Correction to: Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms (Educational Studies in Mathematics, (2024), 116, 2, (185-211), 10.1007/s10649-024-10321-9)

Katja Lenz, Andreas Obersteiner, Gerald Wittmann

Research output: Contribution to journalComment/debate

Abstract

In this article, the authors wanted to add the following statement in the Acknowledgements section: The research project was conducted within the HeLPS Research Group (“Heterogeneity: Effective learning and professionalism in schools”), which was financed and ideally supported by the University of Education Freiburg. The original article has been corrected.

Original languageEnglish
Pages (from-to)213
Number of pages1
JournalEducational Studies in Mathematics
Volume116
Issue number2
DOIs
StatePublished - Jun 2024

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