Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa

Pitchford, Nicola J.; Chigeda, Antonie; Hubber, Paula J.

doi:10.1111/desc.12864

Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa

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Journal Article

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Title

Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa

Publication

Developmental Science

Volume

22

Issue

5

Pages

e12864

Date

2019

DOI

10.1111/desc.12864

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Citation

Pitchford, N. J., Chigeda, A., & Hubber, P. J. (2019). Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa. Developmental Science, 22(5), e12864. https://doi.org/10.1111/desc.12864

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https://docs.opendeved.net/lib/DMDYK6Z2

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Cites

Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139–156. https://doi.org/10.1111/jcal.12123