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You searched for +publisher:"Texas A&M University" +contributor:("Kulm, Gerald O."). Showing records 1 – 9 of 9 total matches.

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Texas A&M University

1. Mohr, Margaret Joan. An assessment of middle grades preservice teachers' mathematics knowledge for teaching.

Degree: 2009, Texas A&M University

 The overall purpose of this concurrent mixed methods study was to develop an online performance assessment using content questions taken from a reputable seventh and… (more)

Subjects/Keywords: mathematics knowledge for teaching; middle grades

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

APA (6th Edition):

Mohr, M. J. (2009). An assessment of middle grades preservice teachers' mathematics knowledge for teaching. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1776

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):

Mohr, Margaret Joan. “An assessment of middle grades preservice teachers' mathematics knowledge for teaching.” 2009. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1776.

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

MLA Handbook (7th Edition):

Mohr, Margaret Joan. “An assessment of middle grades preservice teachers' mathematics knowledge for teaching.” 2009. Web. 25 May 2019.

Vancouver:

Mohr MJ. An assessment of middle grades preservice teachers' mathematics knowledge for teaching. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1776.

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

Council of Science Editors:

Mohr MJ. An assessment of middle grades preservice teachers' mathematics knowledge for teaching. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1776

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


Texas A&M University

2. Ross, Amanda Ann. The effects of constructivist teaching approaches on middle school students' algebraic understanding.

Degree: 2009, Texas A&M University

 The goal in mathematics has shifted towards an emphasis on both procedural knowledge and conceptual understanding. The importance of gaining procedural knowledge and conceptual understanding… (more)

Subjects/Keywords: Procedural knowledge; Conceptual understanding; Representation; Constructivist teaching approaches; Engagement

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

APA (6th Edition):

Ross, A. A. (2009). The effects of constructivist teaching approaches on middle school students' algebraic understanding. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1777

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):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

MLA Handbook (7th Edition):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Web. 25 May 2019.

Vancouver:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

Council of Science Editors:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777

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

3. You, Zhixia. Preservice teachers' knowledge of linear functions within multiple representation modes.

Degree: 2009, Texas A&M University

 This study examines preservice teachers? knowledge in the case of linear functions. Teachers? knowledge in general consists of their subject matter knowledge and their pedagogical… (more)

Subjects/Keywords: preservice teacher; teacher education; representation modes; linear function; algebra

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

APA (6th Edition):

You, Z. (2009). Preservice teachers' knowledge of linear functions within multiple representation modes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1663

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):

You, Zhixia. “Preservice teachers' knowledge of linear functions within multiple representation modes.” 2009. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1663.

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

MLA Handbook (7th Edition):

You, Zhixia. “Preservice teachers' knowledge of linear functions within multiple representation modes.” 2009. Web. 25 May 2019.

Vancouver:

You Z. Preservice teachers' knowledge of linear functions within multiple representation modes. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1663.

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

Council of Science Editors:

You Z. Preservice teachers' knowledge of linear functions within multiple representation modes. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1663

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

4. Perez, Armando Isaac. The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classes.

Degree: 2006, Texas A&M University

 A convenience sample of 123 Hispanic/Latino students from a predominantly Hispanic/Latino South Texas community college was used to determine if gender and/or journal-writing had any… (more)

Subjects/Keywords: Mathematics Anxiety; Journal-Writing; Latino; Hispanic; Mathematics; Community College

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

APA (6th Edition):

Perez, A. I. (2006). The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4144

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):

Perez, Armando Isaac. “The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classes.” 2006. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/4144.

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

MLA Handbook (7th Edition):

Perez, Armando Isaac. “The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classes.” 2006. Web. 25 May 2019.

Vancouver:

Perez AI. The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classes. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/4144.

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

Council of Science Editors:

Perez AI. The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classes. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4144

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

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

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 May 25, 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. 25 May 2019.

Vancouver:

Joffrion HK. Conceptual and procedural understanding of algebra concepts in the middle grades. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 May 25]. 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

6. Gerren, Sally Sue. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.

Degree: 2008, Texas A&M University

 The purpose of this study was to advance knowledge about the relationship between graphing calculator use and classroom norm development. An interpretive case study design… (more)

Subjects/Keywords: Multiple Representations; Exemplary Teacher; Classroom Norms; Graphing Calculator; College Algebra Course; Community College

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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

APA (6th Edition):

Gerren, S. S. (2008). The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86022

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):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/86022.

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

MLA Handbook (7th Edition):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Web. 25 May 2019.

Vancouver:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/86022.

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

Council of Science Editors:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86022

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


Texas A&M University

7. Carter, Tamara Anthony. Knowledge and understanding of probability and statistics topics by preservice PK-8 teachers.

Degree: 2005, Texas A&M University

 Given the importance placed on probability and statistics in the PK-8 curriculum by the National Council of Teachers of Mathematics (2000) and on teachers by… (more)

Subjects/Keywords: Teacher Knowledge; Preservice; Probability; Statistics; Stochastics

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

APA (6th Edition):

Carter, T. A. (2005). Knowledge and understanding of probability and statistics topics by preservice PK-8 teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2567

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):

Carter, Tamara Anthony. “Knowledge and understanding of probability and statistics topics by preservice PK-8 teachers.” 2005. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/2567.

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

MLA Handbook (7th Edition):

Carter, Tamara Anthony. “Knowledge and understanding of probability and statistics topics by preservice PK-8 teachers.” 2005. Web. 25 May 2019.

Vancouver:

Carter TA. Knowledge and understanding of probability and statistics topics by preservice PK-8 teachers. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/2567.

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

Council of Science Editors:

Carter TA. Knowledge and understanding of probability and statistics topics by preservice PK-8 teachers. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2567

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


Texas A&M University

8. Wu, Zhonghe. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.

Degree: 2004, Texas A&M University

 This study examined teachers' learning and understanding of mathematical representation through the Middle School Mathematics Project (MSMP) professional development, investigated teachers' use of mathematics representations… (more)

Subjects/Keywords: Middle school mathematics teachers' changes; teachers' zone of proximal development; mathematical representation; professional development; fractions and algebraic functions

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

APA (6th Edition):

Wu, Z. (2004). The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1218

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):

Wu, Zhonghe. “The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.” 2004. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/1218.

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

MLA Handbook (7th Edition):

Wu, Zhonghe. “The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.” 2004. Web. 25 May 2019.

Vancouver:

Wu Z. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. [Internet] [Thesis]. Texas A&M University; 2004. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/1218.

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

Council of Science Editors:

Wu Z. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. [Thesis]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/1218

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


Texas A&M University

9. Zientek, Linda Reichwein. Do teachers differ by certification route? novice teachers' sense of self-efficacy, commitment to teaching, and preparedness to teach.

Degree: 2007, Texas A&M University

 Alternative teacher certification (ATC) programs are one method created to help alleviate teacher shortages (Cox, Matthews, & Assoc, 2001; Hallinan & Khmelkov, 2001). While much… (more)

Subjects/Keywords: Alternative Certification; Teacher Preparation

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APA (6th Edition):

Zientek, L. R. (2007). Do teachers differ by certification route? novice teachers' sense of self-efficacy, commitment to teaching, and preparedness to teach. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5751

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):

Zientek, Linda Reichwein. “Do teachers differ by certification route? novice teachers' sense of self-efficacy, commitment to teaching, and preparedness to teach.” 2007. Thesis, Texas A&M University. Accessed May 25, 2019. http://hdl.handle.net/1969.1/5751.

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

MLA Handbook (7th Edition):

Zientek, Linda Reichwein. “Do teachers differ by certification route? novice teachers' sense of self-efficacy, commitment to teaching, and preparedness to teach.” 2007. Web. 25 May 2019.

Vancouver:

Zientek LR. Do teachers differ by certification route? novice teachers' sense of self-efficacy, commitment to teaching, and preparedness to teach. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 May 25]. Available from: http://hdl.handle.net/1969.1/5751.

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

Council of Science Editors:

Zientek LR. Do teachers differ by certification route? novice teachers' sense of self-efficacy, commitment to teaching, and preparedness to teach. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5751

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

.