APA (7th ed.) Citation

Prediger, S., & Neugebauer, P. (2023). Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial. Mathematical thinking and learning, 25(1), 2-22. https://doi.org/10.1080/10986065.2021.1919817

Chicago Style (17th ed.) Citation

Prediger, Susanne, and Philipp Neugebauer. "Can Students with Different Language Backgrounds Profit Equally from a Language-responsive Instructional Approach for Percentages? Differential Effectiveness in a Field Trial." Mathematical Thinking and Learning 25, no. 1 (2023): 2-22. https://doi.org/10.1080/10986065.2021.1919817.

MLA (9th ed.) Citation

Prediger, Susanne, and Philipp Neugebauer. "Can Students with Different Language Backgrounds Profit Equally from a Language-responsive Instructional Approach for Percentages? Differential Effectiveness in a Field Trial." Mathematical Thinking and Learning, vol. 25, no. 1, 2023, pp. 2-22, https://doi.org/10.1080/10986065.2021.1919817.