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You searched for +publisher:"Texas A&M University" +contributor:("Capraro, Mary Margaret"). Showing records 1 – 26 of 26 total matches.

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Texas A&M University

1. Kwon, Hyunkyung. The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education.

Degree: MS, Curriculum and Instruction, 2016, Texas A&M University

 My goal of this thesis was to develop two publication-ready research articles rather than a traditional thesis. Technology is changing the way students learn in… (more)

Subjects/Keywords: technology; informal STEM education; attitude

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APA (6th Edition):

Kwon, H. (2016). The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156883

Chicago Manual of Style (16th Edition):

Kwon, Hyunkyung. “The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education.” 2016. Masters Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/156883.

MLA Handbook (7th Edition):

Kwon, Hyunkyung. “The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education.” 2016. Web. 22 Mar 2019.

Vancouver:

Kwon H. The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education. [Internet] [Masters thesis]. Texas A&M University; 2016. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/156883.

Council of Science Editors:

Kwon H. The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education. [Masters Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156883


Texas A&M University

2. Coker, Bianca M. Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms.

Degree: 2015, Texas A&M University

 This Record of Study summarizes my journey in the program and my investigation of the problem of improving mathematics instruction. The exploration of the problem… (more)

Subjects/Keywords: Mathematics; Education; Middle School; Discourse; Professional Development

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APA (6th Edition):

Coker, B. M. (2015). Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156184

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Coker, Bianca M. “Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms.” 2015. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/156184.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Coker, Bianca M. “Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms.” 2015. Web. 22 Mar 2019.

Vancouver:

Coker BM. Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/156184.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coker BM. Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156184

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

3. Dailey, Daisy Renee. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.

Degree: 2016, Texas A&M University

 Research shows that a high percentage of science organizations in the United States offer programs specifically designed for K-12 students and teachers. These programs include,… (more)

Subjects/Keywords: Informal STEM education; STEM pathways; Informal STEM education programs; Meaningful STEM activities; STEM accessibility for underserved students

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APA (6th Edition):

Dailey, D. R. (2016). An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158630

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dailey, Daisy Renee. “An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.” 2016. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/158630.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dailey, Daisy Renee. “An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.” 2016. Web. 22 Mar 2019.

Vancouver:

Dailey DR. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/158630.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dailey DR. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158630

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

4. Drey, Lauren Elizabeth. Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science.

Degree: MS, Curriculum and Instruction, 2016, Texas A&M University

 The objective of this thesis was to investigate students’ affect towards mathematics and science and their perceptions of hands-on activities as it relates to their… (more)

Subjects/Keywords: STEM camp; student affect; mathematics; science; motivation; interest

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APA (6th Edition):

Drey, L. E. (2016). Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174223

Chicago Manual of Style (16th Edition):

Drey, Lauren Elizabeth. “Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science.” 2016. Masters Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/174223.

MLA Handbook (7th Edition):

Drey, Lauren Elizabeth. “Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science.” 2016. Web. 22 Mar 2019.

Vancouver:

Drey LE. Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science. [Internet] [Masters thesis]. Texas A&M University; 2016. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/174223.

Council of Science Editors:

Drey LE. Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science. [Masters Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/174223


Texas A&M University

5. Godwin, Amber Joyce. Exploring Reading and Mathematics Integration in Preschool-Aged Children.

Degree: 2015, Texas A&M University

 The purpose of this dissertation was to add further support to the claim that concurrent reading and mathematics instruction with young children could not only… (more)

Subjects/Keywords: Reading; mathematics; early childhood; family literacy programs; early childhood teacher programs

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APA (6th Edition):

Godwin, A. J. (2015). Exploring Reading and Mathematics Integration in Preschool-Aged Children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155573

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/155573.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Web. 22 Mar 2019.

Vancouver:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/155573.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155573

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

6. Piccolo, Diana Lynne. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.

Degree: 2009, Texas A&M University

 In the Teaching Principle (National Council of Teachers of Mathematics [NCTM], 2000), it explained that development and utilization of pedagogical content knowledge required teachers to… (more)

Subjects/Keywords: Mathematics Education; Pre-service Teachers; Pedagogical Content Knowledge; Content Knowledge for Teaching Mathematics; Mentoring Support

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APA (6th Edition):

Piccolo, D. L. (2009). Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2708

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2708.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Web. 22 Mar 2019.

Vancouver:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

7. Matteson, Shirley Marie. Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews.

Degree: 2009, Texas A&M University

 This dissertation investigated several aspects of middle graders? mathematical understanding based on representational models. Twenty (11 male, 9 female) sixth grade students were interviewed about… (more)

Subjects/Keywords: mathematical representations; problem solving; cognitive interviews; middle school; mathematics education; justification scheme

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APA (6th Edition):

Matteson, S. M. (2009). Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Matteson, Shirley Marie. “Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews.” 2009. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Matteson, Shirley Marie. “Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews.” 2009. Web. 22 Mar 2019.

Vancouver:

Matteson SM. Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Matteson SM. Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

8. Vela, Katherine. Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign.

Degree: 2012, Texas A&M University

 The objective of this thesis was to investigate pre-service teachers and student misconceptions of the equal sign, and then offer suggestions to pre-service teachers, teachers,… (more)

Subjects/Keywords: equal sign; pre-service teachers; misconceptions; elementary

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APA (6th Edition):

Vela, K. (2012). Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vela, Katherine. “Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign.” 2012. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vela, Katherine. “Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign.” 2012. Web. 22 Mar 2019.

Vancouver:

Vela K. Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vela K. Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

9. Rosli, Roslinda. The Integration of Problem Posing in Teaching and Learning of Mathematics.

Degree: 2013, Texas A&M University

 Problem posing is commonly perceived as a cognitive activity that emerges in the process solving a problem but appears less commonly in the process of… (more)

Subjects/Keywords: Problem Posing; Teacher Education

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APA (6th Edition):

Rosli, R. (2013). The Integration of Problem Posing in Teaching and Learning of Mathematics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149529

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rosli, Roslinda. “The Integration of Problem Posing in Teaching and Learning of Mathematics.” 2013. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/149529.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rosli, Roslinda. “The Integration of Problem Posing in Teaching and Learning of Mathematics.” 2013. Web. 22 Mar 2019.

Vancouver:

Rosli R. The Integration of Problem Posing in Teaching and Learning of Mathematics. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/149529.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rosli R. The Integration of Problem Posing in Teaching and Learning of Mathematics. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149529

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

10. Anderson, Latoya. Pre-service Teachers' Knowledge of Algebra Teaching for Equity.

Degree: 2013, Texas A&M University

 This study examined validity and reliability of an instrument used to measure the cultural awareness beliefs and problem-solving strategies of pre-service mathematics teachers created by… (more)

Subjects/Keywords: math education; psychometrics; validity; equity; culture

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APA (6th Edition):

Anderson, L. (2013). Pre-service Teachers' Knowledge of Algebra Teaching for Equity. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151816

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Anderson, Latoya. “Pre-service Teachers' Knowledge of Algebra Teaching for Equity.” 2013. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/151816.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Anderson, Latoya. “Pre-service Teachers' Knowledge of Algebra Teaching for Equity.” 2013. Web. 22 Mar 2019.

Vancouver:

Anderson L. Pre-service Teachers' Knowledge of Algebra Teaching for Equity. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/151816.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson L. Pre-service Teachers' Knowledge of Algebra Teaching for Equity. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151816

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

11. Maxwell, Jonathan G. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.

Degree: 2014, Texas A&M University

 The purpose of this study was to examine differences between first year and preservice elementary mathematics teachers by certification route. First, the instructional practices of… (more)

Subjects/Keywords: certification route; mathematics; first year; instructional strategies

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APA (6th Edition):

Maxwell, J. G. (2014). Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152588

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/152588.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Web. 22 Mar 2019.

Vancouver:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/152588.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152588

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

12. Erdogan, Niyazi. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.

Degree: 2014, Texas A&M University

 This dissertation highlights a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools and the college readiness of Inclusive STEM High School graduates… (more)

Subjects/Keywords: STEM education; Inclusive STEM high schools; College and career readiness; STEM schools; Multilevel multiple imputation

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APA (6th Edition):

Erdogan, N. (2014). Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153495

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Erdogan, Niyazi. “Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.” 2014. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/153495.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Erdogan, Niyazi. “Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.” 2014. Web. 22 Mar 2019.

Vancouver:

Erdogan N. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/153495.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Erdogan N. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153495

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

13. Jones, Meredith M. A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics.

Degree: 2015, Texas A&M University

 Female students are underrepresented in science, technology, engineering and mathematics majors and careers despite indicators of comparable performance. The purpose of the present study is… (more)

Subjects/Keywords: Performance Goal Structure; Mathematics Self Efficacy; Mathematics Subjective Task Values; Classroom Goal Structure

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APA (6th Edition):

Jones, M. M. (2015). A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jones, Meredith M. “A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics.” 2015. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/155444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jones, Meredith M. “A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics.” 2015. Web. 22 Mar 2019.

Vancouver:

Jones MM. A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/155444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones MM. A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

14. Zhou, Yuanyuan. A Comprehensive Empirical Investigation on ANOVA Effect Sizes.

Degree: 2015, Texas A&M University

 The present journal article formatted dissertation was a comprehensive investigation of ANOVA effect sizes. In the first study, the author examined the extent to which… (more)

Subjects/Keywords: ANOVA; Simulation; Fixed-effects; Mixed-effects; Effect sizes; ICC

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APA (6th Edition):

Zhou, Y. (2015). A Comprehensive Empirical Investigation on ANOVA Effect Sizes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156155

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhou, Yuanyuan. “A Comprehensive Empirical Investigation on ANOVA Effect Sizes.” 2015. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/156155.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhou, Yuanyuan. “A Comprehensive Empirical Investigation on ANOVA Effect Sizes.” 2015. Web. 22 Mar 2019.

Vancouver:

Zhou Y. A Comprehensive Empirical Investigation on ANOVA Effect Sizes. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/156155.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhou Y. A Comprehensive Empirical Investigation on ANOVA Effect Sizes. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156155

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

15. Norouzian, Reza. Methodological Reform in Quantitative Second Language Research: Effect Sizes, Bayesian Hypothesis Testing, and Bayesian Estimation of Effect Sizes.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 This dissertation consists of three manuscripts. The manuscripts contribute to a budding “methodological reform” currently taking place in quantitative second-language (L2) research. In the first… (more)

Subjects/Keywords: L2 research; applied linguistics; research methods; effect size; Bayesian; open science

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Norouzian, R. (2018). Methodological Reform in Quantitative Second Language Research: Effect Sizes, Bayesian Hypothesis Testing, and Bayesian Estimation of Effect Sizes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173960

Chicago Manual of Style (16th Edition):

Norouzian, Reza. “Methodological Reform in Quantitative Second Language Research: Effect Sizes, Bayesian Hypothesis Testing, and Bayesian Estimation of Effect Sizes.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/173960.

MLA Handbook (7th Edition):

Norouzian, Reza. “Methodological Reform in Quantitative Second Language Research: Effect Sizes, Bayesian Hypothesis Testing, and Bayesian Estimation of Effect Sizes.” 2018. Web. 22 Mar 2019.

Vancouver:

Norouzian R. Methodological Reform in Quantitative Second Language Research: Effect Sizes, Bayesian Hypothesis Testing, and Bayesian Estimation of Effect Sizes. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/173960.

Council of Science Editors:

Norouzian R. Methodological Reform in Quantitative Second Language Research: Effect Sizes, Bayesian Hypothesis Testing, and Bayesian Estimation of Effect Sizes. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173960


Texas A&M University

16. Garcia, Cristela. Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 This Record of Study was conducted in an effort to explore the academic experiences of Hispanic students first-in-the-family to graduate high school. The goal was… (more)

Subjects/Keywords: First-in-Family; First Generation Graduate

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APA (6th Edition):

Garcia, C. (2018). Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173374

Chicago Manual of Style (16th Edition):

Garcia, Cristela. “Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/173374.

MLA Handbook (7th Edition):

Garcia, Cristela. “Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?.” 2018. Web. 22 Mar 2019.

Vancouver:

Garcia C. Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/173374.

Council of Science Editors:

Garcia C. Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173374


Texas A&M University

17. Bailey, Joni L. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 The purpose of this study was to impact teachers’ understanding of fact fluency and students’ opportunities to practice their mathematics facts in two third-grade, two… (more)

Subjects/Keywords: fact fluency; mathematics; professional development

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APA (6th Edition):

Bailey, J. L. (2017). FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169588

Chicago Manual of Style (16th Edition):

Bailey, Joni L. “FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.” 2017. Doctoral Dissertation, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/169588.

MLA Handbook (7th Edition):

Bailey, Joni L. “FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.” 2017. Web. 22 Mar 2019.

Vancouver:

Bailey JL. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/169588.

Council of Science Editors:

Bailey JL. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169588

18. Mchazlett, Dwight Henry. Quality Professional Development for Secondary Science Teachers.

Degree: 2015, Texas A&M University

 This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional… (more)

Subjects/Keywords: Lesson Study; Professional Development

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APA (6th Edition):

Mchazlett, D. H. (2015). Quality Professional Development for Secondary Science Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156175

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mchazlett, Dwight Henry. “Quality Professional Development for Secondary Science Teachers.” 2015. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/156175.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mchazlett, Dwight Henry. “Quality Professional Development for Secondary Science Teachers.” 2015. Web. 22 Mar 2019.

Vancouver:

Mchazlett DH. Quality Professional Development for Secondary Science Teachers. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/156175.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mchazlett DH. Quality Professional Development for Secondary Science Teachers. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156175

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Ding, Meixia. Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions.

Degree: 2009, Texas A&M University

 The goal of this study is to align teachers? Mathematical Knowledge for Teaching (MKT) with their classroom instruction. To reduce the classroom complexity while keeping… (more)

Subjects/Keywords: teacher responses;

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APA (6th Edition):

Ding, M. (2009). Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ding, Meixia. “Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions.” 2009. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ding, Meixia. “Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions.” 2009. Web. 22 Mar 2019.

Vancouver:

Ding M. Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ding M. Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Joffrion, Heather Kyle. Conceptual and procedural understanding of algebra concepts in the middle grades.

Degree: 2007, Texas A&M University

 In this study, the balance between conceptual and procedural teaching and its effect on the development of algebraic reasoning was examined. Participants included two seventh… (more)

Subjects/Keywords: pre-algebra; conceptual understanding

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APA (6th Edition):

Joffrion, H. K. (2007). Conceptual and procedural understanding of algebra concepts in the middle grades. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4961

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Joffrion, Heather Kyle. “Conceptual and procedural understanding of algebra concepts in the middle grades.” 2007. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/4961.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Joffrion, Heather Kyle. “Conceptual and procedural understanding of algebra concepts in the middle grades.” 2007. Web. 22 Mar 2019.

Vancouver:

Joffrion HK. Conceptual and procedural understanding of algebra concepts in the middle grades. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/4961.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Joffrion HK. Conceptual and procedural understanding of algebra concepts in the middle grades. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/4961

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Oner, Ayse Tugba. Longitudinal Examination of Texas Science, Technology, Engineering, and Mathematics (STEM) Academies.

Degree: 2015, Texas A&M University

 The research generated from this dissertation study focuses on the effectiveness of Science, Technology, Engineering, and Mathematics (STEM) schools from different perspectives. The substantial amount… (more)

Subjects/Keywords: STEM; Texas STEM (T-STEM) Academies; Longitudinal; Middle School

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APA (6th Edition):

Oner, A. T. (2015). Longitudinal Examination of Texas Science, Technology, Engineering, and Mathematics (STEM) Academies. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Oner, Ayse Tugba. “Longitudinal Examination of Texas Science, Technology, Engineering, and Mathematics (STEM) Academies.” 2015. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/155641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Oner, Ayse Tugba. “Longitudinal Examination of Texas Science, Technology, Engineering, and Mathematics (STEM) Academies.” 2015. Web. 22 Mar 2019.

Vancouver:

Oner AT. Longitudinal Examination of Texas Science, Technology, Engineering, and Mathematics (STEM) Academies. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/155641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oner AT. Longitudinal Examination of Texas Science, Technology, Engineering, and Mathematics (STEM) Academies. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

22. Matthiesen, Elizabeth Aprilla. Teacher questioning: effect on student communication in middle school algebra mathematics classrooms.

Degree: 2007, Texas A&M University

 This study investigates the components within teacher questioning and how they affect communication within the mathematics classroom. Components examined are the type of question, the… (more)

Subjects/Keywords: questioning techniques; wait time; mathematics education; communication; discourse

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Matthiesen, E. A. (2007). Teacher questioning: effect on student communication in middle school algebra mathematics classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5749

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Matthiesen, Elizabeth Aprilla. “Teacher questioning: effect on student communication in middle school algebra mathematics classrooms.” 2007. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/5749.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Matthiesen, Elizabeth Aprilla. “Teacher questioning: effect on student communication in middle school algebra mathematics classrooms.” 2007. Web. 22 Mar 2019.

Vancouver:

Matthiesen EA. Teacher questioning: effect on student communication in middle school algebra mathematics classrooms. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/5749.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Matthiesen EA. Teacher questioning: effect on student communication in middle school algebra mathematics classrooms. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5749

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

23. Gilbert, Mary Chiles. Considering representational choices of fourth graders when solving division problems.

Degree: 2007, Texas A&M University

 Students need to build on their own understanding when problem solving. Mathematics reform is moving away from skill and drill types of activities and encouraging… (more)

Subjects/Keywords: representation; division; problem solving; strategies

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APA (6th Edition):

Gilbert, M. C. (2007). Considering representational choices of fourth graders when solving division problems. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5754

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gilbert, Mary Chiles. “Considering representational choices of fourth graders when solving division problems.” 2007. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/5754.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gilbert, Mary Chiles. “Considering representational choices of fourth graders when solving division problems.” 2007. Web. 22 Mar 2019.

Vancouver:

Gilbert MC. Considering representational choices of fourth graders when solving division problems. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/5754.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gilbert MC. Considering representational choices of fourth graders when solving division problems. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5754

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

24. Harbaugh, Adam Paul. Authoritative discourse in the middle school mathematics classroom: a case study.

Degree: 2005, Texas A&M University

 According to the National Council of Teachers of Mathematics (NCTM) standard of communication, ??Instructional programs from pre-kindergarten through grade 12 should enable all students to...communicate… (more)

Subjects/Keywords: Mathematics Education; Discourse; Discursive Practices; Teacher Quality Measures; Middle Grades; Agency; Mathematical Authority

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APA (6th Edition):

Harbaugh, A. P. (2005). Authoritative discourse in the middle school mathematics classroom: a case study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2568

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Harbaugh, Adam Paul. “Authoritative discourse in the middle school mathematics classroom: a case study.” 2005. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/2568.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Harbaugh, Adam Paul. “Authoritative discourse in the middle school mathematics classroom: a case study.” 2005. Web. 22 Mar 2019.

Vancouver:

Harbaugh AP. Authoritative discourse in the middle school mathematics classroom: a case study. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/2568.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harbaugh AP. Authoritative discourse in the middle school mathematics classroom: a case study. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2568

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

25. Taylor, Judy M. The effects of a computerized-algebra program on mathematics achievement of college and university freshmen enrolled in a developmental mathematics course.

Degree: 2007, Texas A&M University

 We face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever-increasing… (more)

Subjects/Keywords: unprepared; remediation; college; universities; students; developmental

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Taylor, J. M. (2007). The effects of a computerized-algebra program on mathematics achievement of college and university freshmen enrolled in a developmental mathematics course. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taylor, Judy M. “The effects of a computerized-algebra program on mathematics achievement of college and university freshmen enrolled in a developmental mathematics course.” 2007. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/4885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taylor, Judy M. “The effects of a computerized-algebra program on mathematics achievement of college and university freshmen enrolled in a developmental mathematics course.” 2007. Web. 22 Mar 2019.

Vancouver:

Taylor JM. The effects of a computerized-algebra program on mathematics achievement of college and university freshmen enrolled in a developmental mathematics course. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/4885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor JM. The effects of a computerized-algebra program on mathematics achievement of college and university freshmen enrolled in a developmental mathematics course. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/4885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

26. Naiser, Emilie Ann. Understanding fractional equivalence and the differentiated effects on operations with fractions.

Degree: 2005, Texas A&M University

 This study compared two representations for teaching fraction equivalence. It traced the implications of both representations on the student?s comprehension of fractions as well as… (more)

Subjects/Keywords: Fraction; Teaching Methods; Teaching Mathematics

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APA (6th Edition):

Naiser, E. A. (2005). Understanding fractional equivalence and the differentiated effects on operations with fractions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1469

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Naiser, Emilie Ann. “Understanding fractional equivalence and the differentiated effects on operations with fractions.” 2005. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/1469.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Naiser, Emilie Ann. “Understanding fractional equivalence and the differentiated effects on operations with fractions.” 2005. Web. 22 Mar 2019.

Vancouver:

Naiser EA. Understanding fractional equivalence and the differentiated effects on operations with fractions. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/1469.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Naiser EA. Understanding fractional equivalence and the differentiated effects on operations with fractions. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1469

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.