Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of Michigan" +contributor:("Bass, Hyman"). Showing records 1 – 28 of 28 total matches.

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


University of Michigan

1. Noel, Blake. Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity.

Degree: PhD, Educational Studies, 2018, University of Michigan

 Racialized gaps in education are produced by normative teaching, which describes the practices of the majority of teachers, the majority of the time. Yet, teachers… (more)

Subjects/Keywords: Habits of whiteness; Practice based teaching; Racialized inequity; teaching across difference; white teachers; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Noel, B. (2018). Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/147683

Chicago Manual of Style (16th Edition):

Noel, Blake. “Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity.” 2018. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/147683.

MLA Handbook (7th Edition):

Noel, Blake. “Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity.” 2018. Web. 01 Oct 2020.

Vancouver:

Noel B. Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/147683.

Council of Science Editors:

Noel B. Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/147683


University of Michigan

2. Shultz, Mollee. The Rationality of College Mathematics Instructors: The Choice to Use Inquiry-Oriented Instruction.

Degree: PhD, Educational Studies, 2020, University of Michigan

 This study of inquiry-oriented instruction (IOI) explores what inquiry-oriented practices are used by college mathematics instructors, and what relationships there are between their use of… (more)

Subjects/Keywords: Undergraduate mathematics; inquiry-oriented instruction; inquiry-based learning; professional obligations; beliefs; INQUiry-oriented Instructional REview (INQUIRE); Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shultz, M. (2020). The Rationality of College Mathematics Instructors: The Choice to Use Inquiry-Oriented Instruction. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/155118

Chicago Manual of Style (16th Edition):

Shultz, Mollee. “The Rationality of College Mathematics Instructors: The Choice to Use Inquiry-Oriented Instruction.” 2020. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/155118.

MLA Handbook (7th Edition):

Shultz, Mollee. “The Rationality of College Mathematics Instructors: The Choice to Use Inquiry-Oriented Instruction.” 2020. Web. 01 Oct 2020.

Vancouver:

Shultz M. The Rationality of College Mathematics Instructors: The Choice to Use Inquiry-Oriented Instruction. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/155118.

Council of Science Editors:

Shultz M. The Rationality of College Mathematics Instructors: The Choice to Use Inquiry-Oriented Instruction. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/155118


University of Michigan

3. Bismack, Amber. Content Knowledge for Teaching Science: A Longitudinal Study of Novice Elementary Teachers' Knowledge Development in a Practice-Based Teacher Education Program and School Contexts.

Degree: PhD, Educational Studies, 2019, University of Michigan

 When students engage in the science practices, “they learn that science is not just something that happens in the classroom. It’s actually a process that… (more)

Subjects/Keywords: Teacher Knowledge; Science Education; Teacher Education; Practice-Based Teacher Education; Content Knowledge for Teaching; School Contexts; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bismack, A. (2019). Content Knowledge for Teaching Science: A Longitudinal Study of Novice Elementary Teachers' Knowledge Development in a Practice-Based Teacher Education Program and School Contexts. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/153355

Chicago Manual of Style (16th Edition):

Bismack, Amber. “Content Knowledge for Teaching Science: A Longitudinal Study of Novice Elementary Teachers' Knowledge Development in a Practice-Based Teacher Education Program and School Contexts.” 2019. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/153355.

MLA Handbook (7th Edition):

Bismack, Amber. “Content Knowledge for Teaching Science: A Longitudinal Study of Novice Elementary Teachers' Knowledge Development in a Practice-Based Teacher Education Program and School Contexts.” 2019. Web. 01 Oct 2020.

Vancouver:

Bismack A. Content Knowledge for Teaching Science: A Longitudinal Study of Novice Elementary Teachers' Knowledge Development in a Practice-Based Teacher Education Program and School Contexts. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/153355.

Council of Science Editors:

Bismack A. Content Knowledge for Teaching Science: A Longitudinal Study of Novice Elementary Teachers' Knowledge Development in a Practice-Based Teacher Education Program and School Contexts. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/153355


University of Michigan

4. Yankson, Paul. Analysis of Mathematics Curriculum Materials to Ascertain the Potential for Students to Develop Agency and Autonomy.

Degree: PhD, Educational Studies, 2018, University of Michigan

 Mathematics textbooks are commonly used around the world to teach mathematics during lessons. They provide mathematical tasks and theory to support student learning. Given the… (more)

Subjects/Keywords: Development of agency and autonomy; Empowerment through mathematics learning; Task analysis of levels of cognitive demand; Systemic Functional Linguistics; Mathematics Textbooks; Mathematical tasks; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yankson, P. (2018). Analysis of Mathematics Curriculum Materials to Ascertain the Potential for Students to Develop Agency and Autonomy. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/143905

Chicago Manual of Style (16th Edition):

Yankson, Paul. “Analysis of Mathematics Curriculum Materials to Ascertain the Potential for Students to Develop Agency and Autonomy.” 2018. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/143905.

MLA Handbook (7th Edition):

Yankson, Paul. “Analysis of Mathematics Curriculum Materials to Ascertain the Potential for Students to Develop Agency and Autonomy.” 2018. Web. 01 Oct 2020.

Vancouver:

Yankson P. Analysis of Mathematics Curriculum Materials to Ascertain the Potential for Students to Develop Agency and Autonomy. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/143905.

Council of Science Editors:

Yankson P. Analysis of Mathematics Curriculum Materials to Ascertain the Potential for Students to Develop Agency and Autonomy. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/143905


University of Michigan

5. Cole, Yaa Adubea. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.

Degree: PhD, Education Studies, 2011, University of Michigan

 This dissertation examines the extent to which a U.S.-developed theory of teacher knowledge, Mathematical Knowledge for Teaching (MKT), is applicable in a Ghanaian context. To… (more)

Subjects/Keywords: Teacher Knowledge; Mathematical Knowledge for Teaching; Ghana; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cole, Y. A. (2011). Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/89643

Chicago Manual of Style (16th Edition):

Cole, Yaa Adubea. “Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.” 2011. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/89643.

MLA Handbook (7th Edition):

Cole, Yaa Adubea. “Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.” 2011. Web. 01 Oct 2020.

Vancouver:

Cole YA. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/89643.

Council of Science Editors:

Cole YA. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/89643


University of Michigan

6. Kwon, Minsung. Supporting Students to Develop Mathematical Explanation: Studying the Work of Teaching.

Degree: PhD, Educational Studies, 2015, University of Michigan

 The practice of explanation is widely seen as key to developing students’ ability to understand mathematics, but it has not been well cultivated in mathematics… (more)

Subjects/Keywords: The Work of Teaching; Decomposition; Mathematical Explanation; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kwon, M. (2015). Supporting Students to Develop Mathematical Explanation: Studying the Work of Teaching. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/116645

Chicago Manual of Style (16th Edition):

Kwon, Minsung. “Supporting Students to Develop Mathematical Explanation: Studying the Work of Teaching.” 2015. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/116645.

MLA Handbook (7th Edition):

Kwon, Minsung. “Supporting Students to Develop Mathematical Explanation: Studying the Work of Teaching.” 2015. Web. 01 Oct 2020.

Vancouver:

Kwon M. Supporting Students to Develop Mathematical Explanation: Studying the Work of Teaching. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/116645.

Council of Science Editors:

Kwon M. Supporting Students to Develop Mathematical Explanation: Studying the Work of Teaching. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/116645


University of Michigan

7. Bobsin Salazar, Sabrina. Examining Institutional Racism Within Mathematics Instruction.

Degree: PhD, Educational Studies, 2019, University of Michigan

 In this work I investigate the connection between teaching practices and institutional racism. I combine concepts from critical realism and critical race theory to develop… (more)

Subjects/Keywords: critical realism; critical race theory; institutional racism; teaching practices; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bobsin Salazar, S. (2019). Examining Institutional Racism Within Mathematics Instruction. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/149996

Chicago Manual of Style (16th Edition):

Bobsin Salazar, Sabrina. “Examining Institutional Racism Within Mathematics Instruction.” 2019. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/149996.

MLA Handbook (7th Edition):

Bobsin Salazar, Sabrina. “Examining Institutional Racism Within Mathematics Instruction.” 2019. Web. 01 Oct 2020.

Vancouver:

Bobsin Salazar S. Examining Institutional Racism Within Mathematics Instruction. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/149996.

Council of Science Editors:

Bobsin Salazar S. Examining Institutional Racism Within Mathematics Instruction. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/149996


University of Michigan

8. Cipparone, Peter. Engaging with Others' Ideas: A Study of Discussions Across Subject Areas in a 5th Grade Classroom.

Degree: PhD, Educational Studies, 2019, University of Michigan

 Research in U.S. elementary school classrooms suggests that discussion with peers is associated with positive student outcomes in multiple content areas, while scholars of democratic… (more)

Subjects/Keywords: Education; Discussion; Discourse; Power and Authority; Engaging with Others' Ideas; Elementary School Teaching; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cipparone, P. (2019). Engaging with Others' Ideas: A Study of Discussions Across Subject Areas in a 5th Grade Classroom. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/153468

Chicago Manual of Style (16th Edition):

Cipparone, Peter. “Engaging with Others' Ideas: A Study of Discussions Across Subject Areas in a 5th Grade Classroom.” 2019. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/153468.

MLA Handbook (7th Edition):

Cipparone, Peter. “Engaging with Others' Ideas: A Study of Discussions Across Subject Areas in a 5th Grade Classroom.” 2019. Web. 01 Oct 2020.

Vancouver:

Cipparone P. Engaging with Others' Ideas: A Study of Discussions Across Subject Areas in a 5th Grade Classroom. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/153468.

Council of Science Editors:

Cipparone P. Engaging with Others' Ideas: A Study of Discussions Across Subject Areas in a 5th Grade Classroom. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/153468


University of Michigan

9. Rougee, Annick. How Do Secondary Mathematics Teachers Manage Students' Responses In-The Moment?.

Degree: PhD, Educational Studies, 2017, University of Michigan

 A ubiquitous and complex challenge for mathematics teachers is managing students' responses in-the-moment during whole-class instruction. In-the-moment, managing students' responses involves a variety of internal… (more)

Subjects/Keywords: mathematics teaching; responding to students; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rougee, A. (2017). How Do Secondary Mathematics Teachers Manage Students' Responses In-The Moment?. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/138450

Chicago Manual of Style (16th Edition):

Rougee, Annick. “How Do Secondary Mathematics Teachers Manage Students' Responses In-The Moment?.” 2017. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/138450.

MLA Handbook (7th Edition):

Rougee, Annick. “How Do Secondary Mathematics Teachers Manage Students' Responses In-The Moment?.” 2017. Web. 01 Oct 2020.

Vancouver:

Rougee A. How Do Secondary Mathematics Teachers Manage Students' Responses In-The Moment?. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/138450.

Council of Science Editors:

Rougee A. How Do Secondary Mathematics Teachers Manage Students' Responses In-The Moment?. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/138450


University of Michigan

10. Hanby, Kristi. Teachers' Formative Assessment Practices for Early Addition and Subtraction: Is Teachers' Awareness of a Learning Trajectory Related to How They Respond to Students?.

Degree: PhD, Educational Studies, 2018, University of Michigan

 This dissertation is an investigation into the nature of teachers’ formative assessment responses to students as they learn addition and subtraction. Teachers’ background experiences, including… (more)

Subjects/Keywords: mathematics education; early addition subtraction; formative assessment; teacher responding; learning trajectory; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hanby, K. (2018). Teachers' Formative Assessment Practices for Early Addition and Subtraction: Is Teachers' Awareness of a Learning Trajectory Related to How They Respond to Students?. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/144087

Chicago Manual of Style (16th Edition):

Hanby, Kristi. “Teachers' Formative Assessment Practices for Early Addition and Subtraction: Is Teachers' Awareness of a Learning Trajectory Related to How They Respond to Students?.” 2018. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/144087.

MLA Handbook (7th Edition):

Hanby, Kristi. “Teachers' Formative Assessment Practices for Early Addition and Subtraction: Is Teachers' Awareness of a Learning Trajectory Related to How They Respond to Students?.” 2018. Web. 01 Oct 2020.

Vancouver:

Hanby K. Teachers' Formative Assessment Practices for Early Addition and Subtraction: Is Teachers' Awareness of a Learning Trajectory Related to How They Respond to Students?. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/144087.

Council of Science Editors:

Hanby K. Teachers' Formative Assessment Practices for Early Addition and Subtraction: Is Teachers' Awareness of a Learning Trajectory Related to How They Respond to Students?. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/144087

11. Kim, Yeon. Teaching Mathematical Knowledge for Teaching: Curriculum and Challenges.

Degree: PhD, Educational Studies, 2013, University of Michigan

 Over the last decade, researchers have investigated the nature and scope of mathematical knowledge for teaching (MKT) and have provided evidence that teachers’ MKT plays… (more)

Subjects/Keywords: Mathematical Knowledge for Teaching; Curriculum to Teach Mathematical Knowledge for Teaching; Tasks of Teacher Educators; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kim, Y. (2013). Teaching Mathematical Knowledge for Teaching: Curriculum and Challenges. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/97937

Chicago Manual of Style (16th Edition):

Kim, Yeon. “Teaching Mathematical Knowledge for Teaching: Curriculum and Challenges.” 2013. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/97937.

MLA Handbook (7th Edition):

Kim, Yeon. “Teaching Mathematical Knowledge for Teaching: Curriculum and Challenges.” 2013. Web. 01 Oct 2020.

Vancouver:

Kim Y. Teaching Mathematical Knowledge for Teaching: Curriculum and Challenges. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/97937.

Council of Science Editors:

Kim Y. Teaching Mathematical Knowledge for Teaching: Curriculum and Challenges. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/97937

12. Hsu, Hui-Yu. The Study of Taiwanese Students' Experiences with Geometric Calculation with Number (GCN) and Their Performance on GCN and Geometric Proof (GP).

Degree: PhD, Education, 2010, University of Michigan

 In Taiwan, students have considerable experience with tasks requiring geometric calculations with number (GCN) prior to their study of geometric proof (GP). This dissertation examined… (more)

Subjects/Keywords: Geometric Calculation; Geometric Proof; Diagram; Textbook Analysis; Taiwan; Examination-driven Teaching; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hsu, H. (2010). The Study of Taiwanese Students' Experiences with Geometric Calculation with Number (GCN) and Their Performance on GCN and Geometric Proof (GP). (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/78852

Chicago Manual of Style (16th Edition):

Hsu, Hui-Yu. “The Study of Taiwanese Students' Experiences with Geometric Calculation with Number (GCN) and Their Performance on GCN and Geometric Proof (GP).” 2010. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/78852.

MLA Handbook (7th Edition):

Hsu, Hui-Yu. “The Study of Taiwanese Students' Experiences with Geometric Calculation with Number (GCN) and Their Performance on GCN and Geometric Proof (GP).” 2010. Web. 01 Oct 2020.

Vancouver:

Hsu H. The Study of Taiwanese Students' Experiences with Geometric Calculation with Number (GCN) and Their Performance on GCN and Geometric Proof (GP). [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/78852.

Council of Science Editors:

Hsu H. The Study of Taiwanese Students' Experiences with Geometric Calculation with Number (GCN) and Their Performance on GCN and Geometric Proof (GP). [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/78852

13. Snider, Rachel Beth. How Mathematical Knowledge for Teaching Intersects with Teaching Practices: The Knowledge and Reasoning Entailed in Selecting Examples and Giving Explanations in Secondary Mathematics.

Degree: PhD, Educational Studies, 2016, University of Michigan

 Teaching requires both knowing and doing. This dissertation helps bridge between research on teacher knowledge and research on teaching practice by conceptualizing the ways in… (more)

Subjects/Keywords: Mathematical Knowledge for Teaching; Teaching Practices; Secondary Mathematics Teaching; Selecting Examples; Giving Explanations; Rational Expressions and Equations; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Snider, R. B. (2016). How Mathematical Knowledge for Teaching Intersects with Teaching Practices: The Knowledge and Reasoning Entailed in Selecting Examples and Giving Explanations in Secondary Mathematics. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/133262

Chicago Manual of Style (16th Edition):

Snider, Rachel Beth. “How Mathematical Knowledge for Teaching Intersects with Teaching Practices: The Knowledge and Reasoning Entailed in Selecting Examples and Giving Explanations in Secondary Mathematics.” 2016. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/133262.

MLA Handbook (7th Edition):

Snider, Rachel Beth. “How Mathematical Knowledge for Teaching Intersects with Teaching Practices: The Knowledge and Reasoning Entailed in Selecting Examples and Giving Explanations in Secondary Mathematics.” 2016. Web. 01 Oct 2020.

Vancouver:

Snider RB. How Mathematical Knowledge for Teaching Intersects with Teaching Practices: The Knowledge and Reasoning Entailed in Selecting Examples and Giving Explanations in Secondary Mathematics. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/133262.

Council of Science Editors:

Snider RB. How Mathematical Knowledge for Teaching Intersects with Teaching Practices: The Knowledge and Reasoning Entailed in Selecting Examples and Giving Explanations in Secondary Mathematics. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/133262

14. Thames, Mark Hoover. Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8).

Degree: PhD, Education, 2009, University of Michigan

 This dissertation investigates the design of research for studies of classroom practice that aim to identify the mathematics that teachers need to know — knowledge… (more)

Subjects/Keywords: Teacher Knowledge; Teacher Content Knowledge; Research Design; Pedagogical Content Knowledge; Mathematical Knowledge for Teaching; Work of Teaching; Education; Social Sciences

…degree of Doctor of Philosophy (Education) in The University of Michigan 2009… …the research conducted by Ball and Bass and their colleagues at the University of Michigan… …Mathematics Project, the Spencer Foundation, the National Science Foundation, and the University of… …Michigan School of Education. To these institutions and the people who carry out their work, I am… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Thames, M. H. (2009). Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8). (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/63751

Chicago Manual of Style (16th Edition):

Thames, Mark Hoover. “Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8).” 2009. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/63751.

MLA Handbook (7th Edition):

Thames, Mark Hoover. “Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8).” 2009. Web. 01 Oct 2020.

Vancouver:

Thames MH. Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8). [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/63751.

Council of Science Editors:

Thames MH. Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8). [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/63751

15. Naik, Shweta. Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics.

Degree: PhD, Educational Studies, 2018, University of Michigan

 Mathematics education researchers have sought to understand the knowledge that teachers need to teach mathematics effectively. Teachers need to know more than merely knowing how… (more)

Subjects/Keywords: Mathematical Knowledge for Effective Teaching; Education; Social Sciences

…given by Ball and her colleagues at the University of Michigan, which has been the basis of… …study. Ball, Thames, and Phelps (2008) in their seminal work at the University of… …Michigan, first explicitly identified domains of teacher knowledge as part of Mathematical… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Naik, S. (2018). Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/145790

Chicago Manual of Style (16th Edition):

Naik, Shweta. “Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics.” 2018. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/145790.

MLA Handbook (7th Edition):

Naik, Shweta. “Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics.” 2018. Web. 01 Oct 2020.

Vancouver:

Naik S. Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/145790.

Council of Science Editors:

Naik S. Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/145790

16. Chen, Chia-Ling. Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice.

Degree: PhD, Educational Studies, 2012, University of Michigan

 Teaching is complex and relational work that involves teacher’s interactions with individual or multiple students around the subject matter. It has been argued that observation… (more)

Subjects/Keywords: Lesson Planning; Representations of Teaching; Teacher Education; Mathematics Education; Multimodality; Instruction; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chen, C. (2012). Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/91421

Chicago Manual of Style (16th Edition):

Chen, Chia-Ling. “Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice.” 2012. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/91421.

MLA Handbook (7th Edition):

Chen, Chia-Ling. “Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice.” 2012. Web. 01 Oct 2020.

Vancouver:

Chen C. Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice. [Internet] [Doctoral dissertation]. University of Michigan; 2012. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/91421.

Council of Science Editors:

Chen C. Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice. [Doctoral Dissertation]. University of Michigan; 2012. Available from: http://hdl.handle.net/2027.42/91421

17. Harrison, Delena Marie. A Comparison of Two Prominent Instructional Approaches to the Teaching and Learning of Multi-digit Computation.

Degree: PhD, Educational Studies, 2013, University of Michigan

 This dissertation compares two approaches commonly used to teach multi-digit computation in second through fifth grades. The two instructional approaches under investigation differ in their… (more)

Subjects/Keywords: Mathematics Education; Mathematics Instruction; Comparative Studies; Hierarchical Linear Models; Rubin's Causal Framework; Propensity Scores Methods; Education; Social Sciences

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Harrison, D. M. (2013). A Comparison of Two Prominent Instructional Approaches to the Teaching and Learning of Multi-digit Computation. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/97846

Chicago Manual of Style (16th Edition):

Harrison, Delena Marie. “A Comparison of Two Prominent Instructional Approaches to the Teaching and Learning of Multi-digit Computation.” 2013. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/97846.

MLA Handbook (7th Edition):

Harrison, Delena Marie. “A Comparison of Two Prominent Instructional Approaches to the Teaching and Learning of Multi-digit Computation.” 2013. Web. 01 Oct 2020.

Vancouver:

Harrison DM. A Comparison of Two Prominent Instructional Approaches to the Teaching and Learning of Multi-digit Computation. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/97846.

Council of Science Editors:

Harrison DM. A Comparison of Two Prominent Instructional Approaches to the Teaching and Learning of Multi-digit Computation. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/97846

18. Scott, Sarah E. Knowledge for Teaching Reading Comprehension: Mapping the Terrain.

Degree: PhD, Education, 2009, University of Michigan

 The persistent underachievement of U.S. students in the area of reading comprehension has been documented in numerous high profile reports. While there are likely many… (more)

Subjects/Keywords: Reading Comprehension; Literacy; Elementary Education; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Scott, S. E. (2009). Knowledge for Teaching Reading Comprehension: Mapping the Terrain. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/62201

Chicago Manual of Style (16th Edition):

Scott, Sarah E. “Knowledge for Teaching Reading Comprehension: Mapping the Terrain.” 2009. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/62201.

MLA Handbook (7th Edition):

Scott, Sarah E. “Knowledge for Teaching Reading Comprehension: Mapping the Terrain.” 2009. Web. 01 Oct 2020.

Vancouver:

Scott SE. Knowledge for Teaching Reading Comprehension: Mapping the Terrain. [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/62201.

Council of Science Editors:

Scott SE. Knowledge for Teaching Reading Comprehension: Mapping the Terrain. [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/62201

19. Dimmel, Justin K. How Do Teachers Expect Students to Represent Mathematical Work? A Study of Teachers' Recognition of Routine Ways that Proofs are Presented and Checked in High School Geometry.

Degree: PhD, Educational Studies, 2015, University of Michigan

 This dissertation investigates how teachers expect students to represent mathematical work. The goal of the study is to identify routine ways that students communicate in… (more)

Subjects/Keywords: geometry; proof; mathematical communication; norms; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dimmel, J. K. (2015). How Do Teachers Expect Students to Represent Mathematical Work? A Study of Teachers' Recognition of Routine Ways that Proofs are Presented and Checked in High School Geometry. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/111382

Chicago Manual of Style (16th Edition):

Dimmel, Justin K. “How Do Teachers Expect Students to Represent Mathematical Work? A Study of Teachers' Recognition of Routine Ways that Proofs are Presented and Checked in High School Geometry.” 2015. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/111382.

MLA Handbook (7th Edition):

Dimmel, Justin K. “How Do Teachers Expect Students to Represent Mathematical Work? A Study of Teachers' Recognition of Routine Ways that Proofs are Presented and Checked in High School Geometry.” 2015. Web. 01 Oct 2020.

Vancouver:

Dimmel JK. How Do Teachers Expect Students to Represent Mathematical Work? A Study of Teachers' Recognition of Routine Ways that Proofs are Presented and Checked in High School Geometry. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/111382.

Council of Science Editors:

Dimmel JK. How Do Teachers Expect Students to Represent Mathematical Work? A Study of Teachers' Recognition of Routine Ways that Proofs are Presented and Checked in High School Geometry. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/111382

20. Mortimer, Jillian. Pre-Service Teachers' Understandings and Interpretations of the Common Core State Standards for Mathematical Practice.

Degree: PhD, Educational Studies, 2018, University of Michigan

 For at least the past 40 years, the mathematics education community has attempted to characterize important learning goals for students that are not captured completely… (more)

Subjects/Keywords: mathematics education; pre-service teacher education; Common Core State Standards for Mathematics; Common Core State Standards for Mathematical Practice; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mortimer, J. (2018). Pre-Service Teachers' Understandings and Interpretations of the Common Core State Standards for Mathematical Practice. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/144042

Chicago Manual of Style (16th Edition):

Mortimer, Jillian. “Pre-Service Teachers' Understandings and Interpretations of the Common Core State Standards for Mathematical Practice.” 2018. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/144042.

MLA Handbook (7th Edition):

Mortimer, Jillian. “Pre-Service Teachers' Understandings and Interpretations of the Common Core State Standards for Mathematical Practice.” 2018. Web. 01 Oct 2020.

Vancouver:

Mortimer J. Pre-Service Teachers' Understandings and Interpretations of the Common Core State Standards for Mathematical Practice. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/144042.

Council of Science Editors:

Mortimer J. Pre-Service Teachers' Understandings and Interpretations of the Common Core State Standards for Mathematical Practice. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/144042

21. Ma, Linquan. The Frobenius Endomorphism and Multiplicities.

Degree: PhD, Mathematics, 2014, University of Michigan

 The dissertation utilizes the Frobenius endomorphism in positive characteristic to attack several problems in local cohomology and multiplicities. The first main result proves that local… (more)

Subjects/Keywords: Frobenius, Local Cohomology, F-modules, Multiplicity, Lech's Conjecture; Mathematics; Science

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ma, L. (2014). The Frobenius Endomorphism and Multiplicities. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/108971

Chicago Manual of Style (16th Edition):

Ma, Linquan. “The Frobenius Endomorphism and Multiplicities.” 2014. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/108971.

MLA Handbook (7th Edition):

Ma, Linquan. “The Frobenius Endomorphism and Multiplicities.” 2014. Web. 01 Oct 2020.

Vancouver:

Ma L. The Frobenius Endomorphism and Multiplicities. [Internet] [Doctoral dissertation]. University of Michigan; 2014. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/108971.

Council of Science Editors:

Ma L. The Frobenius Endomorphism and Multiplicities. [Doctoral Dissertation]. University of Michigan; 2014. Available from: http://hdl.handle.net/2027.42/108971

22. Goffney, Imani Dominque. Identifying, Measuring, and Defining Equitable Mathematics Instruction.

Degree: PhD, Education, 2010, University of Michigan

 Many scholars have studied the problem of persistent inequitable educational opportunities and outcomes in the U.S. They have presented analyses of the causes of these… (more)

Subjects/Keywords: Equitable Mathematics Instruction; Mathematical Knowledge for Teaching; Equity and Math; Education; Social Sciences

…teaching (1985), researchers at the University of Michigan began to refine and… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Goffney, I. D. (2010). Identifying, Measuring, and Defining Equitable Mathematics Instruction. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/77677

Chicago Manual of Style (16th Edition):

Goffney, Imani Dominque. “Identifying, Measuring, and Defining Equitable Mathematics Instruction.” 2010. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/77677.

MLA Handbook (7th Edition):

Goffney, Imani Dominque. “Identifying, Measuring, and Defining Equitable Mathematics Instruction.” 2010. Web. 01 Oct 2020.

Vancouver:

Goffney ID. Identifying, Measuring, and Defining Equitable Mathematics Instruction. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/77677.

Council of Science Editors:

Goffney ID. Identifying, Measuring, and Defining Equitable Mathematics Instruction. [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/77677

23. Sleep, Laurie. Teaching to the Mathematical Point: Knowing and Using Mathematics in Teaching.

Degree: PhD, Education, 2009, University of Michigan

 Teaching is purposeful work. Teachers are responsible for organizing time and resources so that what students do leads to learning. Knowing “the point” of instruction… (more)

Subjects/Keywords: Mathematical Knowledge for Teaching; Teacher Education; Lesson Planning; Curriculum Use; Mathematical Purposing; Decomposition of Practice; Education; Social Sciences

…Lampert, Timothy Boerst, and others at the University of Michigan. The group conducted an… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sleep, L. (2009). Teaching to the Mathematical Point: Knowing and Using Mathematics in Teaching. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/64676

Chicago Manual of Style (16th Edition):

Sleep, Laurie. “Teaching to the Mathematical Point: Knowing and Using Mathematics in Teaching.” 2009. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/64676.

MLA Handbook (7th Edition):

Sleep, Laurie. “Teaching to the Mathematical Point: Knowing and Using Mathematics in Teaching.” 2009. Web. 01 Oct 2020.

Vancouver:

Sleep L. Teaching to the Mathematical Point: Knowing and Using Mathematics in Teaching. [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/64676.

Council of Science Editors:

Sleep L. Teaching to the Mathematical Point: Knowing and Using Mathematics in Teaching. [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/64676


University of Michigan

24. Weiss, Michael Kevin. Mathematical Sense, Mathematical Sensibility: The Role of the Secondary Geometry Course in Teaching Students to be Like Mathematicians.

Degree: PhD, Mathematics and Education, 2009, University of Michigan

 How can the secondary Geometry course serve as an opportunity for students to learn to be like a mathematician — that is, to acquire a… (more)

Subjects/Keywords: Mathematical Sensibility; Mathematical Dispositions; Geometry; Assessment; Documentary Analysis; Mathematics; Education; Science; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Weiss, M. K. (2009). Mathematical Sense, Mathematical Sensibility: The Role of the Secondary Geometry Course in Teaching Students to be Like Mathematicians. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/64672

Chicago Manual of Style (16th Edition):

Weiss, Michael Kevin. “Mathematical Sense, Mathematical Sensibility: The Role of the Secondary Geometry Course in Teaching Students to be Like Mathematicians.” 2009. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/64672.

MLA Handbook (7th Edition):

Weiss, Michael Kevin. “Mathematical Sense, Mathematical Sensibility: The Role of the Secondary Geometry Course in Teaching Students to be Like Mathematicians.” 2009. Web. 01 Oct 2020.

Vancouver:

Weiss MK. Mathematical Sense, Mathematical Sensibility: The Role of the Secondary Geometry Course in Teaching Students to be Like Mathematicians. [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/64672.

Council of Science Editors:

Weiss MK. Mathematical Sense, Mathematical Sensibility: The Role of the Secondary Geometry Course in Teaching Students to be Like Mathematicians. [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/64672


University of Michigan

25. Zopf, Deborah Ann. Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education.

Degree: PhD, Education, 2010, University of Michigan

 This dissertation investigates the mathematical work and knowledge demands of this work to teach mathematics to teachers. The last 20 years have seen progress in… (more)

Subjects/Keywords: Mathematical Knowledge for Teaching Teachers; Mathematical Knowledge; Mathematics Teacher Education; Teacher Education; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zopf, D. A. (2010). Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/77702

Chicago Manual of Style (16th Edition):

Zopf, Deborah Ann. “Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education.” 2010. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/77702.

MLA Handbook (7th Edition):

Zopf, Deborah Ann. “Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education.” 2010. Web. 01 Oct 2020.

Vancouver:

Zopf DA. Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/77702.

Council of Science Editors:

Zopf DA. Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education. [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/77702


University of Michigan

26. Sealy Badee, Jenny Tahirih. Opportunities to Learn in and through Professional Development: An Analysis of Curriculum Materials.

Degree: PhD, Education Studies, 2010, University of Michigan

 Professional development (PD) is key to improving mathematics teaching and learning in the middle grades. Many PD projects and initiatives have been undertaken across the… (more)

Subjects/Keywords: Mathematics Education; Teacher Education; Professional Development; Curricular Analysis; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sealy Badee, J. T. (2010). Opportunities to Learn in and through Professional Development: An Analysis of Curriculum Materials. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/78878

Chicago Manual of Style (16th Edition):

Sealy Badee, Jenny Tahirih. “Opportunities to Learn in and through Professional Development: An Analysis of Curriculum Materials.” 2010. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/78878.

MLA Handbook (7th Edition):

Sealy Badee, Jenny Tahirih. “Opportunities to Learn in and through Professional Development: An Analysis of Curriculum Materials.” 2010. Web. 01 Oct 2020.

Vancouver:

Sealy Badee JT. Opportunities to Learn in and through Professional Development: An Analysis of Curriculum Materials. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/78878.

Council of Science Editors:

Sealy Badee JT. Opportunities to Learn in and through Professional Development: An Analysis of Curriculum Materials. [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/78878


University of Michigan

27. Pan, Ravin. Teaching Algebra in an Inner-City Classroom: Conceptualization, Tasks, and Teaching.

Degree: PhD, Education, 2008, University of Michigan

 As the teacher and researcher, I studied systematically my own teaching for a one-semester class in algebra to a group of 9th grade students in… (more)

Subjects/Keywords: Teaching 9th Grade Algebra in an Inner-city Classroom; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pan, R. (2008). Teaching Algebra in an Inner-City Classroom: Conceptualization, Tasks, and Teaching. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/61766

Chicago Manual of Style (16th Edition):

Pan, Ravin. “Teaching Algebra in an Inner-City Classroom: Conceptualization, Tasks, and Teaching.” 2008. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/61766.

MLA Handbook (7th Edition):

Pan, Ravin. “Teaching Algebra in an Inner-City Classroom: Conceptualization, Tasks, and Teaching.” 2008. Web. 01 Oct 2020.

Vancouver:

Pan R. Teaching Algebra in an Inner-City Classroom: Conceptualization, Tasks, and Teaching. [Internet] [Doctoral dissertation]. University of Michigan; 2008. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/61766.

Council of Science Editors:

Pan R. Teaching Algebra in an Inner-City Classroom: Conceptualization, Tasks, and Teaching. [Doctoral Dissertation]. University of Michigan; 2008. Available from: http://hdl.handle.net/2027.42/61766


University of Michigan

28. Charalambous, Charalambos Y. Preservice Teachers' Mathematical Knowledge for Teaching and Their Performance in Selected Teaching Practices: Exploring a Complex Relationship.

Degree: PhD, Education, 2008, University of Michigan

 This study examined the relation between teacher knowledge and teaching performance. In particular, it explored the association between preservice teachers’ (PSTs) Mathematical Knowledge for Teaching… (more)

Subjects/Keywords: Preservice Teachers; Mathematical Knowledge for Teaching; Mathematics Tasks Framework; Teaching Practices; Mixed-methods Approach; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Charalambous, C. Y. (2008). Preservice Teachers' Mathematical Knowledge for Teaching and Their Performance in Selected Teaching Practices: Exploring a Complex Relationship. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/61673

Chicago Manual of Style (16th Edition):

Charalambous, Charalambos Y. “Preservice Teachers' Mathematical Knowledge for Teaching and Their Performance in Selected Teaching Practices: Exploring a Complex Relationship.” 2008. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/61673.

MLA Handbook (7th Edition):

Charalambous, Charalambos Y. “Preservice Teachers' Mathematical Knowledge for Teaching and Their Performance in Selected Teaching Practices: Exploring a Complex Relationship.” 2008. Web. 01 Oct 2020.

Vancouver:

Charalambous CY. Preservice Teachers' Mathematical Knowledge for Teaching and Their Performance in Selected Teaching Practices: Exploring a Complex Relationship. [Internet] [Doctoral dissertation]. University of Michigan; 2008. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/61673.

Council of Science Editors:

Charalambous CY. Preservice Teachers' Mathematical Knowledge for Teaching and Their Performance in Selected Teaching Practices: Exploring a Complex Relationship. [Doctoral Dissertation]. University of Michigan; 2008. Available from: http://hdl.handle.net/2027.42/61673

.