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You searched for +publisher:"University of Colorado" +contributor:("David C. Webb"). Showing records 1 – 6 of 6 total matches.

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University of Colorado

1. Sanders, David W. Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination.

Degree: PhD, Education, 2011, University of Colorado

  In this dissertation, I examined the impact of Indian educational self-determination on the teaching of mathematics at the local level in a Lakota community.… (more)

Subjects/Keywords: Ethnomathematics; Indian Education; Lakota Language; Native American Mathematics; Self-Determination; Education; Indigenous Studies

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APA (6th Edition):

Sanders, D. W. (2011). Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/9

Chicago Manual of Style (16th Edition):

Sanders, David W. “Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination.” 2011. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/9.

MLA Handbook (7th Edition):

Sanders, David W. “Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination.” 2011. Web. 29 Nov 2020.

Vancouver:

Sanders DW. Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/9.

Council of Science Editors:

Sanders DW. Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/educ_gradetds/9


University of Colorado

2. Marshall, Krista Sekeres. Creating Computer Simulations In Middle Grades Mathematics: A Study of a Technology-Integrated Statistics Curriculum.

Degree: PhD, Education, 2013, University of Colorado

  This study examines two weeklong implementations of technology-enhanced mathematics units. Pre and post-survey data, student interviews, audio and video recordings of classroom sessions, and… (more)

Subjects/Keywords: Interest and Engagement; Realistic Mathematics Education; Self-efficacy; Simulations and Modeling; Statistics Education; Women in STEM; Curriculum and Instruction; Educational Methods; Science and Mathematics Education; Women's Studies

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APA (6th Edition):

Marshall, K. S. (2013). Creating Computer Simulations In Middle Grades Mathematics: A Study of a Technology-Integrated Statistics Curriculum. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/27

Chicago Manual of Style (16th Edition):

Marshall, Krista Sekeres. “Creating Computer Simulations In Middle Grades Mathematics: A Study of a Technology-Integrated Statistics Curriculum.” 2013. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/27.

MLA Handbook (7th Edition):

Marshall, Krista Sekeres. “Creating Computer Simulations In Middle Grades Mathematics: A Study of a Technology-Integrated Statistics Curriculum.” 2013. Web. 29 Nov 2020.

Vancouver:

Marshall KS. Creating Computer Simulations In Middle Grades Mathematics: A Study of a Technology-Integrated Statistics Curriculum. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/27.

Council of Science Editors:

Marshall KS. Creating Computer Simulations In Middle Grades Mathematics: A Study of a Technology-Integrated Statistics Curriculum. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/educ_gradetds/27


University of Colorado

3. Miller, Susan Beth. Teachers’ Use of Instructional Moves During Technology-Based Mathematical Activities.

Degree: PhD, 2017, University of Colorado

  This study investigates instructional moves by teachers in mathematics classrooms in which technology-based activities (i.e., student-oriented simulations) and features of those simulations influence classroom… (more)

Subjects/Keywords: curriculum and instruction; instructional practices; mathematics; simulations; teacher education; technology; Curriculum and Instruction; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Miller, S. B. (2017). Teachers’ Use of Instructional Moves During Technology-Based Mathematical Activities. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/114

Chicago Manual of Style (16th Edition):

Miller, Susan Beth. “Teachers’ Use of Instructional Moves During Technology-Based Mathematical Activities.” 2017. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/114.

MLA Handbook (7th Edition):

Miller, Susan Beth. “Teachers’ Use of Instructional Moves During Technology-Based Mathematical Activities.” 2017. Web. 29 Nov 2020.

Vancouver:

Miller SB. Teachers’ Use of Instructional Moves During Technology-Based Mathematical Activities. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/114.

Council of Science Editors:

Miller SB. Teachers’ Use of Instructional Moves During Technology-Based Mathematical Activities. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/114


University of Colorado

4. Johnson, Raymond. Designing for Consensus and the Standards for Mathematical Practice.

Degree: PhD, 2018, University of Colorado

 This design research study examined how professional development in the context of a research practice partnership developed Algebra 1 teachers’ collective understanding of the eight… (more)

Subjects/Keywords: academic standards; design research; pedagogical design capacity; professional development; standards for mathematical practice; standards implementation; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Johnson, R. (2018). Designing for Consensus and the Standards for Mathematical Practice. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/121

Chicago Manual of Style (16th Edition):

Johnson, Raymond. “Designing for Consensus and the Standards for Mathematical Practice.” 2018. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/121.

MLA Handbook (7th Edition):

Johnson, Raymond. “Designing for Consensus and the Standards for Mathematical Practice.” 2018. Web. 29 Nov 2020.

Vancouver:

Johnson R. Designing for Consensus and the Standards for Mathematical Practice. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/121.

Council of Science Editors:

Johnson R. Designing for Consensus and the Standards for Mathematical Practice. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/121


University of Colorado

5. Gray, Kara Elizabeth. Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants.

Degree: PhD, Education, 2013, University of Colorado

  The Colorado Learning Assistant (LA) Model has demonstrated that it is successful in helping to meet multiple goals including enhancing student learning in LA-supported… (more)

Subjects/Keywords: Formative Assessment; Learning Assistants; Teacher Preparation; Science and Mathematics Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Gray, K. E. (2013). Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/35

Chicago Manual of Style (16th Edition):

Gray, Kara Elizabeth. “Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants.” 2013. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/35.

MLA Handbook (7th Edition):

Gray, Kara Elizabeth. “Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants.” 2013. Web. 29 Nov 2020.

Vancouver:

Gray KE. Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/35.

Council of Science Editors:

Gray KE. Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/educ_gradetds/35


University of Colorado

6. Grover, Ryan. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.

Degree: PhD, Education, 2015, University of Colorado

  Functions are an integral element in mathematics. They are essential from secondary mathematics, where students first learn the definition, all the way through graduate… (more)

Subjects/Keywords: Mathematics Education; Postsecondary Education; Higher Education; Science and Mathematics Education

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

APA (6th Edition):

Grover, R. (2015). Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/80

Chicago Manual of Style (16th Edition):

Grover, Ryan. “Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.” 2015. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/80.

MLA Handbook (7th Edition):

Grover, Ryan. “Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.” 2015. Web. 29 Nov 2020.

Vancouver:

Grover R. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/80.

Council of Science Editors:

Grover R. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/80

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