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You searched for subject:( Curriculum math matique). Showing records 1 – 30 of 14459 total matches.

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Texas A&M University

1. An, Song. The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions.

Degree: 2012, Texas A&M University

 The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed… (more)

Subjects/Keywords: Math Education; Integrated Curriculum; Math Achievement; Math Dispositions

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APA (6th Edition):

An, S. (2012). The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

An, Song. “The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions.” 2012. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

An, Song. “The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions.” 2012. Web. 25 Jun 2019.

Vancouver:

An S. The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

An S. The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Hawaii – Manoa

2. Okimoto, Hae Kyung. Community college developmental math redesign and its effect on student outcomes.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2012.

President Obama's Blueprint for Keeping College Affordable and Within Reach for All Americans (2012), includes challenges to improve… (more)

Subjects/Keywords: curriculum design; math education; community college

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APA (6th Edition):

Okimoto, H. K. (2016). Community college developmental math redesign and its effect on student outcomes. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101418

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Okimoto, Hae Kyung. “Community college developmental math redesign and its effect on student outcomes.” 2016. Thesis, University of Hawaii – Manoa. Accessed June 25, 2019. http://hdl.handle.net/10125/101418.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Okimoto, Hae Kyung. “Community college developmental math redesign and its effect on student outcomes.” 2016. Web. 25 Jun 2019.

Vancouver:

Okimoto HK. Community college developmental math redesign and its effect on student outcomes. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10125/101418.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Okimoto HK. Community college developmental math redesign and its effect on student outcomes. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101418

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

3. Ruscio, Alyssa D. A Curriculum Project on Exponential Growth Aligned with Common Core Standards.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  In the world of education, teacher expectations and educational policies are continually changing at the state and national levels. For this reason, it is… (more)

Subjects/Keywords: curriculum; math; common core; algebra; exponential; Curriculum and Instruction; Education

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APA (6th Edition):

Ruscio, A. D. (2015). A Curriculum Project on Exponential Growth Aligned with Common Core Standards. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/542

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ruscio, Alyssa D. “A Curriculum Project on Exponential Growth Aligned with Common Core Standards.” 2015. Thesis, SUNY College at Brockport. Accessed June 25, 2019. https://digitalcommons.brockport.edu/ehd_theses/542.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ruscio, Alyssa D. “A Curriculum Project on Exponential Growth Aligned with Common Core Standards.” 2015. Web. 25 Jun 2019.

Vancouver:

Ruscio AD. A Curriculum Project on Exponential Growth Aligned with Common Core Standards. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2019 Jun 25]. Available from: https://digitalcommons.brockport.edu/ehd_theses/542.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ruscio AD. A Curriculum Project on Exponential Growth Aligned with Common Core Standards. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/542

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Hinds, Dywayne. An Evaluation of One District's Think Through Math Program and Curriculum Implementation.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  Think Through Math is a research based math program. One school district implemented the program to improve student performance on the state standardized assessment.… (more)

Subjects/Keywords: Math Intervention; Think Through Math Program & Intensive Math; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Secondary Education

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APA (6th Edition):

Hinds, D. (2017). An Evaluation of One District's Think Through Math Program and Curriculum Implementation. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/263

Chicago Manual of Style (16th Edition):

Hinds, Dywayne. “An Evaluation of One District's Think Through Math Program and Curriculum Implementation.” 2017. Doctoral Dissertation, National-Louis University. Accessed June 25, 2019. https://digitalcommons.nl.edu/diss/263.

MLA Handbook (7th Edition):

Hinds, Dywayne. “An Evaluation of One District's Think Through Math Program and Curriculum Implementation.” 2017. Web. 25 Jun 2019.

Vancouver:

Hinds D. An Evaluation of One District's Think Through Math Program and Curriculum Implementation. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Jun 25]. Available from: https://digitalcommons.nl.edu/diss/263.

Council of Science Editors:

Hinds D. An Evaluation of One District's Think Through Math Program and Curriculum Implementation. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/263


Seton Hall University

5. Powell, Tina L. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2014, Seton Hall University

  This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and… (more)

Subjects/Keywords: Elementary Mathematics; Curriculum Evaluation; Singapore Math; Everyday Math; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Powell, T. L. (2014). A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1981

Chicago Manual of Style (16th Edition):

Powell, Tina L. “A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.” 2014. Doctoral Dissertation, Seton Hall University. Accessed June 25, 2019. http://scholarship.shu.edu/dissertations/1981.

MLA Handbook (7th Edition):

Powell, Tina L. “A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.” 2014. Web. 25 Jun 2019.

Vancouver:

Powell TL. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jun 25]. Available from: http://scholarship.shu.edu/dissertations/1981.

Council of Science Editors:

Powell TL. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1981


University of South Carolina

6. Fletcher, Dora. Global Problem-Based Learning In Math.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  In the high school of focus in this study, mathematics students struggle to transfer and apply skills to unfamiliar contexts. Also, minority students are… (more)

Subjects/Keywords: Curriculum and Instruction; Global; Problem-Based; Learning; Math

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APA (6th Edition):

Fletcher, D. (2018). Global Problem-Based Learning In Math. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4939

Chicago Manual of Style (16th Edition):

Fletcher, Dora. “Global Problem-Based Learning In Math.” 2018. Doctoral Dissertation, University of South Carolina. Accessed June 25, 2019. https://scholarcommons.sc.edu/etd/4939.

MLA Handbook (7th Edition):

Fletcher, Dora. “Global Problem-Based Learning In Math.” 2018. Web. 25 Jun 2019.

Vancouver:

Fletcher D. Global Problem-Based Learning In Math. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jun 25]. Available from: https://scholarcommons.sc.edu/etd/4939.

Council of Science Editors:

Fletcher D. Global Problem-Based Learning In Math. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4939


Utah State University

7. Westenskow, Arla. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.

Degree: PhD, School of Teacher Education and Leadership, 2012, Utah State University

  This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study… (more)

Subjects/Keywords: learning trajectories; math education; classroom education; Curriculum and Instruction; Education

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APA (6th Edition):

Westenskow, A. (2012). Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1368

Chicago Manual of Style (16th Edition):

Westenskow, Arla. “Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.” 2012. Doctoral Dissertation, Utah State University. Accessed June 25, 2019. https://digitalcommons.usu.edu/etd/1368.

MLA Handbook (7th Edition):

Westenskow, Arla. “Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.” 2012. Web. 25 Jun 2019.

Vancouver:

Westenskow A. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2019 Jun 25]. Available from: https://digitalcommons.usu.edu/etd/1368.

Council of Science Editors:

Westenskow A. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1368


SUNY College at Brockport

8. Daily, Donovan J. A Curriculum Project on Quadratics Aligned to the Common Core State Standards.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  This project illustrates a process of designing curriculum for the study of quadratics in Algebra 1, in alignment with the Common Core State Standards… (more)

Subjects/Keywords: math; quadratic; common core; curriculum; algebra; conception; Curriculum and Instruction; Education; Science and Mathematics Education

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APA (6th Edition):

Daily, D. J. (2012). A Curriculum Project on Quadratics Aligned to the Common Core State Standards. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/131

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Daily, Donovan J. “A Curriculum Project on Quadratics Aligned to the Common Core State Standards.” 2012. Thesis, SUNY College at Brockport. Accessed June 25, 2019. https://digitalcommons.brockport.edu/ehd_theses/131.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Daily, Donovan J. “A Curriculum Project on Quadratics Aligned to the Common Core State Standards.” 2012. Web. 25 Jun 2019.

Vancouver:

Daily DJ. A Curriculum Project on Quadratics Aligned to the Common Core State Standards. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Jun 25]. Available from: https://digitalcommons.brockport.edu/ehd_theses/131.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Daily DJ. A Curriculum Project on Quadratics Aligned to the Common Core State Standards. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/131

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Oregon State University

9. McGee, Samantha. Student affect towards mistakes in the context of counting.

Degree: MS, 2017, Oregon State University

 In this study, I seek to examine undergraduate STEM majors’ beliefs about and attitude towards mistakes in the context of counting. This is a particularly… (more)

Subjects/Keywords: math

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APA (6th Edition):

McGee, S. (2017). Student affect towards mistakes in the context of counting. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/61866

Chicago Manual of Style (16th Edition):

McGee, Samantha. “Student affect towards mistakes in the context of counting.” 2017. Masters Thesis, Oregon State University. Accessed June 25, 2019. http://hdl.handle.net/1957/61866.

MLA Handbook (7th Edition):

McGee, Samantha. “Student affect towards mistakes in the context of counting.” 2017. Web. 25 Jun 2019.

Vancouver:

McGee S. Student affect towards mistakes in the context of counting. [Internet] [Masters thesis]. Oregon State University; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1957/61866.

Council of Science Editors:

McGee S. Student affect towards mistakes in the context of counting. [Masters Thesis]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61866


California State Polytechnic University – Pomona

10. Dinh, Thu. The repeated sums of integers.

Degree: MS, mathematics, 2015, California State Polytechnic University – Pomona

 It is well-known that the sum of integers from 1 to n is . But what 2 happens when we add these sums together? Do… (more)

Subjects/Keywords: math

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APA (6th Edition):

Dinh, T. (2015). The repeated sums of integers. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/145888

Chicago Manual of Style (16th Edition):

Dinh, Thu. “The repeated sums of integers.” 2015. Masters Thesis, California State Polytechnic University – Pomona. Accessed June 25, 2019. http://hdl.handle.net/10211.3/145888.

MLA Handbook (7th Edition):

Dinh, Thu. “The repeated sums of integers.” 2015. Web. 25 Jun 2019.

Vancouver:

Dinh T. The repeated sums of integers. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10211.3/145888.

Council of Science Editors:

Dinh T. The repeated sums of integers. [Masters Thesis]. California State Polytechnic University – Pomona; 2015. Available from: http://hdl.handle.net/10211.3/145888

11. Brown-Cannon, Tashanda. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  This study evaluated the impact of i-Ready Math instruction on 5th grade students identified as performing below grade level in mathematics. The participants in… (more)

Subjects/Keywords: Effectiveness of i-Ready Math; i-Ready Math Instruction; i-Ready Math; i-Ready Math interventions; 5th grade math study; Impact of i-Ready Math; Curriculum and Instruction; Education; Elementary Education; Physical Sciences and Mathematics

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APA (6th Edition):

Brown-Cannon, T. (2019). AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/353

Chicago Manual of Style (16th Edition):

Brown-Cannon, Tashanda. “AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.” 2019. Doctoral Dissertation, National-Louis University. Accessed June 25, 2019. https://digitalcommons.nl.edu/diss/353.

MLA Handbook (7th Edition):

Brown-Cannon, Tashanda. “AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.” 2019. Web. 25 Jun 2019.

Vancouver:

Brown-Cannon T. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2019 Jun 25]. Available from: https://digitalcommons.nl.edu/diss/353.

Council of Science Editors:

Brown-Cannon T. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/353


Rhode Island College

12. Butler, John Douglas. Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks.

Degree: PhD, 2009, Rhode Island College

 Describes students' attempts to solve nonroutine math problems and explores possible correlates of their performance, focusing on inattended (i.e., intentionally avoided) dimensions underrepresented in the… (more)

Subjects/Keywords: Mathematics, Secondary education; Cognition and Perception; Curriculum and Instruction; Logic and Foundations; Mathematics; Science and Mathematics Education; Secondary Education and Teaching; mathematical ability; nonroutine math problems; inattended affective dimensions; math teaching; high school students; problem solving; math aesthetics; open-ended math problems; math-related attitudes

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APA (6th Edition):

Butler, J. D. (2009). Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks. (Doctoral Dissertation). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/26

Chicago Manual of Style (16th Edition):

Butler, John Douglas. “Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks.” 2009. Doctoral Dissertation, Rhode Island College. Accessed June 25, 2019. https://digitalcommons.ric.edu/etd/26.

MLA Handbook (7th Edition):

Butler, John Douglas. “Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks.” 2009. Web. 25 Jun 2019.

Vancouver:

Butler JD. Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks. [Internet] [Doctoral dissertation]. Rhode Island College; 2009. [cited 2019 Jun 25]. Available from: https://digitalcommons.ric.edu/etd/26.

Council of Science Editors:

Butler JD. Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks. [Doctoral Dissertation]. Rhode Island College; 2009. Available from: https://digitalcommons.ric.edu/etd/26


Liberty University

13. Bontrager, Robin. Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study.

Degree: 2015, Liberty University

 This qualitative research study was a bounded case study exploring how and why community college students achieved academic success after completion of the developmental math(more)

Subjects/Keywords: College readiness; Developmental math sequence; Remedial math course; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods

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APA (6th Edition):

Bontrager, R. (2015). Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1111

Chicago Manual of Style (16th Edition):

Bontrager, Robin. “Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study.” 2015. Doctoral Dissertation, Liberty University. Accessed June 25, 2019. http://digitalcommons.liberty.edu/doctoral/1111.

MLA Handbook (7th Edition):

Bontrager, Robin. “Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study.” 2015. Web. 25 Jun 2019.

Vancouver:

Bontrager R. Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2015. [cited 2019 Jun 25]. Available from: http://digitalcommons.liberty.edu/doctoral/1111.

Council of Science Editors:

Bontrager R. Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study. [Doctoral Dissertation]. Liberty University; 2015. Available from: http://digitalcommons.liberty.edu/doctoral/1111


Liberty University

14. Love, Rita. The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students.

Degree: 2018, Liberty University

 Finding an inexpensive, timely, and effective intervention to reduce math anxiety in community college students is a worthwhile endeavor. Math anxiety left unattended can lead… (more)

Subjects/Keywords: Let's Go Racing; Mastery Learning; Math Anxiety; Math Performance; Reciprocal Theory; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Other Education

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APA (6th Edition):

Love, R. (2018). The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1846

Chicago Manual of Style (16th Edition):

Love, Rita. “The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students.” 2018. Doctoral Dissertation, Liberty University. Accessed June 25, 2019. https://digitalcommons.liberty.edu/doctoral/1846.

MLA Handbook (7th Edition):

Love, Rita. “The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students.” 2018. Web. 25 Jun 2019.

Vancouver:

Love R. The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jun 25]. Available from: https://digitalcommons.liberty.edu/doctoral/1846.

Council of Science Editors:

Love R. The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1846

15. Santos, Juracy Pinheiro dos. A formação do professor de matemática na Universidade Estadual de Alagoas Campus I : a reforma curricular e os saberes na opinião do egresso.

Degree: 2011, Universidade Federal de Alagoas

The research sought to study on the formation of a Professor of Mathematics at the State University of Alagoas - Campus I: Curriculum Reform and… (more)

Subjects/Keywords: Licenciatura; Matemática; Egressos; Currículo; Formação; Degree; Math; Discharged; Curriculum; Training; CNPQ::CIENCIAS HUMANAS::EDUCACAO

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APA (6th Edition):

Santos, J. P. d. (2011). A formação do professor de matemática na Universidade Estadual de Alagoas Campus I : a reforma curricular e os saberes na opinião do egresso. (Masters Thesis). Universidade Federal de Alagoas. Retrieved from http://www.repositorio.ufal.br/handle/riufal/369

Chicago Manual of Style (16th Edition):

Santos, Juracy Pinheiro dos. “A formação do professor de matemática na Universidade Estadual de Alagoas Campus I : a reforma curricular e os saberes na opinião do egresso.” 2011. Masters Thesis, Universidade Federal de Alagoas. Accessed June 25, 2019. http://www.repositorio.ufal.br/handle/riufal/369.

MLA Handbook (7th Edition):

Santos, Juracy Pinheiro dos. “A formação do professor de matemática na Universidade Estadual de Alagoas Campus I : a reforma curricular e os saberes na opinião do egresso.” 2011. Web. 25 Jun 2019.

Vancouver:

Santos JPd. A formação do professor de matemática na Universidade Estadual de Alagoas Campus I : a reforma curricular e os saberes na opinião do egresso. [Internet] [Masters thesis]. Universidade Federal de Alagoas; 2011. [cited 2019 Jun 25]. Available from: http://www.repositorio.ufal.br/handle/riufal/369.

Council of Science Editors:

Santos JPd. A formação do professor de matemática na Universidade Estadual de Alagoas Campus I : a reforma curricular e os saberes na opinião do egresso. [Masters Thesis]. Universidade Federal de Alagoas; 2011. Available from: http://www.repositorio.ufal.br/handle/riufal/369

16. Taskin, Sevgül. Hur skiljer sig skolmatematiken för årskurs 3 i en turkisk och en svensk skola? : jämförelsestudie av undervisning i matematik i Turkiet och Sverige .

Degree: Lärarutbildningen, 2009, Södertörn University College

  The purpose of the study is, through some aspects, to make it visible and compare the education in mathematics in classes 1-3 in Sweden… (more)

Subjects/Keywords: comparative study; Swedish and Turkish curriculum; teaching math; calculator use; laboratory mathematics; multiplication; diagnosis; teamwork

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APA (6th Edition):

Taskin, S. (2009). Hur skiljer sig skolmatematiken för årskurs 3 i en turkisk och en svensk skola? : jämförelsestudie av undervisning i matematik i Turkiet och Sverige . (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taskin, Sevgül. “Hur skiljer sig skolmatematiken för årskurs 3 i en turkisk och en svensk skola? : jämförelsestudie av undervisning i matematik i Turkiet och Sverige .” 2009. Thesis, Södertörn University College. Accessed June 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taskin, Sevgül. “Hur skiljer sig skolmatematiken för årskurs 3 i en turkisk och en svensk skola? : jämförelsestudie av undervisning i matematik i Turkiet och Sverige .” 2009. Web. 25 Jun 2019.

Vancouver:

Taskin S. Hur skiljer sig skolmatematiken för årskurs 3 i en turkisk och en svensk skola? : jämförelsestudie av undervisning i matematik i Turkiet och Sverige . [Internet] [Thesis]. Södertörn University College; 2009. [cited 2019 Jun 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taskin S. Hur skiljer sig skolmatematiken för årskurs 3 i en turkisk och en svensk skola? : jämförelsestudie av undervisning i matematik i Turkiet och Sverige . [Thesis]. Södertörn University College; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

17. Bolotta, Alanna. Exploring Art and Science Integration in an Afterschool Program.

Degree: 2017, University of Toronto

Science, technology, engineering, arts and math (STEAM) education integrates science with art, presenting a unique and interesting opportunity to increase accessibility in science for learners.… (more)

Subjects/Keywords: Curriculum Integration; Holistic Education; Science Education; STEAM (science; technology; engineering; art; math); Student Engagement; 0714

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

APA (6th Edition):

Bolotta, A. (2017). Exploring Art and Science Integration in an Afterschool Program. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/77756

Chicago Manual of Style (16th Edition):

Bolotta, Alanna. “Exploring Art and Science Integration in an Afterschool Program.” 2017. Masters Thesis, University of Toronto. Accessed June 25, 2019. http://hdl.handle.net/1807/77756.

MLA Handbook (7th Edition):

Bolotta, Alanna. “Exploring Art and Science Integration in an Afterschool Program.” 2017. Web. 25 Jun 2019.

Vancouver:

Bolotta A. Exploring Art and Science Integration in an Afterschool Program. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1807/77756.

Council of Science Editors:

Bolotta A. Exploring Art and Science Integration in an Afterschool Program. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77756


Arizona State University

18. Bickert, George R. The Effects of Curriculum-Based Measures on Elementary Math Achievement.

Degree: EdD, Educational Administration and Supervision, 2011, Arizona State University

 The No Child Left Behind Act of 2001 has had significant ramifications across public education. Due to reporting mandates, schools and districts are being held… (more)

Subjects/Keywords: Education, General; Educational Tests and Measurements; Curriculum-based measures; Elementary math achievement

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APA (6th Edition):

Bickert, G. R. (2011). The Effects of Curriculum-Based Measures on Elementary Math Achievement. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8930

Chicago Manual of Style (16th Edition):

Bickert, George R. “The Effects of Curriculum-Based Measures on Elementary Math Achievement.” 2011. Doctoral Dissertation, Arizona State University. Accessed June 25, 2019. http://repository.asu.edu/items/8930.

MLA Handbook (7th Edition):

Bickert, George R. “The Effects of Curriculum-Based Measures on Elementary Math Achievement.” 2011. Web. 25 Jun 2019.

Vancouver:

Bickert GR. The Effects of Curriculum-Based Measures on Elementary Math Achievement. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jun 25]. Available from: http://repository.asu.edu/items/8930.

Council of Science Editors:

Bickert GR. The Effects of Curriculum-Based Measures on Elementary Math Achievement. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8930


Kansas State University

19. Weber, William J. Jr. Effects of requiring students to meet high expectation levels within an on-line homework environment.

Degree: PhD, Curriculum and Instruction Programs, 2010, Kansas State University

 On-line homework is becoming a larger part of mathematics classrooms each year. Thus, ways to maximize the effectiveness of on-line homework for both students and… (more)

Subjects/Keywords: On-line homework; Math; Clustering; High expectations; Education, Curriculum and Instruction (0727); Education, Mathematics (0280)

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

APA (6th Edition):

Weber, W. J. J. (2010). Effects of requiring students to meet high expectation levels within an on-line homework environment. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/4100

Chicago Manual of Style (16th Edition):

Weber, William J Jr. “Effects of requiring students to meet high expectation levels within an on-line homework environment.” 2010. Doctoral Dissertation, Kansas State University. Accessed June 25, 2019. http://hdl.handle.net/2097/4100.

MLA Handbook (7th Edition):

Weber, William J Jr. “Effects of requiring students to meet high expectation levels within an on-line homework environment.” 2010. Web. 25 Jun 2019.

Vancouver:

Weber WJJ. Effects of requiring students to meet high expectation levels within an on-line homework environment. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2097/4100.

Council of Science Editors:

Weber WJJ. Effects of requiring students to meet high expectation levels within an on-line homework environment. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/4100

20. Bouma, Craig Earl. Physics First: Impact on SAT Math Scores.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A… (more)

Subjects/Keywords: Curriculum; First; Math; Physics; Secondary; Sequence; Education; Educational Leadership; Science and Mathematics Education

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

APA (6th Edition):

Bouma, C. E. (2013). Physics First: Impact on SAT Math Scores. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/213

Chicago Manual of Style (16th Edition):

Bouma, Craig Earl. “Physics First: Impact on SAT Math Scores.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed June 25, 2019. https://digitalcommons.lmu.edu/etd/213.

MLA Handbook (7th Edition):

Bouma, Craig Earl. “Physics First: Impact on SAT Math Scores.” 2013. Web. 25 Jun 2019.

Vancouver:

Bouma CE. Physics First: Impact on SAT Math Scores. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Jun 25]. Available from: https://digitalcommons.lmu.edu/etd/213.

Council of Science Editors:

Bouma CE. Physics First: Impact on SAT Math Scores. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/213


University of North Texas

21. Parish, Deidre A. The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments.

Degree: 2013, University of North Texas

 The purpose of this study was to explore the impact of teacher professional development on student achievement measured by scores on curriculum-based assessments, CBAs. The… (more)

Subjects/Keywords: Professional development; professional learning; student achievement; curriculum-based assessments; math; science; elementary

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

APA (6th Edition):

Parish, D. A. (2013). The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500022/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parish, Deidre A. “The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments.” 2013. Thesis, University of North Texas. Accessed June 25, 2019. https://digital.library.unt.edu/ark:/67531/metadc500022/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parish, Deidre A. “The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments.” 2013. Web. 25 Jun 2019.

Vancouver:

Parish DA. The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Jun 25]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500022/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parish DA. The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500022/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Utah State University

22. Avery, Zanj Kano. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.

Degree: PhD, Engineering and Technology Education, 2010, Utah State University

 The purpose of this study was to examine the effects of professional development (PD) on the infusion of engineering design into high school curricula. Four… (more)

Subjects/Keywords: Engineering Education; Math Education; Professional Development; Science Education; STEM Integration; Technology Education; Curriculum and Instruction

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

APA (6th Edition):

Avery, Z. K. (2010). Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/548

Chicago Manual of Style (16th Edition):

Avery, Zanj Kano. “Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.” 2010. Doctoral Dissertation, Utah State University. Accessed June 25, 2019. https://digitalcommons.usu.edu/etd/548.

MLA Handbook (7th Edition):

Avery, Zanj Kano. “Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.” 2010. Web. 25 Jun 2019.

Vancouver:

Avery ZK. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. [Internet] [Doctoral dissertation]. Utah State University; 2010. [cited 2019 Jun 25]. Available from: https://digitalcommons.usu.edu/etd/548.

Council of Science Editors:

Avery ZK. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. [Doctoral Dissertation]. Utah State University; 2010. Available from: https://digitalcommons.usu.edu/etd/548


Liberty University

23. Benson, Stacey Lee. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.

Degree: 2010, Liberty University

 This study examined the relationship between the implementation of No Child Left Behind and the achievement gap between African American and white students' eighth-grade math(more)

Subjects/Keywords: Academic Achievement; Achievement Gap; Education; Math; Middle School; No Child Left Behind; Education, Curriculum and Instruction; Education, Mathematics; Curriculum and Instruction

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

APA (6th Edition):

Benson, S. L. (2010). The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/361

Chicago Manual of Style (16th Edition):

Benson, Stacey Lee. “The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.” 2010. Doctoral Dissertation, Liberty University. Accessed June 25, 2019. http://digitalcommons.liberty.edu/doctoral/361.

MLA Handbook (7th Edition):

Benson, Stacey Lee. “The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.” 2010. Web. 25 Jun 2019.

Vancouver:

Benson SL. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Jun 25]. Available from: http://digitalcommons.liberty.edu/doctoral/361.

Council of Science Editors:

Benson SL. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/361


Miami University

24. Jackoby, Henry Benjamin, EdD. The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track.

Degree: EdD, Educational Leadership, 2011, Miami University

  Ability tracking is used in schools in the U.S. and other industrialized countries to stratify students into homogeneous ability groups as a method for… (more)

Subjects/Keywords: Education; Educational Leadership; Education History; Education Philosophy; Mathematics; Mathematics Education; School Administration; Secondary Education; Social Research; Teaching; tracking; math curriculum; curriculum tracking; education; curriculum; Jeannie Oakes; Tom Loveless; changing tracks; mathematics education; secondary math curriculum; tracking in high school

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

APA (6th Edition):

Jackoby, Henry Benjamin, E. (2011). The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503

Chicago Manual of Style (16th Edition):

Jackoby, Henry Benjamin, EdD. “The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track.” 2011. Doctoral Dissertation, Miami University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.

MLA Handbook (7th Edition):

Jackoby, Henry Benjamin, EdD. “The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track.” 2011. Web. 25 Jun 2019.

Vancouver:

Jackoby, Henry Benjamin E. The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track. [Internet] [Doctoral dissertation]. Miami University; 2011. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.

Council of Science Editors:

Jackoby, Henry Benjamin E. The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track. [Doctoral Dissertation]. Miami University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503


Liberty University

25. Cordes, Megan. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.

Degree: 2014, Liberty University

 Current literature suggests the rise of enrollment among United States (U.S.) postsecondary institutions but the decline in graduation rates. While there is extensive quantitative data… (more)

Subjects/Keywords: Developmental Math; Math Emporium Model; Phenomenology; Remedial Education; Self-Efficacy; Transcendental Phenomenology; Curriculum and Instruction; Education; Higher Education; Higher Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Cordes, M. (2014). A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/947

Chicago Manual of Style (16th Edition):

Cordes, Megan. “A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.” 2014. Doctoral Dissertation, Liberty University. Accessed June 25, 2019. http://digitalcommons.liberty.edu/doctoral/947.

MLA Handbook (7th Edition):

Cordes, Megan. “A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.” 2014. Web. 25 Jun 2019.

Vancouver:

Cordes M. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Jun 25]. Available from: http://digitalcommons.liberty.edu/doctoral/947.

Council of Science Editors:

Cordes M. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/947


Liberty University

26. Rich, Michael. The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement.

Degree: 2016, Liberty University

 The ex post facto study investigated the relationship between the use of Study Island supplemental math software and students’ math achievement in a Title I… (more)

Subjects/Keywords: Unstructional Software; Instructional Technology; Math Achievement; Math Software; Online Courseware; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Science and Mathematics Education

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

APA (6th Edition):

Rich, M. (2016). The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1152

Chicago Manual of Style (16th Edition):

Rich, Michael. “The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement.” 2016. Doctoral Dissertation, Liberty University. Accessed June 25, 2019. http://digitalcommons.liberty.edu/doctoral/1152.

MLA Handbook (7th Edition):

Rich, Michael. “The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement.” 2016. Web. 25 Jun 2019.

Vancouver:

Rich M. The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jun 25]. Available from: http://digitalcommons.liberty.edu/doctoral/1152.

Council of Science Editors:

Rich M. The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1152


Northeastern University

27. LeGrand, Julie Christine. Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest.

Degree: EdD, School of Education, 2013, Northeastern University

 The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as… (more)

Subjects/Keywords: expectancy-value theory; math and science gender differences; math and science self-efficacy; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

LeGrand, J. C. (2013). Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003028

Chicago Manual of Style (16th Edition):

LeGrand, Julie Christine. “Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest.” 2013. Doctoral Dissertation, Northeastern University. Accessed June 25, 2019. http://hdl.handle.net/2047/d20003028.

MLA Handbook (7th Edition):

LeGrand, Julie Christine. “Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest.” 2013. Web. 25 Jun 2019.

Vancouver:

LeGrand JC. Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2047/d20003028.

Council of Science Editors:

LeGrand JC. Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003028


Kansas State University

28. Coester, Lee (Leila) Anne. Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?.

Degree: PhD, Curriculum and Instruction Programs, 2010, Kansas State University

 This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple… (more)

Subjects/Keywords: Math methods; Elementary math methods; Early career teachers; Standards-based teaching; Preservice teachers; Elementary teacher preparation; Education, Curriculum and Instruction (0727); Education, Elementary (0524); Education, Mathematics (0280)

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

APA (6th Edition):

Coester, L. (. A. (2010). Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/6758

Chicago Manual of Style (16th Edition):

Coester, Lee (Leila) Anne. “Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?.” 2010. Doctoral Dissertation, Kansas State University. Accessed June 25, 2019. http://hdl.handle.net/2097/6758.

MLA Handbook (7th Edition):

Coester, Lee (Leila) Anne. “Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?.” 2010. Web. 25 Jun 2019.

Vancouver:

Coester L(A. Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2097/6758.

Council of Science Editors:

Coester L(A. Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/6758

29. Ko, Pat. The Effect of a Middle School Robotics Class on Standardized Math Test Scores.

Degree: 2013

Subjects/Keywords: Robotics; Mindstorms; Lego; Standardized; Math scores; Curriculum and Instruction

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APA (6th Edition):

Ko, P. (2013). The Effect of a Middle School Robotics Class on Standardized Math Test Scores. (Thesis). [No school.] Retrieved from http://hdl.handle.net/2249.1/62445

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Chicago Manual of Style (16th Edition):

Ko, Pat. “The Effect of a Middle School Robotics Class on Standardized Math Test Scores.” 2013. Thesis, [No school]. Accessed June 25, 2019. http://hdl.handle.net/2249.1/62445.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

MLA Handbook (7th Edition):

Ko, Pat. “The Effect of a Middle School Robotics Class on Standardized Math Test Scores.” 2013. Web. 25 Jun 2019.

Vancouver:

Ko P. The Effect of a Middle School Robotics Class on Standardized Math Test Scores. [Internet] [Thesis]. [No school]; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2249.1/62445.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Council of Science Editors:

Ko P. The Effect of a Middle School Robotics Class on Standardized Math Test Scores. [Thesis]. [No school]; 2013. Available from: http://hdl.handle.net/2249.1/62445

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.


Temple University

30. Tien, Joy Garcia. THE IMPACT OF COGNITIVE MONITORING LEARNING LOGS ON COLLEGE STUDENTS' DEVELOPMENTAL MATHEMATICS COURSE SUCCESS, PROBLEM-SOLVING PERFORMANCE, AND ATTITUDES.

Degree: 2008, Temple University

CITE/Mathematics and Science Education

Ed.D.

The purpose of this study was to determine the impact of the cognitive monitoring learning log (CMLL), as a metacognitive… (more)

Subjects/Keywords: Education, Curriculum and Instruction; Education, Mathematics; Education, Higher; cognitive monitoring learning log; developmental math; metacognitive strategy

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APA (6th Edition):

Tien, J. G. (2008). THE IMPACT OF COGNITIVE MONITORING LEARNING LOGS ON COLLEGE STUDENTS' DEVELOPMENTAL MATHEMATICS COURSE SUCCESS, PROBLEM-SOLVING PERFORMANCE, AND ATTITUDES. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,17766

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tien, Joy Garcia. “THE IMPACT OF COGNITIVE MONITORING LEARNING LOGS ON COLLEGE STUDENTS' DEVELOPMENTAL MATHEMATICS COURSE SUCCESS, PROBLEM-SOLVING PERFORMANCE, AND ATTITUDES.” 2008. Thesis, Temple University. Accessed June 25, 2019. http://digital.library.temple.edu/u?/p245801coll10,17766.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tien, Joy Garcia. “THE IMPACT OF COGNITIVE MONITORING LEARNING LOGS ON COLLEGE STUDENTS' DEVELOPMENTAL MATHEMATICS COURSE SUCCESS, PROBLEM-SOLVING PERFORMANCE, AND ATTITUDES.” 2008. Web. 25 Jun 2019.

Vancouver:

Tien JG. THE IMPACT OF COGNITIVE MONITORING LEARNING LOGS ON COLLEGE STUDENTS' DEVELOPMENTAL MATHEMATICS COURSE SUCCESS, PROBLEM-SOLVING PERFORMANCE, AND ATTITUDES. [Internet] [Thesis]. Temple University; 2008. [cited 2019 Jun 25]. Available from: http://digital.library.temple.edu/u?/p245801coll10,17766.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tien JG. THE IMPACT OF COGNITIVE MONITORING LEARNING LOGS ON COLLEGE STUDENTS' DEVELOPMENTAL MATHEMATICS COURSE SUCCESS, PROBLEM-SOLVING PERFORMANCE, AND ATTITUDES. [Thesis]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,17766

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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