Article · Journal · 2021

Differentiating instruction for learners’ mathematics self-efficacy in inclusive classrooms: Can learners with dyscalculia also benefit?

South African Journal of Education

Citations: 16from other works
Field-weighted impact: 1.131.00 is the world average for its field and year
Among its field: 80th percentileby citations, against works of its field and year
Authors: 2from 1 institution

Authors

2 authors

Charity Neejide OnyishiFirst author
- University of Johannesburg (ZA)
as printed: Charity N. Onyishi
Maximus SefothoSenior author
- University of Johannesburg (ZA)
as printed: Maximus M. Sefotho