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You searched for `+publisher:"University of Georgia" +contributor:("Denise S. Mewborn")`

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University of Georgia

1. Caglayan, Gunhan Ismail. Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities.

Degree: PhD, Mathematics Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/caglayan_gunhan_i_200808_phd

► Although multiplicative structures can be modeled by additive structures, they have their own characteristics inherent in their nature, which cannot be explained solely by referring…
(more)

Subjects/Keywords: Additive Reasoning

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APA (6^{th} Edition):

Caglayan, G. I. (2008). Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/caglayan_gunhan_i_200808_phd

Chicago Manual of Style (16^{th} Edition):

Caglayan, Gunhan Ismail. “Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities.” 2008. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/caglayan_gunhan_i_200808_phd.

MLA Handbook (7^{th} Edition):

Caglayan, Gunhan Ismail. “Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities.” 2008. Web. 27 May 2019.

Vancouver:

Caglayan GI. Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/caglayan_gunhan_i_200808_phd.

Council of Science Editors:

Caglayan GI. Secondary mathematics preservice teachers' sense-making of representational quantities and "sum = product" identities. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/caglayan_gunhan_i_200808_phd

University of Georgia

2. Ovrick, Robyn Lynn Bryant. Orchestrating mathematical discussions in the middle school mathematics classroom.

Degree: PhD, Mathematics Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/ovrick_robyn_l_200808_phd

► This qualitative research study was designed to answer the question ÒHow do middle school mathematics teachers orchestrate a classroom environment that fosters mathematical discourse among…
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Subjects/Keywords: mathematics

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APA (6^{th} Edition):

Ovrick, R. L. B. (2008). Orchestrating mathematical discussions in the middle school mathematics classroom. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ovrick_robyn_l_200808_phd

Chicago Manual of Style (16^{th} Edition):

Ovrick, Robyn Lynn Bryant. “Orchestrating mathematical discussions in the middle school mathematics classroom.” 2008. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/ovrick_robyn_l_200808_phd.

MLA Handbook (7^{th} Edition):

Ovrick, Robyn Lynn Bryant. “Orchestrating mathematical discussions in the middle school mathematics classroom.” 2008. Web. 27 May 2019.

Vancouver:

Ovrick RLB. Orchestrating mathematical discussions in the middle school mathematics classroom. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/ovrick_robyn_l_200808_phd.

Council of Science Editors:

Ovrick RLB. Orchestrating mathematical discussions in the middle school mathematics classroom. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/ovrick_robyn_l_200808_phd

University of Georgia

3. Wynne, Brian David. Beliefs and knowledge of middle grades teachers regarding functions: two case studies.

Degree: PhD, Mathematics Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd

► The study of teaching mathematics is a complex endeavor. In fact, attempting to understand how teachers orchestrate mathematically sound, engaging, and meaningful lessons often generates…
(more)

Subjects/Keywords: Middle School Mathematics Teaching

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APA (6^{th} Edition):

Wynne, B. D. (2008). Beliefs and knowledge of middle grades teachers regarding functions: two case studies. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd

Chicago Manual of Style (16^{th} Edition):

Wynne, Brian David. “Beliefs and knowledge of middle grades teachers regarding functions: two case studies.” 2008. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd.

MLA Handbook (7^{th} Edition):

Wynne, Brian David. “Beliefs and knowledge of middle grades teachers regarding functions: two case studies.” 2008. Web. 27 May 2019.

Vancouver:

Wynne BD. Beliefs and knowledge of middle grades teachers regarding functions: two case studies. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd.

Council of Science Editors:

Wynne BD. Beliefs and knowledge of middle grades teachers regarding functions: two case studies. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd

University of Georgia

4. Jones, Gloria Lynn. Correlates of mathematics anxiety among African American high school juniors.

Degree: PhD, Mathematics Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/jones_gloria_l_200905_phd

► Sixty-seven African American high school juniors in two high schools completed the Mathematics Anxiety Rating Scale for Adolescents (MARS-A), Mathematics Self-Efficacy Scale (MSES), and a…
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Subjects/Keywords: Mathematics Anxiety

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APA (6^{th} Edition):

Jones, G. L. (2009). Correlates of mathematics anxiety among African American high school juniors. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jones_gloria_l_200905_phd

Chicago Manual of Style (16^{th} Edition):

Jones, Gloria Lynn. “Correlates of mathematics anxiety among African American high school juniors.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/jones_gloria_l_200905_phd.

MLA Handbook (7^{th} Edition):

Jones, Gloria Lynn. “Correlates of mathematics anxiety among African American high school juniors.” 2009. Web. 27 May 2019.

Vancouver:

Jones GL. Correlates of mathematics anxiety among African American high school juniors. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/jones_gloria_l_200905_phd.

Council of Science Editors:

Jones GL. Correlates of mathematics anxiety among African American high school juniors. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/jones_gloria_l_200905_phd

University of Georgia

5. Brown, Rachael Eriksen. Community building in mathematics professional development.

Degree: PhD, Mathematics Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/brown_rachael_e_200908_phd

► This study considers the practicality of creating a mathematical community of practice among mathematics middle school teachers in a 14-week PD experience. The concept of…
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Subjects/Keywords: Mathematics Education

Record Details Similar Records

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

APA (6^{th} Edition):

Brown, R. E. (2009). Community building in mathematics professional development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brown_rachael_e_200908_phd

Chicago Manual of Style (16^{th} Edition):

Brown, Rachael Eriksen. “Community building in mathematics professional development.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/brown_rachael_e_200908_phd.

MLA Handbook (7^{th} Edition):

Brown, Rachael Eriksen. “Community building in mathematics professional development.” 2009. Web. 27 May 2019.

Vancouver:

Brown RE. Community building in mathematics professional development. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/brown_rachael_e_200908_phd.

Council of Science Editors:

Brown RE. Community building in mathematics professional development. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/brown_rachael_e_200908_phd

University of Georgia

6. Kilic, Hulya. Pedagogical content knowledge of preservice secondary mathematics teachers.

Degree: PhD, Mathematics Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd

► The purpose of this study was to investigate how a methods course and its associated field experience supported the development of pedagogical content knowledge for…
(more)

Subjects/Keywords: pedagogical content knowledge

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APA (6^{th} Edition):

Kilic, H. (2009). Pedagogical content knowledge of preservice secondary mathematics teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd

Chicago Manual of Style (16^{th} Edition):

Kilic, Hulya. “Pedagogical content knowledge of preservice secondary mathematics teachers.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd.

MLA Handbook (7^{th} Edition):

Kilic, Hulya. “Pedagogical content knowledge of preservice secondary mathematics teachers.” 2009. Web. 27 May 2019.

Vancouver:

Kilic H. Pedagogical content knowledge of preservice secondary mathematics teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd.

Council of Science Editors:

Kilic H. Pedagogical content knowledge of preservice secondary mathematics teachers. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd

University of Georgia

7. May, Diana Kathleen. Mathematics Self-Efficacy and Anxiety Questionnaire.

Degree: PhD, Mathematics Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/may_diana_k_200908_phd

► College mathematics achievement is often influenced by students’ mathematics self-efficacy and mathematics anxiety. Consequently, instructors strive to build students’ mathematics self-efficacy or alleviate mathematics anxiety,…
(more)

Subjects/Keywords: Mathematics Self-Efficacy; Mathematics Anxiety; College Mathematics; Motivation; Grade Anxiety

Record Details Similar Records

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APA (6^{th} Edition):

May, D. K. (2009). Mathematics Self-Efficacy and Anxiety Questionnaire. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/may_diana_k_200908_phd

Chicago Manual of Style (16^{th} Edition):

May, Diana Kathleen. “Mathematics Self-Efficacy and Anxiety Questionnaire.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/may_diana_k_200908_phd.

MLA Handbook (7^{th} Edition):

May, Diana Kathleen. “Mathematics Self-Efficacy and Anxiety Questionnaire.” 2009. Web. 27 May 2019.

Vancouver:

May DK. Mathematics Self-Efficacy and Anxiety Questionnaire. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/may_diana_k_200908_phd.

Council of Science Editors:

May DK. Mathematics Self-Efficacy and Anxiety Questionnaire. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/may_diana_k_200908_phd

University of Georgia

8. Ersoz, Filyet Asli. The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers.

Degree: PhD, Mathematics Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/ersoz_filyet_a_200912_phd

► Given that the importance and place of proof in mathematics education has been one of the emphases in the reform movement, it is crucial for…
(more)

Subjects/Keywords: Conceptions of proof

Record Details Similar Records

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APA (6^{th} Edition):

Ersoz, F. A. (2009). The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ersoz_filyet_a_200912_phd

Chicago Manual of Style (16^{th} Edition):

Ersoz, Filyet Asli. “The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/ersoz_filyet_a_200912_phd.

MLA Handbook (7^{th} Edition):

Ersoz, Filyet Asli. “The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers.” 2009. Web. 27 May 2019.

Vancouver:

Ersoz FA. The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/ersoz_filyet_a_200912_phd.

Council of Science Editors:

Ersoz FA. The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/ersoz_filyet_a_200912_phd

University of Georgia

9. Weber, John J. Post-secondary science students’ conceptions of randomness and entropy.

Degree: PhD, Mathematics Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd

► Thermodynamics and entropy are important aspects of secondary physical science. The molecular approach to thermodynamics provides insight into how the random motion of molecules results…
(more)

Subjects/Keywords: Preservice teachers

Record Details Similar Records

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APA (6^{th} Edition):

Weber, J. J. (2009). Post-secondary science students’ conceptions of randomness and entropy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd

Chicago Manual of Style (16^{th} Edition):

Weber, John J. “Post-secondary science students’ conceptions of randomness and entropy.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd.

MLA Handbook (7^{th} Edition):

Weber, John J. “Post-secondary science students’ conceptions of randomness and entropy.” 2009. Web. 27 May 2019.

Vancouver:

Weber JJ. Post-secondary science students’ conceptions of randomness and entropy. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd.

Council of Science Editors:

Weber JJ. Post-secondary science students’ conceptions of randomness and entropy. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd

University of Georgia

10. Allen, Shelly McKellar. The stages of teacher learning: reflecting on a mathematics professional development project.

Degree: PhD, Mathematics Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/allen_shelly_m_201005_phd

► Teacher professional development is essential to improve our schools’ efforts in teaching algebra. This study explores classroom practices and collaboration patterns of middle school teachers…
(more)

Subjects/Keywords: Mathematics Education; Professional Development; Mathematical Knowledge for Teaching; Collaboration; Algebra

Record Details Similar Records

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

APA (6^{th} Edition):

Allen, S. M. (2010). The stages of teacher learning: reflecting on a mathematics professional development project. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/allen_shelly_m_201005_phd

Chicago Manual of Style (16^{th} Edition):

Allen, Shelly McKellar. “The stages of teacher learning: reflecting on a mathematics professional development project.” 2010. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/allen_shelly_m_201005_phd.

MLA Handbook (7^{th} Edition):

Allen, Shelly McKellar. “The stages of teacher learning: reflecting on a mathematics professional development project.” 2010. Web. 27 May 2019.

Vancouver:

Allen SM. The stages of teacher learning: reflecting on a mathematics professional development project. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/allen_shelly_m_201005_phd.

Council of Science Editors:

Allen SM. The stages of teacher learning: reflecting on a mathematics professional development project. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/allen_shelly_m_201005_phd

University of Georgia

11. Tian, Chen. An exploration of connections between high school algebra and abstract algebra.

Degree: MA, Mathematics Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/tian_chen_201005_ma

► This thesis illuminates some connections between high school algebra and abstract algebra. The concepts of function (e.g., homomorphism and 1-1 correspondence) and algebraic structure (e.g.,…
(more)

Subjects/Keywords: high school algebra

Record Details Similar Records

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

APA (6^{th} Edition):

Tian, C. (2010). An exploration of connections between high school algebra and abstract algebra. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tian_chen_201005_ma

Chicago Manual of Style (16^{th} Edition):

Tian, Chen. “An exploration of connections between high school algebra and abstract algebra.” 2010. Masters Thesis, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/tian_chen_201005_ma.

MLA Handbook (7^{th} Edition):

Tian, Chen. “An exploration of connections between high school algebra and abstract algebra.” 2010. Web. 27 May 2019.

Vancouver:

Tian C. An exploration of connections between high school algebra and abstract algebra. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/tian_chen_201005_ma.

Council of Science Editors:

Tian C. An exploration of connections between high school algebra and abstract algebra. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/tian_chen_201005_ma

University of Georgia

12. Lee, Soo Jin. Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions.

Degree: PhD, Mathematics Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/lee_soo-jin_201008_phd

► The purpose of the present qualitative study was to investigate middle grades (Grade 5-7) mathematics teachers’ knowledge of partitive and quotitive fraction division. Existing research…
(more)

Subjects/Keywords: Teacher Knowledge; Partitive Division; Quotitive Division; Fractions

Record Details Similar Records

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

APA (6^{th} Edition):

Lee, S. J. (2010). Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lee_soo-jin_201008_phd

Chicago Manual of Style (16^{th} Edition):

Lee, Soo Jin. “Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions.” 2010. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/lee_soo-jin_201008_phd.

MLA Handbook (7^{th} Edition):

Lee, Soo Jin. “Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions.” 2010. Web. 27 May 2019.

Vancouver:

Lee SJ. Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/lee_soo-jin_201008_phd.

Council of Science Editors:

Lee SJ. Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/lee_soo-jin_201008_phd

University of Georgia

13. Shiver, Janet Marie. Teachers’ beliefs about mathematics and the teaching of mathematics as they enter the teaching profession.

Degree: PhD, Mathematics Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/shiver_janet_m_201008_phd

► Not surprisingly, new teachers are faced with many expected and unexpected constraints and challenges in their first year of teaching. Using both survey and interview…
(more)

Subjects/Keywords: mathematical beliefs

Record Details Similar Records

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

APA (6^{th} Edition):

Shiver, J. M. (2010). Teachers’ beliefs about mathematics and the teaching of mathematics as they enter the teaching profession. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/shiver_janet_m_201008_phd

Chicago Manual of Style (16^{th} Edition):

Shiver, Janet Marie. “Teachers’ beliefs about mathematics and the teaching of mathematics as they enter the teaching profession.” 2010. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/shiver_janet_m_201008_phd.

MLA Handbook (7^{th} Edition):

Shiver, Janet Marie. “Teachers’ beliefs about mathematics and the teaching of mathematics as they enter the teaching profession.” 2010. Web. 27 May 2019.

Vancouver:

Shiver JM. Teachers’ beliefs about mathematics and the teaching of mathematics as they enter the teaching profession. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/shiver_janet_m_201008_phd.

Council of Science Editors:

Shiver JM. Teachers’ beliefs about mathematics and the teaching of mathematics as they enter the teaching profession. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/shiver_janet_m_201008_phd

University of Georgia

14. Rhodes, Ginger Alayne. Professional noticing: how do teachers make sense of students' mathematical thinking?.

Degree: PhD, Mathematics Education, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/rhodes_ginger_a_200708_phd

► The purpose of this study was to understand how teachers make sense of their students' mathematical thinking. Specifically, learning trajectories and professional noticing were used…
(more)

Subjects/Keywords: Teacher development

Record Details Similar Records

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APA (6^{th} Edition):

Rhodes, G. A. (2007). Professional noticing: how do teachers make sense of students' mathematical thinking?. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rhodes_ginger_a_200708_phd

Chicago Manual of Style (16^{th} Edition):

Rhodes, Ginger Alayne. “Professional noticing: how do teachers make sense of students' mathematical thinking?.” 2007. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/rhodes_ginger_a_200708_phd.

MLA Handbook (7^{th} Edition):

Rhodes, Ginger Alayne. “Professional noticing: how do teachers make sense of students' mathematical thinking?.” 2007. Web. 27 May 2019.

Vancouver:

Rhodes GA. Professional noticing: how do teachers make sense of students' mathematical thinking?. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/rhodes_ginger_a_200708_phd.

Council of Science Editors:

Rhodes GA. Professional noticing: how do teachers make sense of students' mathematical thinking?. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/rhodes_ginger_a_200708_phd

University of Georgia

15. Kwon, Na Young. Understanding a teachers' community that used a partnership.

Degree: PhD, Mathematics Education, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd

► The purposes of this study were to understand teachers and teacher educators in the context of community and to contribute to the research on professional…
(more)

Subjects/Keywords: professional learning community

Record Details Similar Records

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APA (6^{th} Edition):

Kwon, N. Y. (2007). Understanding a teachers' community that used a partnership. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd

Chicago Manual of Style (16^{th} Edition):

Kwon, Na Young. “Understanding a teachers' community that used a partnership.” 2007. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd.

MLA Handbook (7^{th} Edition):

Kwon, Na Young. “Understanding a teachers' community that used a partnership.” 2007. Web. 27 May 2019.

Vancouver:

Kwon NY. Understanding a teachers' community that used a partnership. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd.

Council of Science Editors:

Kwon NY. Understanding a teachers' community that used a partnership. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd

University of Georgia

16. Banker, Teresa Gail. Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction.

Degree: PhD, Mathematics Education, 2001, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/banker_teresa_g_200112_phd

► This study investigated perservice teachers' decisions about use of the graphing calculator during instruction. Particularly, the study noted how the graphing calculator was used in…
(more)

Subjects/Keywords: Preservice Teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Banker, T. G. (2001). Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/banker_teresa_g_200112_phd

Chicago Manual of Style (16^{th} Edition):

Banker, Teresa Gail. “Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction.” 2001. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/banker_teresa_g_200112_phd.

MLA Handbook (7^{th} Edition):

Banker, Teresa Gail. “Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction.” 2001. Web. 27 May 2019.

Vancouver:

Banker TG. Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2001. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/banker_teresa_g_200112_phd.

Council of Science Editors:

Banker TG. Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction. [Doctoral Dissertation]. University of Georgia; 2001. Available from: http://purl.galileo.usg.edu/uga_etd/banker_teresa_g_200112_phd

University of Georgia

17. Stinson, David Wayne. African American male students and achievement in school mathematics: a critical postmodern analysis of agency.

Degree: PhD, Mathematics Education, 2004, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd

► The purpose of this study was to shed light on the schooling experiences of African American male students who embraced school, academics, and mathematics. In…
(more)

Subjects/Keywords: Academic Success

Record Details Similar Records

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

APA (6^{th} Edition):

Stinson, D. W. (2004). African American male students and achievement in school mathematics: a critical postmodern analysis of agency. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd

Chicago Manual of Style (16^{th} Edition):

Stinson, David Wayne. “African American male students and achievement in school mathematics: a critical postmodern analysis of agency.” 2004. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd.

MLA Handbook (7^{th} Edition):

Stinson, David Wayne. “African American male students and achievement in school mathematics: a critical postmodern analysis of agency.” 2004. Web. 27 May 2019.

Vancouver:

Stinson DW. African American male students and achievement in school mathematics: a critical postmodern analysis of agency. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd.

Council of Science Editors:

Stinson DW. African American male students and achievement in school mathematics: a critical postmodern analysis of agency. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd

University of Georgia

18. Johnson, Patricia. Learning to teach mathematics for understanding.

Degree: PhD, Mathematics Education, 2004, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/johnson_patricia_200412_phd

► The purpose of the study was to explore and describe how a preservice elementary teacher, Mary, learned to teach mathematics for understanding. I was interested…
(more)

Subjects/Keywords: Preservice teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Johnson, P. (2004). Learning to teach mathematics for understanding. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/johnson_patricia_200412_phd

Chicago Manual of Style (16^{th} Edition):

Johnson, Patricia. “Learning to teach mathematics for understanding.” 2004. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/johnson_patricia_200412_phd.

MLA Handbook (7^{th} Edition):

Johnson, Patricia. “Learning to teach mathematics for understanding.” 2004. Web. 27 May 2019.

Vancouver:

Johnson P. Learning to teach mathematics for understanding. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_patricia_200412_phd.

Council of Science Editors:

Johnson P. Learning to teach mathematics for understanding. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_patricia_200412_phd

University of Georgia

19. Tyminski, Andrew Michael. Teacher lust: its antecedents and enactments in a collegiate mathematics course.

Degree: PhD, Mathematics Education, 2006, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/tyminski_andrew_m_200608_phd

► This dissertation examines Mary Boole'*s* construct of teacher lust within a collegiate mathematics classroom. It presents the author'*s* conception of the construct, describes its enactment…
(more)

Subjects/Keywords: teacher development

Record Details Similar Records

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

APA (6^{th} Edition):

Tyminski, A. M. (2006). Teacher lust: its antecedents and enactments in a collegiate mathematics course. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tyminski_andrew_m_200608_phd

Chicago Manual of Style (16^{th} Edition):

Tyminski, Andrew Michael. “Teacher lust: its antecedents and enactments in a collegiate mathematics course.” 2006. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/tyminski_andrew_m_200608_phd.

MLA Handbook (7^{th} Edition):

Tyminski, Andrew Michael. “Teacher lust: its antecedents and enactments in a collegiate mathematics course.” 2006. Web. 27 May 2019.

Vancouver:

Tyminski AM. Teacher lust: its antecedents and enactments in a collegiate mathematics course. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/tyminski_andrew_m_200608_phd.

Council of Science Editors:

Tyminski AM. Teacher lust: its antecedents and enactments in a collegiate mathematics course. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/tyminski_andrew_m_200608_phd