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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

URL: http://purl.galileo.usg.edu/uga_etd/hix_sherry_l_200808_phd

► 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 (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd

► 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 (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/schultz_kyle_t_200912_phd

► 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 (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/kuzle_ana_201112_phd

► 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…
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Subjects/Keywords: Problem solving

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/kitchings_clayton_n_201412_phd

► 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…
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Subjects/Keywords: Problem posing

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/brink_daniel_j_200708_phd

► 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…
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Subjects/Keywords: Teacher knowledge

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/brewton_jadonna_201608_phd

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/tecroney_dana_t_201212_phd

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/swanagan_brian_s_201205_phd

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/jung_inchul_200205_phd

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/kastberg_signe_e_200205_phd

► 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 (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/crawford_linda_b_200408_phd

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/erbas_ayhan_k_200408_phd

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/mccallum_michael_e_200505_phd

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/klerlein_jacob_t_200605_phd

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/obara_samuel_200608_phd

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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