SMETS, W.; STRUYVEN, K. Aligning with complexity: system-theoretical principles for research on differentiated instruction. Frontline Learning Research, [S. l.], v. 6, n. 2, p. 66–80, 2018. DOI: 10.14786/flr.v6i2.340. Disponível em: https://journals.sfu.ca/flr/index.php/journal/article/view/340. Acesso em: 26 apr. 2024.