| Title |
Indigenous students transitioning to school: responses to pre-foundational mathematics
|
|---|---|
| Published in |
SpringerPlus, November 2014
|
| DOI | 10.1186/2193-1801-3-685 |
| Pubmed ID | |
| Authors |
Grace Sarra, Bronwyn Ewing |
Mendeley readers
The data shown below were compiled from readership statistics for 21 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 21 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 6 | 29% |
| Student > Postgraduate | 4 | 19% |
| Student > Bachelor | 2 | 10% |
| Researcher | 2 | 10% |
| Student > Ph. D. Student | 1 | 5% |
| Other | 2 | 10% |
| Unknown | 4 | 19% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 4 | 19% |
| Mathematics | 3 | 14% |
| Nursing and Health Professions | 2 | 10% |
| Arts and Humanities | 1 | 5% |
| Business, Management and Accounting | 1 | 5% |
| Other | 6 | 29% |
| Unknown | 4 | 19% |