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You searched for +publisher:"The Ohio State University" +contributor:("Battista, Michael"). Showing records 1 – 7 of 7 total matches.

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The Ohio State University

1. Joswick, Candace Domenica. Investigating the Relationship Between Classroom Discourse and Concept Development in Geometry Learning.

Degree: PhD, EDU Teaching and Learning, 2017, The Ohio State University

 Mathematical classroom discourse has been identified as a key element in students’ cognitive development (e.g., Forman, 1996; Lampert & Cobb, 2003; Yackel, Cobb, & Wood,… (more)

Subjects/Keywords: Mathematics Education; geometry; inquiry; dynamic geometry; learning progressions; Shape Makers; classroom interactions; discourse; language use

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

APA (6th Edition):

Joswick, C. D. (2017). Investigating the Relationship Between Classroom Discourse and Concept Development in Geometry Learning. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1500237810722885

Chicago Manual of Style (16th Edition):

Joswick, Candace Domenica. “Investigating the Relationship Between Classroom Discourse and Concept Development in Geometry Learning.” 2017. Doctoral Dissertation, The Ohio State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500237810722885.

MLA Handbook (7th Edition):

Joswick, Candace Domenica. “Investigating the Relationship Between Classroom Discourse and Concept Development in Geometry Learning.” 2017. Web. 21 Feb 2020.

Vancouver:

Joswick CD. Investigating the Relationship Between Classroom Discourse and Concept Development in Geometry Learning. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1500237810722885.

Council of Science Editors:

Joswick CD. Investigating the Relationship Between Classroom Discourse and Concept Development in Geometry Learning. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1500237810722885

2. Frazee, Leah M. The Interaction of Geometric and Spatial Reasoning: Student Learning of 2D Isometries in a Special Dynamic Geometry Environment.

Degree: PhD, EDU Teaching and Learning, 2018, The Ohio State University

 The relationship between spatial reasoning and success in mathematics has been well established. However, the ways in which spatial reasoning is used in mathematics learning… (more)

Subjects/Keywords: Mathematics Education; spatial reasoning; geometric reasoning; isometries; rotations; reflections

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APA (6th Edition):

Frazee, L. M. (2018). The Interaction of Geometric and Spatial Reasoning: Student Learning of 2D Isometries in a Special Dynamic Geometry Environment. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1531862080144028

Chicago Manual of Style (16th Edition):

Frazee, Leah M. “The Interaction of Geometric and Spatial Reasoning: Student Learning of 2D Isometries in a Special Dynamic Geometry Environment.” 2018. Doctoral Dissertation, The Ohio State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531862080144028.

MLA Handbook (7th Edition):

Frazee, Leah M. “The Interaction of Geometric and Spatial Reasoning: Student Learning of 2D Isometries in a Special Dynamic Geometry Environment.” 2018. Web. 21 Feb 2020.

Vancouver:

Frazee LM. The Interaction of Geometric and Spatial Reasoning: Student Learning of 2D Isometries in a Special Dynamic Geometry Environment. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531862080144028.

Council of Science Editors:

Frazee LM. The Interaction of Geometric and Spatial Reasoning: Student Learning of 2D Isometries in a Special Dynamic Geometry Environment. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531862080144028

3. WIner, Michael Loyd. Fifth Graders’ Reasoning on the Enumeration of Cube-Packages in Rectangular Boxes in an Inquiry-Based Classroom.

Degree: MA, EDU Teaching and Learning, 2010, The Ohio State University

 In this study, I am taking what Cobb and Yackel (1996) called an “emergent” perspective, which is a blend of psychological and socio-cultural perspectives from… (more)

Subjects/Keywords: Education; Elementary Education; Mathematics Education; Student reasoning; Volume measurement; Elementary students; Visualization/spatial structuring; Mental processes.

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APA (6th Edition):

WIner, M. L. (2010). Fifth Graders’ Reasoning on the Enumeration of Cube-Packages in Rectangular Boxes in an Inquiry-Based Classroom. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1281978828

Chicago Manual of Style (16th Edition):

WIner, Michael Loyd. “Fifth Graders’ Reasoning on the Enumeration of Cube-Packages in Rectangular Boxes in an Inquiry-Based Classroom.” 2010. Masters Thesis, The Ohio State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281978828.

MLA Handbook (7th Edition):

WIner, Michael Loyd. “Fifth Graders’ Reasoning on the Enumeration of Cube-Packages in Rectangular Boxes in an Inquiry-Based Classroom.” 2010. Web. 21 Feb 2020.

Vancouver:

WIner ML. Fifth Graders’ Reasoning on the Enumeration of Cube-Packages in Rectangular Boxes in an Inquiry-Based Classroom. [Internet] [Masters thesis]. The Ohio State University; 2010. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1281978828.

Council of Science Editors:

WIner ML. Fifth Graders’ Reasoning on the Enumeration of Cube-Packages in Rectangular Boxes in an Inquiry-Based Classroom. [Masters Thesis]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1281978828

4. Marchi, Dominic J. A Study of Student Understanding of the Sine Function through Representations and the Process and Object Perspectives.

Degree: MA, EDU Teaching and Learning, 2012, The Ohio State University

 A major topic that is addressed during the second half of the high school curriculum is the topic of trigonometric functions. In order to analyze… (more)

Subjects/Keywords: Mathematics Education; Trigonometry; Representations; Perspectives; Sine

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APA (6th Edition):

Marchi, D. J. (2012). A Study of Student Understanding of the Sine Function through Representations and the Process and Object Perspectives. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1343253667

Chicago Manual of Style (16th Edition):

Marchi, Dominic J. “A Study of Student Understanding of the Sine Function through Representations and the Process and Object Perspectives.” 2012. Masters Thesis, The Ohio State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343253667.

MLA Handbook (7th Edition):

Marchi, Dominic J. “A Study of Student Understanding of the Sine Function through Representations and the Process and Object Perspectives.” 2012. Web. 21 Feb 2020.

Vancouver:

Marchi DJ. A Study of Student Understanding of the Sine Function through Representations and the Process and Object Perspectives. [Internet] [Masters thesis]. The Ohio State University; 2012. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1343253667.

Council of Science Editors:

Marchi DJ. A Study of Student Understanding of the Sine Function through Representations and the Process and Object Perspectives. [Masters Thesis]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1343253667

5. Harrison, Ryan Matthew. Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division.

Degree: PhD, EDU Teaching and Learning, 2012, The Ohio State University

 Teachers’ knowledge of mathematical content and children’s mathematical thinking have been identified as critical elements related to teachers’ ability to effectively teach mathematics (Fennema &… (more)

Subjects/Keywords: Mathematics Education; learning progressions; learning trajectories; teacher knowledge

…2005 ...B.S. Mathematics, The Ohio State University 2006 …...M.Ed… …Mathematics Education, The Ohio State University 2006-2008 .....Instructor, Winona State… …University Supervisor, The Ohio State University Summer 2010 ….Graduate Teaching Assistant, The… …Ohio State University Fall 2010 ….…Adjunct Faculty, Capital University Summer 2011… 

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APA (6th Edition):

Harrison, R. M. (2012). Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1330296812

Chicago Manual of Style (16th Edition):

Harrison, Ryan Matthew. “Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division.” 2012. Doctoral Dissertation, The Ohio State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330296812.

MLA Handbook (7th Edition):

Harrison, Ryan Matthew. “Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division.” 2012. Web. 21 Feb 2020.

Vancouver:

Harrison RM. Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1330296812.

Council of Science Editors:

Harrison RM. Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1330296812

6. Lu, Yaomingxin. A Comparison of Math Teaching and Learning in China and the United States -: Problem Solving Skills in Geometry of Chinese and U.S. Students.

Degree: Master of Mathematical Sciences, Mathematics, 2016, The Ohio State University

 According to the TIMMS report, Chinese students tend to have better performance in solving geometry problems than U.S. students. What is the explanation for the… (more)

Subjects/Keywords: Mathematics Education; Mathematics; Chinese Math Education, American Math Education, Geometry, Problem Solving, Teaching and Learning

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

APA (6th Edition):

Lu, Y. (2016). A Comparison of Math Teaching and Learning in China and the United States -: Problem Solving Skills in Geometry of Chinese and U.S. Students. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1461285925

Chicago Manual of Style (16th Edition):

Lu, Yaomingxin. “A Comparison of Math Teaching and Learning in China and the United States -: Problem Solving Skills in Geometry of Chinese and U.S. Students.” 2016. Masters Thesis, The Ohio State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461285925.

MLA Handbook (7th Edition):

Lu, Yaomingxin. “A Comparison of Math Teaching and Learning in China and the United States -: Problem Solving Skills in Geometry of Chinese and U.S. Students.” 2016. Web. 21 Feb 2020.

Vancouver:

Lu Y. A Comparison of Math Teaching and Learning in China and the United States -: Problem Solving Skills in Geometry of Chinese and U.S. Students. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461285925.

Council of Science Editors:

Lu Y. A Comparison of Math Teaching and Learning in China and the United States -: Problem Solving Skills in Geometry of Chinese and U.S. Students. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461285925

7. Rhollans, Mary D. Learning to Teach: The Early Challenges Secondary Teachers Face.

Degree: Master of Mathematical Sciences, Mathematical Sciences, 2015, The Ohio State University

 National assessment statistics demonstrate the difficulty in providing an excellent educational experience for low-income students. This paper is a reflection on some of the early… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Rhollans, M. D. (2015). Learning to Teach: The Early Challenges Secondary Teachers Face. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1429103448

Chicago Manual of Style (16th Edition):

Rhollans, Mary D. “Learning to Teach: The Early Challenges Secondary Teachers Face.” 2015. Masters Thesis, The Ohio State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429103448.

MLA Handbook (7th Edition):

Rhollans, Mary D. “Learning to Teach: The Early Challenges Secondary Teachers Face.” 2015. Web. 21 Feb 2020.

Vancouver:

Rhollans MD. Learning to Teach: The Early Challenges Secondary Teachers Face. [Internet] [Masters thesis]. The Ohio State University; 2015. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1429103448.

Council of Science Editors:

Rhollans MD. Learning to Teach: The Early Challenges Secondary Teachers Face. [Masters Thesis]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1429103448

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