs of similar age
#350,675
of 457,572 outputs
Outputs of similar age from Journal of Japan Society of Mathematical Education
#45
of 57 outputs
Altmetric has tracked 25,852,155 research outputs across all sources so far. This one is in the 10th percentile – i.e., 10% of other outputs scored the same or lower than it.
So far Altmetric has tracked 104 research outputs from this source. They receive a mean Attention Score of 2.1. This one is in the 1st percentile – i.e., 1% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 457,572 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 13th percentile – i.e., 13% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 57 others from the same source and published within six weeks on either side of this one. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.