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What Barriers do Graduate Teaching Assistants Perceive in Implementing Equitable Instructional Practices in Undergraduate Mathematics?

Published Online: 2026-02-05

Authors

Asada, Megumi https://orcid.org/0000-0001-9586-2452
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Text and Data Mining valid from 2026-02-05

Version of Record valid from 2026-02-05
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Article History

Received: 14 November 2024

Accepted: 6 January 2026

First Online: 5 February 2026

Declarations

:

: The author has no conflict of interest to declare with regard to this manuscript.

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