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You searched for +publisher:"University of Georgia" +contributor:("Denise A. Spangler"). Showing records 1 – 12 of 12 total matches.

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University of Georgia

1. Kim, Ji Sun. Preservice teachers' knowledge of content and students in geometry.

Degree: PhD, Mathematics Education, 2011, University of Georgia

 The purpose of this study was to explore what kind of knowledge of content and students preservice teachers have with respect to geometry and how… (more)

Subjects/Keywords: knowledge of content and students

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APA (6th Edition):

Kim, J. S. (2011). Preservice teachers' knowledge of content and students in geometry. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_ji-sun_201105_phd

Chicago Manual of Style (16th Edition):

Kim, Ji Sun. “Preservice teachers' knowledge of content and students in geometry.” 2011. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/kim_ji-sun_201105_phd.

MLA Handbook (7th Edition):

Kim, Ji Sun. “Preservice teachers' knowledge of content and students in geometry.” 2011. Web. 26 Jan 2020.

Vancouver:

Kim JS. Preservice teachers' knowledge of content and students in geometry. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/kim_ji-sun_201105_phd.

Council of Science Editors:

Kim JS. Preservice teachers' knowledge of content and students in geometry. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/kim_ji-sun_201105_phd


University of Georgia

2. Morgan, Margaret Lynn. Beliefs of college algebra instructors.

Degree: PhD, Mathematics Education, 2011, University of Georgia

 The high failure rate in College Algebra is a problem for the instructors who teach the course, the administrators of the institutions that offer the… (more)

Subjects/Keywords: Beliefs

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APA (6th Edition):

Morgan, M. L. (2011). Beliefs of college algebra instructors. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/morgan_margaret_l_201105_phd

Chicago Manual of Style (16th Edition):

Morgan, Margaret Lynn. “Beliefs of college algebra instructors.” 2011. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/morgan_margaret_l_201105_phd.

MLA Handbook (7th Edition):

Morgan, Margaret Lynn. “Beliefs of college algebra instructors.” 2011. Web. 26 Jan 2020.

Vancouver:

Morgan ML. Beliefs of college algebra instructors. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/morgan_margaret_l_201105_phd.

Council of Science Editors:

Morgan ML. Beliefs of college algebra instructors. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/morgan_margaret_l_201105_phd


University of Georgia

3. Hallman, Allyson. Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.

Degree: PhD, Mathematics Education, 2011, University of Georgia

 Engaging in mathematical communication holds promise for student learning, but focusing teaching practice on mathematical discourse is challenging. Teacher education has been shown to have… (more)

Subjects/Keywords: Preservice elementary mathematics teachers

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APA (6th Edition):

Hallman, A. (2011). Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd

Chicago Manual of Style (16th Edition):

Hallman, Allyson. “Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.” 2011. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd.

MLA Handbook (7th Edition):

Hallman, Allyson. “Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.” 2011. Web. 26 Jan 2020.

Vancouver:

Hallman A. Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd.

Council of Science Editors:

Hallman A. Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd


University of Georgia

4. Candela, Amber. Middle school mathematics teachers' perspectives on implementing high cognitive demand tasks.

Degree: PhD, Mathematics Education, 2014, University of Georgia

 While researchers have claimed that using high cognitive demand tasks can foster students’ learning of mathematics, there is little research on teachers’ perspectives on implementing… (more)

Subjects/Keywords: mathematics teacher education; high cognitive demand tasks; professional development

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APA (6th Edition):

Candela, A. (2014). Middle school mathematics teachers' perspectives on implementing high cognitive demand tasks. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/candela_amber_201408_phd

Chicago Manual of Style (16th Edition):

Candela, Amber. “Middle school mathematics teachers' perspectives on implementing high cognitive demand tasks.” 2014. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/candela_amber_201408_phd.

MLA Handbook (7th Edition):

Candela, Amber. “Middle school mathematics teachers' perspectives on implementing high cognitive demand tasks.” 2014. Web. 26 Jan 2020.

Vancouver:

Candela A. Middle school mathematics teachers' perspectives on implementing high cognitive demand tasks. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/candela_amber_201408_phd.

Council of Science Editors:

Candela A. Middle school mathematics teachers' perspectives on implementing high cognitive demand tasks. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/candela_amber_201408_phd


University of Georgia

5. Williams, Nancy Blue. Automaticity and the learning of mathematics.

Degree: PhD, Mathematics Education, 2014, University of Georgia

 The purpose of this study was to examine the relationship between student automaticity of basic mathematics facts and their standardized test scores. Moreover, this study… (more)

Subjects/Keywords: Automaticity

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APA (6th Edition):

Williams, N. B. (2014). Automaticity and the learning of mathematics. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/williams_nancy_b_201412_phd

Chicago Manual of Style (16th Edition):

Williams, Nancy Blue. “Automaticity and the learning of mathematics.” 2014. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/williams_nancy_b_201412_phd.

MLA Handbook (7th Edition):

Williams, Nancy Blue. “Automaticity and the learning of mathematics.” 2014. Web. 26 Jan 2020.

Vancouver:

Williams NB. Automaticity and the learning of mathematics. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/williams_nancy_b_201412_phd.

Council of Science Editors:

Williams NB. Automaticity and the learning of mathematics. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/williams_nancy_b_201412_phd


University of Georgia

6. Han, Jaepil. Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations.

Degree: MA, Education, 2017, University of Georgia

 The purpose of this study was to explore what teachers’ knowledge is used when they design instructions and plan lessons on a unit of systems… (more)

Subjects/Keywords: Inservice teachers; Secondary mathematics; Algebra; System of linear equations; Teachers’ knowledge; Pedagogical content knowledge; Lesson planning; Teacher education

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APA (6th Edition):

Han, J. (2017). Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations. (Masters Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37169

Chicago Manual of Style (16th Edition):

Han, Jaepil. “Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations.” 2017. Masters Thesis, University of Georgia. Accessed January 26, 2020. http://hdl.handle.net/10724/37169.

MLA Handbook (7th Edition):

Han, Jaepil. “Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations.” 2017. Web. 26 Jan 2020.

Vancouver:

Han J. Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations. [Internet] [Masters thesis]. University of Georgia; 2017. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10724/37169.

Council of Science Editors:

Han J. Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations. [Masters Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37169


University of Georgia

7. Han, Jaepil. Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations.

Degree: MA, Education, 2017, University of Georgia

 The purpose of this study was to explore what teachers’ knowledge is used when they design instructions and plan lessons on a unit of systems… (more)

Subjects/Keywords: Inservice teachers; Secondary mathematics; Algebra; System of linear equations; Teachers’ knowledge; Pedagogical content knowledge; Lesson planning; Teacher education

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APA (6th Edition):

Han, J. (2017). Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations. (Masters Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37326

Chicago Manual of Style (16th Edition):

Han, Jaepil. “Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations.” 2017. Masters Thesis, University of Georgia. Accessed January 26, 2020. http://hdl.handle.net/10724/37326.

MLA Handbook (7th Edition):

Han, Jaepil. “Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations.” 2017. Web. 26 Jan 2020.

Vancouver:

Han J. Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations. [Internet] [Masters thesis]. University of Georgia; 2017. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10724/37326.

Council of Science Editors:

Han J. Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations. [Masters Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37326

8. Santarone, Doris Daniel. The Interview Project.

Degree: PhD, Mathematics Education, 2015, University of Georgia

 Twenty-nine preservice teachers in a mathematics content course for early childhood education majors participated in an Interview Project. The preservice teachers worked in pairs (and… (more)

Subjects/Keywords: Preservice Teachers; Mathematics; Math 2008; Elementary; Children’s Mathematics; Constructivism; Field Experience; Hypothetical Learning Trajectory; Mathematics Teaching Cycle

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APA (6th Edition):

Santarone, D. D. (2015). The Interview Project. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/santarone_doris_d_201505_phd

Chicago Manual of Style (16th Edition):

Santarone, Doris Daniel. “The Interview Project.” 2015. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/santarone_doris_d_201505_phd.

MLA Handbook (7th Edition):

Santarone, Doris Daniel. “The Interview Project.” 2015. Web. 26 Jan 2020.

Vancouver:

Santarone DD. The Interview Project. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/santarone_doris_d_201505_phd.

Council of Science Editors:

Santarone DD. The Interview Project. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/santarone_doris_d_201505_phd

9. Cluster, Nicholas Anton. What about me?: successful African American males in mathematics.

Degree: PhD, Mathematics Education, 2012, University of Georgia

 There are few studies that investigate successful African American males in mathematics. Using phenomenology and narrative inquiry as research approaches, I gave 11 African American… (more)

Subjects/Keywords: African American males

…Mathematics and Science Education at the University of Georgia to assist teachers through Project… 

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

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APA (6th Edition):

Cluster, N. A. (2012). What about me?: successful African American males in mathematics. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cluster_nicholas_a_201208_phd

Chicago Manual of Style (16th Edition):

Cluster, Nicholas Anton. “What about me?: successful African American males in mathematics.” 2012. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/cluster_nicholas_a_201208_phd.

MLA Handbook (7th Edition):

Cluster, Nicholas Anton. “What about me?: successful African American males in mathematics.” 2012. Web. 26 Jan 2020.

Vancouver:

Cluster NA. What about me?: successful African American males in mathematics. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/cluster_nicholas_a_201208_phd.

Council of Science Editors:

Cluster NA. What about me?: successful African American males in mathematics. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/cluster_nicholas_a_201208_phd

10. Sawyer, Amanda Gantt. Factors affecting elementary mathematics teachers’ beliefs over time.

Degree: PhD, Mathematics Education, 2014, University of Georgia

 Some researchers found that preservice mathematics teacher education programs have little effect on elementary mathematics teacher beliefs (Hiebert, Gallimore, & Stigler, 2002; Raymond, 1997). Spangler,… (more)

Subjects/Keywords: Teacher Beliefs

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APA (6th Edition):

Sawyer, A. G. (2014). Factors affecting elementary mathematics teachers’ beliefs over time. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd

Chicago Manual of Style (16th Edition):

Sawyer, Amanda Gantt. “Factors affecting elementary mathematics teachers’ beliefs over time.” 2014. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd.

MLA Handbook (7th Edition):

Sawyer, Amanda Gantt. “Factors affecting elementary mathematics teachers’ beliefs over time.” 2014. Web. 26 Jan 2020.

Vancouver:

Sawyer AG. Factors affecting elementary mathematics teachers’ beliefs over time. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd.

Council of Science Editors:

Sawyer AG. Factors affecting elementary mathematics teachers’ beliefs over time. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd

11. de Araujo, Zandra Ursula. Transferring demand: secondary teachers' selection and enactment of mathematics tasks for English language learners.

Degree: PhD, Mathematics Education, 2012, University of Georgia

 In this study I examined 3 secondary mathematics teachers’ selections and enactments of mathematical tasks for their English language learner (ELL) students. More specifically, I… (more)

Subjects/Keywords: Mathematics Education

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APA (6th Edition):

de Araujo, Z. U. (2012). Transferring demand: secondary teachers' selection and enactment of mathematics tasks for English language learners. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/de-araujo_zandra_u_201205_phd

Chicago Manual of Style (16th Edition):

de Araujo, Zandra Ursula. “Transferring demand: secondary teachers' selection and enactment of mathematics tasks for English language learners.” 2012. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/de-araujo_zandra_u_201205_phd.

MLA Handbook (7th Edition):

de Araujo, Zandra Ursula. “Transferring demand: secondary teachers' selection and enactment of mathematics tasks for English language learners.” 2012. Web. 26 Jan 2020.

Vancouver:

de Araujo ZU. Transferring demand: secondary teachers' selection and enactment of mathematics tasks for English language learners. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/de-araujo_zandra_u_201205_phd.

Council of Science Editors:

de Araujo ZU. Transferring demand: secondary teachers' selection and enactment of mathematics tasks for English language learners. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/de-araujo_zandra_u_201205_phd

12. Kim, Somin. Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use.

Degree: PhD, Mathematics Education, 2016, University of Georgia

 This multi-case study examines the relationships between preservice teachers’ beliefs and knowledge regarding teaching mathematics with technology. Based on the theoretical framework on teacher beliefs… (more)

Subjects/Keywords: Preservice secondary mathematics teachers

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APA (6th Edition):

Kim, S. (2016). Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_somin_201605_phd

Chicago Manual of Style (16th Edition):

Kim, Somin. “Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use.” 2016. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/kim_somin_201605_phd.

MLA Handbook (7th Edition):

Kim, Somin. “Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use.” 2016. Web. 26 Jan 2020.

Vancouver:

Kim S. Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/kim_somin_201605_phd.

Council of Science Editors:

Kim S. Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/kim_somin_201605_phd

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