How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies
Crossref DOI link: https://doi.org/10.1007/s11858-021-01263-0
Published Online: 2021-04-21
Published Print: 2021-11
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Rezat, Sebastian http://orcid.org/0000-0002-8946-894X
Funding for this research was provided by:
Westermann Verlag
Universität Paderborn
Text and Data Mining valid from 2021-04-21
Version of Record valid from 2021-04-21
Article History
Accepted: 2 April 2021
First Online: 21 April 2021