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You searched for +publisher:"University of Georgia" +contributor:("Denise S. Mewborn"). Showing records 1 – 19 of 19 total matches.

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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

 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 (6th 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 (16th 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 (7th 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

 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… (more)

Subjects/Keywords: mathematics

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APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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… (more)

Subjects/Keywords: Mathematics Anxiety

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APA (6th 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 (16th 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 (7th 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

 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… (more)

Subjects/Keywords: Mathematics Education

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APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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

APA (6th 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 (16th 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 (7th 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

 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

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

APA (6th 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 (16th 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 (7th 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

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