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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: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037

Chicago Manual of Style (16th Edition):

Chen, Xi. “A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division.” 2011. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037.

MLA Handbook (7th Edition):

Chen, Xi. “A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division.” 2011. Web. 27 Sep 2020.

Vancouver:

Chen X. A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752

Chicago Manual of Style (16th Edition):

El-Saleh, Ilham Kamel. “Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook.” 2011. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752.

MLA Handbook (7th Edition):

El-Saleh, Ilham Kamel. “Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook.” 2011. Web. 27 Sep 2020.

Vancouver:

El-Saleh IK. Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155217

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/155217.

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. 27 Sep 2020.

Vancouver:

Carranza AG. Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/155217.

Council of Science Editors:

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


Texas A&M University

4. Brown, Irving. Preservice Teachers’ Content Knowledge of Function Concept within a Contextual Environment.

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827

Chicago Manual of Style (16th Edition):

Brown, Irving. “Preservice Teachers’ Content Knowledge of Function Concept within a Contextual Environment.” 2012. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827.

MLA Handbook (7th Edition):

Brown, Irving. “Preservice Teachers’ Content Knowledge of Function Concept within a Contextual Environment.” 2012. Web. 27 Sep 2020.

Vancouver:

Brown I. Preservice Teachers’ Content Knowledge of Function Concept within a Contextual Environment. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929.

MLA Handbook (7th Edition):

An, Song. “The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students’ Mathematics Achievement and Dispositions.” 2012. Web. 27 Sep 2020.

Vancouver:

An S. The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students’ Mathematics Achievement and Dispositions. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151816

Chicago Manual of Style (16th Edition):

Anderson, Latoya. “Pre-service Teachers' Knowledge of Algebra Teaching for Equity.” 2013. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/151816.

MLA Handbook (7th Edition):

Anderson, Latoya. “Pre-service Teachers' Knowledge of Algebra Teaching for Equity.” 2013. Web. 27 Sep 2020.

Vancouver:

Anderson L. Pre-service Teachers' Knowledge of Algebra Teaching for Equity. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/151816.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148224

Chicago Manual of Style (16th Edition):

Romero, Christopher 1978-. “They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.” 2012. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/148224.

MLA Handbook (7th Edition):

Romero, Christopher 1978-. “They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.” 2012. Web. 27 Sep 2020.

Vancouver:

Romero C1. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/148224.

Council of Science Editors:

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


Texas A&M University

8. 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: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/150969

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/150969.

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. 27 Sep 2020.

Vancouver:

Indiogine SEP. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/150969.

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. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/150969

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148294

Chicago Manual of Style (16th Edition):

Ma, Tingting. “Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations.” 2012. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/148294.

MLA Handbook (7th Edition):

Ma, Tingting. “Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations.” 2012. Web. 27 Sep 2020.

Vancouver:

Ma T. Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/148294.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8786

Chicago Manual of Style (16th Edition):

Huang, Rongjin. “Prospective Mathematics Teachers‘ Knowledge for Teaching Algebra in China and the U.S.” 2012. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8786.

MLA Handbook (7th Edition):

Huang, Rongjin. “Prospective Mathematics Teachers‘ Knowledge for Teaching Algebra in China and the U.S.” 2012. Web. 27 Sep 2020.

Vancouver:

Huang R. Prospective Mathematics Teachers‘ Knowledge for Teaching Algebra in China and the U.S. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8786.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148437

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/148437.

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. 27 Sep 2020.

Vancouver:

Edwards J1. Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/148437.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1481

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1481.

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. 27 Sep 2020.

Vancouver:

Ding M. Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1481.

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. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1481

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

Degree: PhD, Curriculum and Instruction, 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 (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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86022

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/86022.

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. 27 Sep 2020.

Vancouver:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Internet] [Doctoral dissertation]. Texas A&M University; 2008. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/86022.

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. [Doctoral Dissertation]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86022

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

Degree: MS, Curriculum and Instruction, 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. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4961

Chicago Manual of Style (16th Edition):

Joffrion, Heather Kyle. “Conceptual and procedural understanding of algebra concepts in the middle grades.” 2007. Masters Thesis, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/4961.

MLA Handbook (7th Edition):

Joffrion, Heather Kyle. “Conceptual and procedural understanding of algebra concepts in the middle grades.” 2007. Web. 27 Sep 2020.

Vancouver:

Joffrion HK. Conceptual and procedural understanding of algebra concepts in the middle grades. [Internet] [Masters thesis]. Texas A&M University; 2007. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/4961.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2491

Chicago Manual of Style (16th Edition):

Sahin, Alpaslan. “The effects of types, quantity, and quality of questioning in improving students' understanding.” 2009. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2491.

MLA Handbook (7th Edition):

Sahin, Alpaslan. “The effects of types, quantity, and quality of questioning in improving students' understanding.” 2009. Web. 27 Sep 2020.

Vancouver:

Sahin A. The effects of types, quantity, and quality of questioning in improving students' understanding. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2491.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1663

Chicago Manual of Style (16th Edition):

You, Zhixia. “Preservice teachers' knowledge of linear functions within multiple representation modes.” 2009. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1663.

MLA Handbook (7th Edition):

You, Zhixia. “Preservice teachers' knowledge of linear functions within multiple representation modes.” 2009. Web. 27 Sep 2020.

Vancouver:

You Z. Preservice teachers' knowledge of linear functions within multiple representation modes. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1663.

Council of Science Editors:

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

17. 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: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4144

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/4144.

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. 27 Sep 2020.

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] [Doctoral dissertation]. Texas A&M University; 2006. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/4144.

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. [Doctoral Dissertation]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4144


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-228

Chicago Manual of Style (16th Edition):

Wright, Gary L. “Transformation from Developmental Mathematics Student to Mathematics Teacher: Narratives of Adult Learning Experiences.” 2010. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-228.

MLA Handbook (7th Edition):

Wright, Gary L. “Transformation from Developmental Mathematics Student to Mathematics Teacher: Narratives of Adult Learning Experiences.” 2010. Web. 27 Sep 2020.

Vancouver:

Wright GL. Transformation from Developmental Mathematics Student to Mathematics Teacher: Narratives of Adult Learning Experiences. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-228.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3153

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3153.

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. 27 Sep 2020.

Vancouver:

Woodard LD. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3153.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148457

Chicago Manual of Style (16th Edition):

Yetkiner, Zeynep 1978-. “Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries.” 2010. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/148457.

MLA Handbook (7th Edition):

Yetkiner, Zeynep 1978-. “Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries.” 2010. Web. 27 Sep 2020.

Vancouver:

Yetkiner Z1. Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/148457.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4243

Chicago Manual of Style (16th Edition):

Sun, Ye. “The role of instructional representations on students' written representations and achievements.” 2006. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/4243.

MLA Handbook (7th Edition):

Sun, Ye. “The role of instructional representations on students' written representations and achievements.” 2006. Web. 27 Sep 2020.

Vancouver:

Sun Y. The role of instructional representations on students' written representations and achievements. [Internet] [Doctoral dissertation]. Texas A&M University; 2006. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/4243.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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 (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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4361

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/4361.

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. 27 Sep 2020.

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] [Doctoral dissertation]. Texas A&M University; 2006. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/4361.

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. [Doctoral Dissertation]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4361


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ruiz, Elsa Cantu. “Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs.” 2007. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/4679.

MLA Handbook (7th Edition):

Ruiz, Elsa Cantu. “Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs.” 2007. Web. 27 Sep 2020.

Vancouver:

Ruiz EC. Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs. [Internet] [Doctoral dissertation]. Texas A&M University; 2007. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/4679.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1098

Chicago Manual of Style (16th Edition):

Li, Xiaobao. “Cognitive analysis of students' errors and misconceptions in variables, equations, and functions.” 2009. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1098.

MLA Handbook (7th Edition):

Li, Xiaobao. “Cognitive analysis of students' errors and misconceptions in variables, equations, and functions.” 2009. Web. 27 Sep 2020.

Vancouver:

Li X. Cognitive analysis of students' errors and misconceptions in variables, equations, and functions. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1098.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2708

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2708.

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. 27 Sep 2020.

Vancouver:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708.

Council of Science Editors:

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


Texas A&M University

26. 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: PhD, Curriculum and Instruction, 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 (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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1218

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/1218.

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. 27 Sep 2020.

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] [Doctoral dissertation]. Texas A&M University; 2004. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/1218.

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. [Doctoral Dissertation]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/1218


Texas A&M University

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

Degree: MS, Curriculum and Instruction, 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. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1469

Chicago Manual of Style (16th Edition):

Naiser, Emilie Ann. “Understanding fractional equivalence and the differentiated effects on operations with fractions.” 2005. Masters Thesis, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/1469.

MLA Handbook (7th Edition):

Naiser, Emilie Ann. “Understanding fractional equivalence and the differentiated effects on operations with fractions.” 2005. Web. 27 Sep 2020.

Vancouver:

Naiser EA. Understanding fractional equivalence and the differentiated effects on operations with fractions. [Internet] [Masters thesis]. Texas A&M University; 2005. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/1469.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

Carter, Tamara Anthony. “Knowledge and understanding of probability and statistics topics by preservice PK-8 teachers.” 2005. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/2567.

MLA Handbook (7th Edition):

Carter, Tamara Anthony. “Knowledge and understanding of probability and statistics topics by preservice PK-8 teachers.” 2005. Web. 27 Sep 2020.

Vancouver:

Carter TA. Knowledge and understanding of probability and statistics topics by preservice PK-8 teachers. [Internet] [Doctoral dissertation]. Texas A&M University; 2005. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/2567.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2568

Chicago Manual of Style (16th Edition):

Harbaugh, Adam Paul. “Authoritative discourse in the middle school mathematics classroom: a case study.” 2005. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/2568.

MLA Handbook (7th Edition):

Harbaugh, Adam Paul. “Authoritative discourse in the middle school mathematics classroom: a case study.” 2005. Web. 27 Sep 2020.

Vancouver:

Harbaugh AP. Authoritative discourse in the middle school mathematics classroom: a case study. [Internet] [Doctoral dissertation]. Texas A&M University; 2005. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/2568.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1776

Chicago Manual of Style (16th Edition):

Mohr, Margaret Joan. “An assessment of middle grades preservice teachers' mathematics knowledge for teaching.” 2009. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1776.

MLA Handbook (7th Edition):

Mohr, Margaret Joan. “An assessment of middle grades preservice teachers' mathematics knowledge for teaching.” 2009. Web. 27 Sep 2020.

Vancouver:

Mohr MJ. An assessment of middle grades preservice teachers' mathematics knowledge for teaching. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1776.

Council of Science Editors:

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

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