OVIEDO, Andres Padilla. THE EFFECTS OF INSTRUCTIONAL STRATEGIES, COLLEGE DIVISION, AND GENDER ON STUDENTS’ PERFORMANCE IN COLLEGE ALGEBRA AT A UNIVERSITY IN SOUTH TEXAS. Journal of Advance Research in Mathematics And Statistics (ISSN 2208-2409), [S. l.], v. 3, n. 7, p. 11–19, 2016. DOI: 10.53555/nnms.v3i7.550. Disponível em: https://jarm-s.com/index.php/MS/article/view/10.. Acesso em: 14 jun. 2025.