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You searched for +publisher:"Texas A&M University" +contributor:("Kulm, Gerald"). Showing records 1 – 30 of 33 total matches.

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Texas A&M University

1. Chen, Xi. A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division.

Degree: 2011, Texas A&M University

 The purpose of this study is to examine prospective mathematics teachers' knowledge development and beliefs changes for teaching fraction division through the undergraduate mathematics method… (more)

Subjects/Keywords: Prospective teachers; knowledge development; beliefs changes

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APA (6th Edition):

Chen, X. (2011). A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037

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):

Chen, Xi. “A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division.” 2011. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037.

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

MLA Handbook (7th Edition):

Chen, Xi. “A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division.” 2011. Web. 21 Apr 2019.

Vancouver:

Chen X. A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037.

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

Council of Science Editors:

Chen X. A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037

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


Texas A&M University

2. Woodard, Leslie Dorise. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.

Degree: 2009, Texas A&M University

 This study examined teacher pedagogical content knowledge changes through a Middle School Mathematics Program professional development workshop, development of noticing use of student representations, and… (more)

Subjects/Keywords: Pedagogical Content Knowledge; Mathematical Representations; Personal Construct Psychology

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APA (6th Edition):

Woodard, L. D. (2009). Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3153

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):

Woodard, Leslie Dorise. “Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3153.

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

MLA Handbook (7th Edition):

Woodard, Leslie Dorise. “Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.” 2009. Web. 21 Apr 2019.

Vancouver:

Woodard LD. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3153.

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

Council of Science Editors:

Woodard LD. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3153

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


Texas A&M University

3. Li, Xiaobao. Cognitive analysis of students' errors and misconceptions in variables, equations, and functions.

Degree: 2009, Texas A&M University

 The fundamental goal of this study is to explore why so many students have difficulty learning mathematics. To achieve this goal, this study focuses on… (more)

Subjects/Keywords: errors; misconceptions; object and process

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APA (6th Edition):

Li, X. (2009). Cognitive analysis of students' errors and misconceptions in variables, equations, and functions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1098

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):

Li, Xiaobao. “Cognitive analysis of students' errors and misconceptions in variables, equations, and functions.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1098.

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

MLA Handbook (7th Edition):

Li, Xiaobao. “Cognitive analysis of students' errors and misconceptions in variables, equations, and functions.” 2009. Web. 21 Apr 2019.

Vancouver:

Li X. Cognitive analysis of students' errors and misconceptions in variables, equations, and functions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1098.

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

Council of Science Editors:

Li X. Cognitive analysis of students' errors and misconceptions in variables, equations, and functions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1098

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


Texas A&M University

4. El-Saleh, Ilham Kamel. Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook.

Degree: 2011, Texas A&M University

 The goal of this study is to identify and examine teachers' concerns regarding their use of the new adopted mathematics textbook. In Texas, middle school… (more)

Subjects/Keywords: Mathematics; curriculum materials; textbook adoption

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APA (6th Edition):

El-Saleh, I. K. (2011). Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752

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):

El-Saleh, Ilham Kamel. “Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook.” 2011. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752.

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

MLA Handbook (7th Edition):

El-Saleh, Ilham Kamel. “Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook.” 2011. Web. 21 Apr 2019.

Vancouver:

El-Saleh IK. Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752.

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

Council of Science Editors:

El-Saleh IK. Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752

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


Texas A&M University

5. An, Song. The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions.

Degree: 2012, Texas A&M University

 The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed… (more)

Subjects/Keywords: Math Education; Integrated Curriculum; Math Achievement; Math Dispositions

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APA (6th Edition):

An, S. (2012). The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929

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):

An, Song. “The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929.

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

MLA Handbook (7th Edition):

An, Song. “The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions.” 2012. Web. 21 Apr 2019.

Vancouver:

An S. The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929.

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

Council of Science Editors:

An S. The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929

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


Texas A&M University

6. Wright, Gary L. Transformation from Developmental Mathematics Student to Mathematics Teacher: Narratives of Adult Learning Experiences.

Degree: 2010, Texas A&M University

 The purpose of this study was to gain a better understanding of the experiences of developmental mathematics students who, after successful completion of their developmental… (more)

Subjects/Keywords: Mathematics Education; Developmental Education; Remedial; Adult Learning; Adult Education; Narrative; Transformation; Teacher Education

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APA (6th Edition):

Wright, G. L. (2010). Transformation from Developmental Mathematics Student to Mathematics Teacher: Narratives of Adult Learning Experiences. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-228

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):

Wright, Gary L. “Transformation from Developmental Mathematics Student to Mathematics Teacher: Narratives of Adult Learning Experiences.” 2010. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-228.

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

MLA Handbook (7th Edition):

Wright, Gary L. “Transformation from Developmental Mathematics Student to Mathematics Teacher: Narratives of Adult Learning Experiences.” 2010. Web. 21 Apr 2019.

Vancouver:

Wright GL. Transformation from Developmental Mathematics Student to Mathematics Teacher: Narratives of Adult Learning Experiences. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-228.

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

Council of Science Editors:

Wright GL. Transformation from Developmental Mathematics Student to Mathematics Teacher: Narratives of Adult Learning Experiences. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-228

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


Texas A&M University

7. Brown, Irving. Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment.

Degree: 2012, Texas A&M University

 The overarching goal of this dissertation research was to develop and measure the psychometric properties of an instrument to assess preservice teachers? content knowledge of… (more)

Subjects/Keywords: preservice; teacher education; mathematics; function; assessment; instrument development; algebra

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APA (6th Edition):

Brown, I. (2012). Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827

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):

Brown, Irving. “Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827.

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

MLA Handbook (7th Edition):

Brown, Irving. “Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment.” 2012. Web. 21 Apr 2019.

Vancouver:

Brown I. Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827.

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

Council of Science Editors:

Brown I. Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827

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


Texas A&M University

8. Yetkiner, Zeynep 1978-. Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries.

Degree: 2010, Texas A&M University

 One of the main purposes of this dissertation was to examine gender- and socioeconomic status (SES)-related mathematics achievement gaps among Turkish middle-school students compared to… (more)

Subjects/Keywords: Achievement Gap; European Union; Gender Gap; Gender Difference; Equity; Mathematics Education

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APA (6th Edition):

Yetkiner, Z. 1. (2010). Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148457

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):

Yetkiner, Zeynep 1978-. “Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries.” 2010. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/148457.

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

MLA Handbook (7th Edition):

Yetkiner, Zeynep 1978-. “Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries.” 2010. Web. 21 Apr 2019.

Vancouver:

Yetkiner Z1. Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/148457.

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

Council of Science Editors:

Yetkiner Z1. Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/148457

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


Texas A&M University

9. Carranza, Antonio Guadalupe. Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College.

Degree: 2015, Texas A&M University

 A random sample of 200 Hispanic/Latino students from a predominately Hispanic/Latino South Texas community college was used to determine if the implementation of MyMathLab had… (more)

Subjects/Keywords: MyMathLab

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APA (6th Edition):

Carranza, A. G. (2015). Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155217

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):

Carranza, Antonio Guadalupe. “Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College.” 2015. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/155217.

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

MLA Handbook (7th Edition):

Carranza, Antonio Guadalupe. “Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College.” 2015. Web. 21 Apr 2019.

Vancouver:

Carranza AG. Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/155217.

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

Council of Science Editors:

Carranza AG. Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155217

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


Texas A&M University

10. 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 April 21, 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. 21 Apr 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 Apr 21]. 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

11. Muzheve, Michael Tapfuma. Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers.

Degree: 2009, Texas A&M University

 Using both quantitative and qualitative data collection and analyses techniques, this study examined representations used by sixteen (n = 16) teachers while teaching the concepts… (more)

Subjects/Keywords: representations; middle school

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

APA (6th Edition):

Muzheve, M. T. (2009). Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2941

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):

Muzheve, Michael Tapfuma. “Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2941.

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

MLA Handbook (7th Edition):

Muzheve, Michael Tapfuma. “Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers.” 2009. Web. 21 Apr 2019.

Vancouver:

Muzheve MT. Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2941.

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

Council of Science Editors:

Muzheve MT. Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2941

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


Texas A&M University

12. 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 (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 April 21, 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. 21 Apr 2019.

Vancouver:

Mohr MJ. An assessment of middle grades preservice teachers' mathematics knowledge for teaching. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. 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

13. 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 (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 April 21, 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. 21 Apr 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 Apr 21]. 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


Texas A&M University

14. Romero, Christopher 1978-. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.

Degree: 2012, Texas A&M University

 A small group of profit seeking publishers dominates the American textbook market and guides the learning of the majority of our nation?s calculus students. The… (more)

Subjects/Keywords: Secondary Mathematics; Cognitive Complexity; Representation; Problem Solving; Mean Value Theorem; Calculus

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APA (6th Edition):

Romero, C. 1. (2012). They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148224

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):

Romero, Christopher 1978-. “They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/148224.

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

MLA Handbook (7th Edition):

Romero, Christopher 1978-. “They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.” 2012. Web. 21 Apr 2019.

Vancouver:

Romero C1. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/148224.

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

Council of Science Editors:

Romero C1. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148224

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


Texas A&M University

15. Indiogine, Salvatore Enrico Paolo. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.

Degree: 2013, Texas A&M University

 The research question that I posed for this investigation is how the principles of Foucault?s governmentality can shed light on the political discourse on the… (more)

Subjects/Keywords: achievement gaps; mathematics; Foucault; governmentality; policy; discourse

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APA (6th Edition):

Indiogine, S. E. P. (2013). The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/150969

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):

Indiogine, Salvatore Enrico Paolo. “The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.” 2013. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/150969.

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

MLA Handbook (7th Edition):

Indiogine, Salvatore Enrico Paolo. “The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.” 2013. Web. 21 Apr 2019.

Vancouver:

Indiogine SEP. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/150969.

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

Council of Science Editors:

Indiogine SEP. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/150969

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


Texas A&M University

16. 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 April 21, 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. 21 Apr 2019.

Vancouver:

Anderson L. Pre-service Teachers' Knowledge of Algebra Teaching for Equity. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 21]. 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

17. Huang, Rongjin. Prospective Mathematics Teachers? Knowledge for Teaching Algebra in China and the U.S.

Degree: 2012, Texas A&M University

 This study examined teachers? knowledge for teaching algebra, with a particular focus on teaching the concept of function and quadratic relations in China and the… (more)

Subjects/Keywords: Teachers' knowledge; knowledge for teaching algebra; Funcation concept; Pre-service teacher preparation; China; The U.S.

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APA (6th Edition):

Huang, R. (2012). Prospective Mathematics Teachers? Knowledge for Teaching Algebra in China and the U.S. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8786

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):

Huang, Rongjin. “Prospective Mathematics Teachers? Knowledge for Teaching Algebra in China and the U.S.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8786.

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

MLA Handbook (7th Edition):

Huang, Rongjin. “Prospective Mathematics Teachers? Knowledge for Teaching Algebra in China and the U.S.” 2012. Web. 21 Apr 2019.

Vancouver:

Huang R. Prospective Mathematics Teachers? Knowledge for Teaching Algebra in China and the U.S. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8786.

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

Council of Science Editors:

Huang R. Prospective Mathematics Teachers? Knowledge for Teaching Algebra in China and the U.S. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8786

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

18. Ma, Tingting. Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations.

Degree: 2012, Texas A&M University

 Knowledge of curriculum is a significant component of mathematical knowledge for teaching. However, clearly understanding knowledge of curriculum requires further refinement and substantial research. This… (more)

Subjects/Keywords: Mathematical knowledge for teaching; Knowledge of curriculum; Middle School; Equation; Teacher knowledge; Education

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APA (6th Edition):

Ma, T. (2012). Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148294

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):

Ma, Tingting. “Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/148294.

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

MLA Handbook (7th Edition):

Ma, Tingting. “Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations.” 2012. Web. 21 Apr 2019.

Vancouver:

Ma T. Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/148294.

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

Council of Science Editors:

Ma T. Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148294

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 April 21, 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. 21 Apr 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 Apr 21]. 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. 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 (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 April 21, 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. 21 Apr 2019.

Vancouver:

You Z. Preservice teachers' knowledge of linear functions within multiple representation modes. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. 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

21. Sahin, Alpaslan. The effects of types, quantity, and quality of questioning in improving students' understanding.

Degree: 2009, Texas A&M University

 This research is based on the Middle School Mathematics Project (MSMP) funded by the Interagency Educational Research Initiative (IERI) through a grant to the American… (more)

Subjects/Keywords: Questioning; middle school mathematics

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APA (6th Edition):

Sahin, A. (2009). The effects of types, quantity, and quality of questioning in improving students' understanding. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2491

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):

Sahin, Alpaslan. “The effects of types, quantity, and quality of questioning in improving students' understanding.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2491.

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

MLA Handbook (7th Edition):

Sahin, Alpaslan. “The effects of types, quantity, and quality of questioning in improving students' understanding.” 2009. Web. 21 Apr 2019.

Vancouver:

Sahin A. The effects of types, quantity, and quality of questioning in improving students' understanding. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2491.

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

Council of Science Editors:

Sahin A. The effects of types, quantity, and quality of questioning in improving students' understanding. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2491

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

22. Edwards, Joshua 1976-. Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors.

Degree: 2012, Texas A&M University

 Test anxiety can act as a major inhibitor for students to perform to their ability. Students can find that what life decisions they are going… (more)

Subjects/Keywords: math anxiety; test anxiety; math; exercise; physical activity

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APA (6th Edition):

Edwards, J. 1. (2012). Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148437

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):

Edwards, Joshua 1976-. “Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/148437.

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

MLA Handbook (7th Edition):

Edwards, Joshua 1976-. “Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors.” 2012. Web. 21 Apr 2019.

Vancouver:

Edwards J1. Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/148437.

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

Council of Science Editors:

Edwards J1. Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148437

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

23. 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 (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 April 21, 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. 21 Apr 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 Apr 21]. 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

24. 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 April 21, 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. 21 Apr 2019.

Vancouver:

Joffrion HK. Conceptual and procedural understanding of algebra concepts in the middle grades. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Apr 21]. 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

25. 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

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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 April 21, 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. 21 Apr 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 Apr 21]. 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

26. Sun, Ye. The role of instructional representations on students' written representations and achievements.

Degree: 2006, Texas A&M University

 This research is based on Middle School Mathematics Project (MSMP) funded by the Interagency Educational Research Initiative through a grant to the American Association for… (more)

Subjects/Keywords: instructional representations; written representations; representations

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APA (6th Edition):

Sun, Y. (2006). The role of instructional representations on students' written representations and achievements. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4243

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):

Sun, Ye. “The role of instructional representations on students' written representations and achievements.” 2006. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/4243.

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

MLA Handbook (7th Edition):

Sun, Ye. “The role of instructional representations on students' written representations and achievements.” 2006. Web. 21 Apr 2019.

Vancouver:

Sun Y. The role of instructional representations on students' written representations and achievements. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/4243.

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

Council of Science Editors:

Sun Y. The role of instructional representations on students' written representations and achievements. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4243

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


Texas A&M University

27. Kadhi, TauGamba. Online assessment: a study of the validation and implementation of a formative online diagnostic tool in developmental mathematics for college students.

Degree: 2006, Texas A&M University

 This Research and Design (R&D) study models the methodology necessary to replicate an online assessment instrument designed to assess student skills and facets of thought… (more)

Subjects/Keywords: online assessment; facets; fractions; student thought

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

APA (6th Edition):

Kadhi, T. (2006). Online assessment: a study of the validation and implementation of a formative online diagnostic tool in developmental mathematics for college students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4361

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):

Kadhi, TauGamba. “Online assessment: a study of the validation and implementation of a formative online diagnostic tool in developmental mathematics for college students.” 2006. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/4361.

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

MLA Handbook (7th Edition):

Kadhi, TauGamba. “Online assessment: a study of the validation and implementation of a formative online diagnostic tool in developmental mathematics for college students.” 2006. Web. 21 Apr 2019.

Vancouver:

Kadhi T. Online assessment: a study of the validation and implementation of a formative online diagnostic tool in developmental mathematics for college students. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/4361.

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

Council of Science Editors:

Kadhi T. Online assessment: a study of the validation and implementation of a formative online diagnostic tool in developmental mathematics for college students. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4361

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


Texas A&M University

28. Ruiz, Elsa Cantu. Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs.

Degree: 2007, Texas A&M University

 As mathematics teachers gain knowledge of what factors students perceive as motivating, they will be able to create a classroom environment that better increases motivation.… (more)

Subjects/Keywords: Motivation; mathematcs

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

APA (6th Edition):

Ruiz, E. C. (2007). Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4679

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):

Ruiz, Elsa Cantu. “Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs.” 2007. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/4679.

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

MLA Handbook (7th Edition):

Ruiz, Elsa Cantu. “Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs.” 2007. Web. 21 Apr 2019.

Vancouver:

Ruiz EC. Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/4679.

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

Council of Science Editors:

Ruiz EC. Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/4679

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


Texas A&M University

29. 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 April 21, 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. 21 Apr 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 Apr 21]. 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

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

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 April 21, 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. 21 Apr 2019.

Vancouver:

Harbaugh AP. Authoritative discourse in the middle school mathematics classroom: a case study. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Apr 21]. 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

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