DOGBE, Saviour; ALI, Clement. Bridging the integer gap: Computer-assisted instruction’s effects on student achievement, gender equity, and learning perceptions. International Journal of Didactic Mathematics in Distance Education, [S. l.], v. 3, n. 1, p. 22–43, 2025. DOI: 10.33830/ijdmde.v3i1.13105. Disponível em: https://jurnal.ut.ac.id/index.php/ijdmde/article/view/13105. Acesso em: 4 feb. 2026.