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You searched for +publisher:"University of Georgia" +contributor:("James W. Wilson"). Showing records 1 – 17 of 17 total matches.

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University of Georgia

1. Hix, Sherry Love. Learning in lesson study: a professional development model for middle school mathematics teachers.

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

 The purpose of this study was to examine what teachers may learn while participating in lesson study and if certain lesson study experiences can be… (more)

Subjects/Keywords: Lesson study

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APA (6th Edition):

Hix, S. L. (2008). Learning in lesson study: a professional development model for middle school mathematics teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hix_sherry_l_200808_phd

Chicago Manual of Style (16th Edition):

Hix, Sherry Love. “Learning in lesson study: a professional development model for middle school mathematics teachers.” 2008. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/hix_sherry_l_200808_phd.

MLA Handbook (7th Edition):

Hix, Sherry Love. “Learning in lesson study: a professional development model for middle school mathematics teachers.” 2008. Web. 30 May 2020.

Vancouver:

Hix SL. Learning in lesson study: a professional development model for middle school mathematics teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/hix_sherry_l_200808_phd.

Council of Science Editors:

Hix SL. Learning in lesson study: a professional development model for middle school mathematics teachers. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/hix_sherry_l_200808_phd


University of Georgia

2. Bismarck, Stephen. Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator.

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

 Investigating the effect technology has on the secondary mathematics classroom instruction has been a growing topic in mathematics education since calculators and computers became readily… (more)

Subjects/Keywords: in-service mathematics teachers

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APA (6th Edition):

Bismarck, S. (2009). Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd

Chicago Manual of Style (16th Edition):

Bismarck, Stephen. “Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd.

MLA Handbook (7th Edition):

Bismarck, Stephen. “Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator.” 2009. Web. 30 May 2020.

Vancouver:

Bismarck S. Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd.

Council of Science Editors:

Bismarck S. Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd


University of Georgia

3. Schultz, Kyle Thomas. Cognitive demand and technology use in high school mathematics teachers' selection and implementation of tasks.

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

 Teachers play a critical role in determining not only the mathematical content in their lessons but also the ways their students think about that content.… (more)

Subjects/Keywords: Mathematics Teaching; Cognitive Demand; Mathematical Tasks; Instructional Technology; Mathematics Education

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APA (6th Edition):

Schultz, K. T. (2009). Cognitive demand and technology use in high school mathematics teachers' selection and implementation of tasks. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/schultz_kyle_t_200912_phd

Chicago Manual of Style (16th Edition):

Schultz, Kyle Thomas. “Cognitive demand and technology use in high school mathematics teachers' selection and implementation of tasks.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/schultz_kyle_t_200912_phd.

MLA Handbook (7th Edition):

Schultz, Kyle Thomas. “Cognitive demand and technology use in high school mathematics teachers' selection and implementation of tasks.” 2009. Web. 30 May 2020.

Vancouver:

Schultz KT. Cognitive demand and technology use in high school mathematics teachers' selection and implementation of tasks. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/schultz_kyle_t_200912_phd.

Council of Science Editors:

Schultz KT. Cognitive demand and technology use in high school mathematics teachers' selection and implementation of tasks. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/schultz_kyle_t_200912_phd


University of Georgia

4. Kuzle, Ana. Preservice teachers' patterns of metacognitive behavior during mathematics problem solving in a dynamic geometry environment.

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

 As an experienced and passionate problem solver for years, I wanted to better understand the metacognition that students exhibit when solving nonroutine geometry problems in… (more)

Subjects/Keywords: Problem solving

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APA (6th Edition):

Kuzle, A. (2011). Preservice teachers' patterns of metacognitive behavior during mathematics problem solving in a dynamic geometry environment. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kuzle_ana_201112_phd

Chicago Manual of Style (16th Edition):

Kuzle, Ana. “Preservice teachers' patterns of metacognitive behavior during mathematics problem solving in a dynamic geometry environment.” 2011. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/kuzle_ana_201112_phd.

MLA Handbook (7th Edition):

Kuzle, Ana. “Preservice teachers' patterns of metacognitive behavior during mathematics problem solving in a dynamic geometry environment.” 2011. Web. 30 May 2020.

Vancouver:

Kuzle A. Preservice teachers' patterns of metacognitive behavior during mathematics problem solving in a dynamic geometry environment. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/kuzle_ana_201112_phd.

Council of Science Editors:

Kuzle A. Preservice teachers' patterns of metacognitive behavior during mathematics problem solving in a dynamic geometry environment. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/kuzle_ana_201112_phd


University of Georgia

5. Kitchings, Clayton Neal. Problem posing in middle-grades mathematics classes.

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

 Problem posing refers to the generation of new problems or the reformulation of previously given problems. Problem posing has received increased attention recently, but studies… (more)

Subjects/Keywords: Problem posing

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APA (6th Edition):

Kitchings, C. N. (2014). Problem posing in middle-grades mathematics classes. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kitchings_clayton_n_201412_phd

Chicago Manual of Style (16th Edition):

Kitchings, Clayton Neal. “Problem posing in middle-grades mathematics classes.” 2014. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/kitchings_clayton_n_201412_phd.

MLA Handbook (7th Edition):

Kitchings, Clayton Neal. “Problem posing in middle-grades mathematics classes.” 2014. Web. 30 May 2020.

Vancouver:

Kitchings CN. Problem posing in middle-grades mathematics classes. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/kitchings_clayton_n_201412_phd.

Council of Science Editors:

Kitchings CN. Problem posing in middle-grades mathematics classes. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/kitchings_clayton_n_201412_phd


University of Georgia

6. Gomez, Carlos Nicolas. Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers.

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

 Teacher education programs can be perceived as a series of interventions with the goal of modifying, shifting, or constructing beliefs about teaching and learning. This… (more)

Subjects/Keywords: Mathematics Teacher Preparation

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APA (6th Edition):

Gomez, C. N. (2016). Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd

Chicago Manual of Style (16th Edition):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers.” 2016. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd.

MLA Handbook (7th Edition):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers.” 2016. Web. 30 May 2020.

Vancouver:

Gomez CN. Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd.

Council of Science Editors:

Gomez CN. Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd


University of Georgia

7. Brink, Daniel Johannes. Mathematical knowledge for teaching and collaborative coaching for secondary school professional development.

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

 This study examined the effectiveness and impact of collaborative coaching, a special type of professional development, on the views and actions of a secondary school… (more)

Subjects/Keywords: Teacher knowledge

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APA (6th Edition):

Brink, D. J. (2007). Mathematical knowledge for teaching and collaborative coaching for secondary school professional development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brink_daniel_j_200708_phd

Chicago Manual of Style (16th Edition):

Brink, Daniel Johannes. “Mathematical knowledge for teaching and collaborative coaching for secondary school professional development.” 2007. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/brink_daniel_j_200708_phd.

MLA Handbook (7th Edition):

Brink, Daniel Johannes. “Mathematical knowledge for teaching and collaborative coaching for secondary school professional development.” 2007. Web. 30 May 2020.

Vancouver:

Brink DJ. Mathematical knowledge for teaching and collaborative coaching for secondary school professional development. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/brink_daniel_j_200708_phd.

Council of Science Editors:

Brink DJ. Mathematical knowledge for teaching and collaborative coaching for secondary school professional development. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/brink_daniel_j_200708_phd


University of Georgia

8. Brewton, Jadonna. Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers.

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

 Having experienced colleagues observe new mathematics instructors’ teaching and provide feedback is an integral part of professional development for new teachers. This descriptive multiple-case study… (more)

Subjects/Keywords: college calculus teaching

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APA (6th Edition):

Brewton, J. (2016). Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brewton_jadonna_201608_phd

Chicago Manual of Style (16th Edition):

Brewton, Jadonna. “Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers.” 2016. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/brewton_jadonna_201608_phd.

MLA Handbook (7th Edition):

Brewton, Jadonna. “Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers.” 2016. Web. 30 May 2020.

Vancouver:

Brewton J. Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/brewton_jadonna_201608_phd.

Council of Science Editors:

Brewton J. Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/brewton_jadonna_201608_phd

9. TeCroney, Dana Theodore. Mentoring practices with student teachers of mathematics.

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

 This study examined the relationship between three pairs of mentors and student teachers in middle and secondary mathematics. Each of the participants completed a survey… (more)

Subjects/Keywords: Mentoring

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APA (6th Edition):

TeCroney, D. T. (2012). Mentoring practices with student teachers of mathematics. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tecroney_dana_t_201212_phd

Chicago Manual of Style (16th Edition):

TeCroney, Dana Theodore. “Mentoring practices with student teachers of mathematics.” 2012. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/tecroney_dana_t_201212_phd.

MLA Handbook (7th Edition):

TeCroney, Dana Theodore. “Mentoring practices with student teachers of mathematics.” 2012. Web. 30 May 2020.

Vancouver:

TeCroney DT. Mentoring practices with student teachers of mathematics. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/tecroney_dana_t_201212_phd.

Council of Science Editors:

TeCroney DT. Mentoring practices with student teachers of mathematics. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/tecroney_dana_t_201212_phd

10. Swanagan, Brian Scott. The impact of students' understanding of derivatives on their performance while solving optimization problems.

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

 Students regularly struggle with applications, particularly those concerning optimization problems, in calculus. Although teachers would like their students to learn to transfer their knowledge to… (more)

Subjects/Keywords: problem solving

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APA (6th Edition):

Swanagan, B. S. (2012). The impact of students' understanding of derivatives on their performance while solving optimization problems. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/swanagan_brian_s_201205_phd

Chicago Manual of Style (16th Edition):

Swanagan, Brian Scott. “The impact of students' understanding of derivatives on their performance while solving optimization problems.” 2012. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/swanagan_brian_s_201205_phd.

MLA Handbook (7th Edition):

Swanagan, Brian Scott. “The impact of students' understanding of derivatives on their performance while solving optimization problems.” 2012. Web. 30 May 2020.

Vancouver:

Swanagan BS. The impact of students' understanding of derivatives on their performance while solving optimization problems. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/swanagan_brian_s_201205_phd.

Council of Science Editors:

Swanagan BS. The impact of students' understanding of derivatives on their performance while solving optimization problems. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/swanagan_brian_s_201205_phd


University of Georgia

11. Jung, Inchul. Student representation and understanding of geometric transformations with technology experience.

Degree: PhD, Mathematics Education, 2002, University of Georgia

 The primary purpose of this study was to investigate how and to what extent 'representations'affect the students'understanding and the growth of understanding in a technology… (more)

Subjects/Keywords: Technology

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APA (6th Edition):

Jung, I. (2002). Student representation and understanding of geometric transformations with technology experience. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jung_inchul_200205_phd

Chicago Manual of Style (16th Edition):

Jung, Inchul. “Student representation and understanding of geometric transformations with technology experience.” 2002. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/jung_inchul_200205_phd.

MLA Handbook (7th Edition):

Jung, Inchul. “Student representation and understanding of geometric transformations with technology experience.” 2002. Web. 30 May 2020.

Vancouver:

Jung I. Student representation and understanding of geometric transformations with technology experience. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/jung_inchul_200205_phd.

Council of Science Editors:

Jung I. Student representation and understanding of geometric transformations with technology experience. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/jung_inchul_200205_phd


University of Georgia

12. Kastberg, Signe Elizabeth. Understanding mathematical concepts: the case of the logarithmic function.

Degree: PhD, Mathematics Education, 2002, University of Georgia

 The purpose of this study was to describe students’ understanding of the logarithmic function, changes in their understanding, and ways of knowing they use to… (more)

Subjects/Keywords: Understanding

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APA (6th Edition):

Kastberg, S. E. (2002). Understanding mathematical concepts: the case of the logarithmic function. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kastberg_signe_e_200205_phd

Chicago Manual of Style (16th Edition):

Kastberg, Signe Elizabeth. “Understanding mathematical concepts: the case of the logarithmic function.” 2002. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/kastberg_signe_e_200205_phd.

MLA Handbook (7th Edition):

Kastberg, Signe Elizabeth. “Understanding mathematical concepts: the case of the logarithmic function.” 2002. Web. 30 May 2020.

Vancouver:

Kastberg SE. Understanding mathematical concepts: the case of the logarithmic function. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/kastberg_signe_e_200205_phd.

Council of Science Editors:

Kastberg SE. Understanding mathematical concepts: the case of the logarithmic function. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/kastberg_signe_e_200205_phd


University of Georgia

13. Crawford, Linda Bailey. Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies.

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

 This study investigated the problem solving of college students as they worked together in a small group to solve a mathematics problem. Eight students participated… (more)

Subjects/Keywords: Small-Group Learning Collaborative Learning Problem Solving Precalculus Mathematics

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APA (6th Edition):

Crawford, L. B. (2004). Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/crawford_linda_b_200408_phd

Chicago Manual of Style (16th Edition):

Crawford, Linda Bailey. “Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies.” 2004. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/crawford_linda_b_200408_phd.

MLA Handbook (7th Edition):

Crawford, Linda Bailey. “Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies.” 2004. Web. 30 May 2020.

Vancouver:

Crawford LB. Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/crawford_linda_b_200408_phd.

Council of Science Editors:

Crawford LB. Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/crawford_linda_b_200408_phd


University of Georgia

14. Erbas, Ayhan Kursat. Teachers' knowledge of student thinking and their instructional practices in algebra.

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

 This study was designed to address and contribute to our emerging knowledge and understanding of teachers’ knowledge of student difficulties and related issues with instructional… (more)

Subjects/Keywords: algebra

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APA (6th Edition):

Erbas, A. K. (2004). Teachers' knowledge of student thinking and their instructional practices in algebra. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/erbas_ayhan_k_200408_phd

Chicago Manual of Style (16th Edition):

Erbas, Ayhan Kursat. “Teachers' knowledge of student thinking and their instructional practices in algebra.” 2004. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/erbas_ayhan_k_200408_phd.

MLA Handbook (7th Edition):

Erbas, Ayhan Kursat. “Teachers' knowledge of student thinking and their instructional practices in algebra.” 2004. Web. 30 May 2020.

Vancouver:

Erbas AK. Teachers' knowledge of student thinking and their instructional practices in algebra. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/erbas_ayhan_k_200408_phd.

Council of Science Editors:

Erbas AK. Teachers' knowledge of student thinking and their instructional practices in algebra. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/erbas_ayhan_k_200408_phd


University of Georgia

15. McCallum, Michael Edwin. A comparison of instructional delivery models for teaching mathematics at the college level.

Degree: PhD, Mathematics Education, 2005, University of Georgia

 The introduction of the personal computer in the late 1970’s, the creation of the World Wide Web, and other forces within higher education, such as… (more)

Subjects/Keywords: Instructional delivery models

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APA (6th Edition):

McCallum, M. E. (2005). A comparison of instructional delivery models for teaching mathematics at the college level. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mccallum_michael_e_200505_phd

Chicago Manual of Style (16th Edition):

McCallum, Michael Edwin. “A comparison of instructional delivery models for teaching mathematics at the college level.” 2005. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/mccallum_michael_e_200505_phd.

MLA Handbook (7th Edition):

McCallum, Michael Edwin. “A comparison of instructional delivery models for teaching mathematics at the college level.” 2005. Web. 30 May 2020.

Vancouver:

McCallum ME. A comparison of instructional delivery models for teaching mathematics at the college level. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/mccallum_michael_e_200505_phd.

Council of Science Editors:

McCallum ME. A comparison of instructional delivery models for teaching mathematics at the college level. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/mccallum_michael_e_200505_phd


University of Georgia

16. Klerlein, Jacob Thomas. Middle grades students' mathematical play using technology tools.

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

 The purpose of this study was to investigate linkages between students’ mathematical play, affective experiences, and cognition. The study was conducted in the researcher’s seventh… (more)

Subjects/Keywords: Mathematics education

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APA (6th Edition):

Klerlein, J. T. (2006). Middle grades students' mathematical play using technology tools. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/klerlein_jacob_t_200605_phd

Chicago Manual of Style (16th Edition):

Klerlein, Jacob Thomas. “Middle grades students' mathematical play using technology tools.” 2006. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/klerlein_jacob_t_200605_phd.

MLA Handbook (7th Edition):

Klerlein, Jacob Thomas. “Middle grades students' mathematical play using technology tools.” 2006. Web. 30 May 2020.

Vancouver:

Klerlein JT. Middle grades students' mathematical play using technology tools. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/klerlein_jacob_t_200605_phd.

Council of Science Editors:

Klerlein JT. Middle grades students' mathematical play using technology tools. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/klerlein_jacob_t_200605_phd


University of Georgia

17. Obara, Samuel. The process and impact of implementing performance standards in mathematics.

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

 The goal of this study was to investigate a middle school coordinated implementation of the Georgia Performance Standards (GPS), a standards-based curriculum using Connected Mathematics… (more)

Subjects/Keywords: Achievement

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

APA (6th Edition):

Obara, S. (2006). The process and impact of implementing performance standards in mathematics. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/obara_samuel_200608_phd

Chicago Manual of Style (16th Edition):

Obara, Samuel. “The process and impact of implementing performance standards in mathematics.” 2006. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/obara_samuel_200608_phd.

MLA Handbook (7th Edition):

Obara, Samuel. “The process and impact of implementing performance standards in mathematics.” 2006. Web. 30 May 2020.

Vancouver:

Obara S. The process and impact of implementing performance standards in mathematics. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/obara_samuel_200608_phd.

Council of Science Editors:

Obara S. The process and impact of implementing performance standards in mathematics. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/obara_samuel_200608_phd

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