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You searched for `subject:( Entrance requirements Mathematics )`

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Oregon State University

1. Ireland, Margaret Jane. English placement procedures in land-grant colleges.

Degree: MA, Education, 1947, Oregon State University

URL: http://hdl.handle.net/1957/53503

Subjects/Keywords: Universities and colleges – Entrance examinations

Record Details Similar Records

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APA (6^{th} Edition):

Ireland, M. J. (1947). English placement procedures in land-grant colleges. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/53503

Chicago Manual of Style (16^{th} Edition):

Ireland, Margaret Jane. “English placement procedures in land-grant colleges.” 1947. Masters Thesis, Oregon State University. Accessed June 19, 2019. http://hdl.handle.net/1957/53503.

MLA Handbook (7^{th} Edition):

Ireland, Margaret Jane. “English placement procedures in land-grant colleges.” 1947. Web. 19 Jun 2019.

Vancouver:

Ireland MJ. English placement procedures in land-grant colleges. [Internet] [Masters thesis]. Oregon State University; 1947. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1957/53503.

Council of Science Editors:

Ireland MJ. English placement procedures in land-grant colleges. [Masters Thesis]. Oregon State University; 1947. Available from: http://hdl.handle.net/1957/53503

2.
Sharma, Vandita.
Predictive validity of B Ed *entrance* exams of Meerut
university; -.

Degree: Education, 1998, Chaudhary Charan Singh University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/22102

Subjects/Keywords: B Ed Entrance Exams; Meerut University

Record Details Similar Records

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APA (6^{th} Edition):

Sharma, V. (1998). Predictive validity of B Ed entrance exams of Meerut university; -. (Thesis). Chaudhary Charan Singh University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/22102

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Sharma, Vandita. “Predictive validity of B Ed entrance exams of Meerut university; -.” 1998. Thesis, Chaudhary Charan Singh University. Accessed June 19, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/22102.

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Sharma, Vandita. “Predictive validity of B Ed entrance exams of Meerut university; -.” 1998. Web. 19 Jun 2019.

Vancouver:

Sharma V. Predictive validity of B Ed entrance exams of Meerut university; -. [Internet] [Thesis]. Chaudhary Charan Singh University; 1998. [cited 2019 Jun 19]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/22102.

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sharma V. Predictive validity of B Ed entrance exams of Meerut university; -. [Thesis]. Chaudhary Charan Singh University; 1998. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/22102

Not specified: Masters Thesis or Doctoral Dissertation

3.
Ross, Clara.
A survey of college board *entrance* examinations in elementary algebra from 1921-1941.

Degree: Education, 1941, University of Massachusetts

URL: https://scholarworks.umass.edu/theses/2656

Subjects/Keywords: College Entrance Examination Board; Algebra Study and teaching.

Record Details Similar Records

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APA (6^{th} Edition):

Ross, C. (1941). A survey of college board entrance examinations in elementary algebra from 1921-1941. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/2656

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Ross, Clara. “A survey of college board entrance examinations in elementary algebra from 1921-1941.” 1941. Thesis, University of Massachusetts. Accessed June 19, 2019. https://scholarworks.umass.edu/theses/2656.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Ross, Clara. “A survey of college board entrance examinations in elementary algebra from 1921-1941.” 1941. Web. 19 Jun 2019.

Vancouver:

Ross C. A survey of college board entrance examinations in elementary algebra from 1921-1941. [Internet] [Thesis]. University of Massachusetts; 1941. [cited 2019 Jun 19]. Available from: https://scholarworks.umass.edu/theses/2656.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ross C. A survey of college board entrance examinations in elementary algebra from 1921-1941. [Thesis]. University of Massachusetts; 1941. Available from: https://scholarworks.umass.edu/theses/2656

Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

4.
Borg, Carolyn Sue.
Consistency of associate degree definitions and graduation *requirements* in the California community colleges : perceptions of community college curricular leaders.

Degree: EdD, Education, 1999, Oregon State University

URL: http://hdl.handle.net/1957/33558

► The purpose of this study was to produce data and information that inform California Community College decision-makers of: (a) extent of variance in California's associate…
(more)

Subjects/Keywords: Community colleges – California – Graduation requirements

Record Details Similar Records

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APA (6^{th} Edition):

Borg, C. S. (1999). Consistency of associate degree definitions and graduation requirements in the California community colleges : perceptions of community college curricular leaders. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/33558

Chicago Manual of Style (16^{th} Edition):

Borg, Carolyn Sue. “Consistency of associate degree definitions and graduation requirements in the California community colleges : perceptions of community college curricular leaders.” 1999. Doctoral Dissertation, Oregon State University. Accessed June 19, 2019. http://hdl.handle.net/1957/33558.

MLA Handbook (7^{th} Edition):

Borg, Carolyn Sue. “Consistency of associate degree definitions and graduation requirements in the California community colleges : perceptions of community college curricular leaders.” 1999. Web. 19 Jun 2019.

Vancouver:

Borg CS. Consistency of associate degree definitions and graduation requirements in the California community colleges : perceptions of community college curricular leaders. [Internet] [Doctoral dissertation]. Oregon State University; 1999. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1957/33558.

Council of Science Editors:

Borg CS. Consistency of associate degree definitions and graduation requirements in the California community colleges : perceptions of community college curricular leaders. [Doctoral Dissertation]. Oregon State University; 1999. Available from: http://hdl.handle.net/1957/33558

Queens University

5. Valiquette, Adelina. Homework: How can it be 'Applied?' .

Degree: Education, 2015, Queens University

URL: http://hdl.handle.net/1974/13093

► Homework provides an opportunity for practice and learning to occur outside the classroom, and research has consistently shown that it can have a positive influence…
(more)

Subjects/Keywords: applied mathematics; learning; mathematics; homework

Record Details Similar Records

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APA (6^{th} Edition):

Valiquette, A. (2015). Homework: How can it be 'Applied?' . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13093

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Valiquette, Adelina. “Homework: How can it be 'Applied?' .” 2015. Thesis, Queens University. Accessed June 19, 2019. http://hdl.handle.net/1974/13093.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Valiquette, Adelina. “Homework: How can it be 'Applied?' .” 2015. Web. 19 Jun 2019.

Vancouver:

Valiquette A. Homework: How can it be 'Applied?' . [Internet] [Thesis]. Queens University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1974/13093.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Valiquette A. Homework: How can it be 'Applied?' . [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/13093

Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

6.
Kempf, Eugenia Catherina.
*Mathematics**requirements* for selected occupations in Oregon.

Degree: Ed. M., Education, 1949, Oregon State University

URL: http://hdl.handle.net/1957/53336

Subjects/Keywords: Mathematics

Record Details Similar Records

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APA (6^{th} Edition):

Kempf, E. C. (1949). Mathematics requirements for selected occupations in Oregon. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/53336

Chicago Manual of Style (16^{th} Edition):

Kempf, Eugenia Catherina. “Mathematics requirements for selected occupations in Oregon.” 1949. Masters Thesis, Oregon State University. Accessed June 19, 2019. http://hdl.handle.net/1957/53336.

MLA Handbook (7^{th} Edition):

Kempf, Eugenia Catherina. “Mathematics requirements for selected occupations in Oregon.” 1949. Web. 19 Jun 2019.

Vancouver:

Kempf EC. Mathematics requirements for selected occupations in Oregon. [Internet] [Masters thesis]. Oregon State University; 1949. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1957/53336.

Council of Science Editors:

Kempf EC. Mathematics requirements for selected occupations in Oregon. [Masters Thesis]. Oregon State University; 1949. Available from: http://hdl.handle.net/1957/53336

Boston University

7.
Goldberg, Cara Melina.
Secondary *mathematics* teachers' descriptions and facilitation of classroom discussions.

Degree: EdD, Education, 2017, Boston University

URL: http://hdl.handle.net/2144/23291

► Discourse practices in *mathematics* classes have been proven to lead to greater student achievement. Policy and standards require students are able to justify and critique…
(more)

Subjects/Keywords: Mathematics education

Record Details Similar Records

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APA (6^{th} Edition):

Goldberg, C. M. (2017). Secondary mathematics teachers' descriptions and facilitation of classroom discussions. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/23291

Chicago Manual of Style (16^{th} Edition):

Goldberg, Cara Melina. “Secondary mathematics teachers' descriptions and facilitation of classroom discussions.” 2017. Doctoral Dissertation, Boston University. Accessed June 19, 2019. http://hdl.handle.net/2144/23291.

MLA Handbook (7^{th} Edition):

Goldberg, Cara Melina. “Secondary mathematics teachers' descriptions and facilitation of classroom discussions.” 2017. Web. 19 Jun 2019.

Vancouver:

Goldberg CM. Secondary mathematics teachers' descriptions and facilitation of classroom discussions. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2144/23291.

Council of Science Editors:

Goldberg CM. Secondary mathematics teachers' descriptions and facilitation of classroom discussions. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/23291

Virginia Commonwealth University

8.
Nunnally, Heather.
Elementary Teachers' Definitions and Usage of Inquiry-Based *Mathematics* Instruction.

Degree: PhD, Education, 2019, Virginia Commonwealth University

URL: https://scholarscompass.vcu.edu/etd/5744

► Current educational leaders call for students to build his or her own mathematical understanding from experiences, coupled with feedback from peers, teachers, and themselves…
(more)

Subjects/Keywords: mathematics education; elementary mathematics; inquiry mathematics; inquiry-based mathematics; elementary teachers; Science and Mathematics Education

Record Details Similar Records

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

APA (6^{th} Edition):

Nunnally, H. (2019). Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5744

Chicago Manual of Style (16^{th} Edition):

Nunnally, Heather. “Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed June 19, 2019. https://scholarscompass.vcu.edu/etd/5744.

MLA Handbook (7^{th} Edition):

Nunnally, Heather. “Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction.” 2019. Web. 19 Jun 2019.

Vancouver:

Nunnally H. Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2019 Jun 19]. Available from: https://scholarscompass.vcu.edu/etd/5744.

Council of Science Editors:

Nunnally H. Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction. [Doctoral Dissertation]. Virginia Commonwealth University; 2019. Available from: https://scholarscompass.vcu.edu/etd/5744

University of Southern California

9. Sakamoto, Shannon K. An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College.

Degree: EdD, Education, 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693

► As diversity coursework throughout the continental United States increases in presence at post-secondary institutions, the composition of ethnic diversity within the archipelago of Hawaii is…
(more)

Subjects/Keywords: local culture; local; Hawaii; diversity curriculum; diversity requirements; community college; identity; local identity; student development

Record Details Similar Records

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APA (6^{th} Edition):

Sakamoto, S. K. (2013). An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693

Chicago Manual of Style (16^{th} Edition):

Sakamoto, Shannon K. “An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College.” 2013. Doctoral Dissertation, University of Southern California. Accessed June 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693.

MLA Handbook (7^{th} Edition):

Sakamoto, Shannon K. “An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College.” 2013. Web. 19 Jun 2019.

Vancouver:

Sakamoto SK. An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jun 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693.

Council of Science Editors:

Sakamoto SK. An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693

10. Lynn, Derek. Implementing Writing in a Secondary Math Class to Improve Student Understanding of Math Concepts.

Degree: MAin Education, Education, 2009, Defiance College

URL: http://rave.ohiolink.edu/etdc/view?acc_num=def1281622037

► The purpose of this project was to determine whether the implementation of writing in a secondary math class would improve students' understanding of math concepts.…
(more)

Subjects/Keywords: Mathematics Education; mathematics; writing; algebra; high school

Record Details Similar Records

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APA (6^{th} Edition):

Lynn, D. (2009). Implementing Writing in a Secondary Math Class to Improve Student Understanding of Math Concepts. (Masters Thesis). Defiance College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=def1281622037

Chicago Manual of Style (16^{th} Edition):

Lynn, Derek. “Implementing Writing in a Secondary Math Class to Improve Student Understanding of Math Concepts.” 2009. Masters Thesis, Defiance College. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=def1281622037.

MLA Handbook (7^{th} Edition):

Lynn, Derek. “Implementing Writing in a Secondary Math Class to Improve Student Understanding of Math Concepts.” 2009. Web. 19 Jun 2019.

Vancouver:

Lynn D. Implementing Writing in a Secondary Math Class to Improve Student Understanding of Math Concepts. [Internet] [Masters thesis]. Defiance College; 2009. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281622037.

Council of Science Editors:

Lynn D. Implementing Writing in a Secondary Math Class to Improve Student Understanding of Math Concepts. [Masters Thesis]. Defiance College; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281622037

Queens University

11.
Penn, Alexandra.
The Alignment of Preservice Elementary School Teachers’ Beliefs concerning *Mathematics* and *Mathematics* Teaching
.

Degree: Education, 2012, Queens University

URL: http://hdl.handle.net/1974/7401

► Preservice teachers bring to their studies a host of beliefs concerning the nature of *mathematics*. These mathematical beliefs have been shown to influence teachers’ instructional…
(more)

Subjects/Keywords: Education; Beliefs; Mathematics

Record Details Similar Records

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APA (6^{th} Edition):

Penn, A. (2012). The Alignment of Preservice Elementary School Teachers’ Beliefs concerning Mathematics and Mathematics Teaching . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7401

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Penn, Alexandra. “The Alignment of Preservice Elementary School Teachers’ Beliefs concerning Mathematics and Mathematics Teaching .” 2012. Thesis, Queens University. Accessed June 19, 2019. http://hdl.handle.net/1974/7401.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Penn, Alexandra. “The Alignment of Preservice Elementary School Teachers’ Beliefs concerning Mathematics and Mathematics Teaching .” 2012. Web. 19 Jun 2019.

Vancouver:

Penn A. The Alignment of Preservice Elementary School Teachers’ Beliefs concerning Mathematics and Mathematics Teaching . [Internet] [Thesis]. Queens University; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1974/7401.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Penn A. The Alignment of Preservice Elementary School Teachers’ Beliefs concerning Mathematics and Mathematics Teaching . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7401

Not specified: Masters Thesis or Doctoral Dissertation

12.
Davis, W. Keith.
An Evaluation of the Early *Entrance* Program in the Highline School District King County, Washington.

Degree: MEd, Education, 1965, Central Washington University

URL: https://digitalcommons.cwu.edu/etd/504

► This study is an attempt to detetermine whether or not the early *entrance* program as conducted by the Highline School District, King County, Washington, is…
(more)

Subjects/Keywords: Education; Academic theses; School age (Entrance age); Highline (Wash.); Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology

Record Details Similar Records

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

APA (6^{th} Edition):

Davis, W. K. (1965). An Evaluation of the Early Entrance Program in the Highline School District King County, Washington. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/504

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Davis, W Keith. “An Evaluation of the Early Entrance Program in the Highline School District King County, Washington.” 1965. Thesis, Central Washington University. Accessed June 19, 2019. https://digitalcommons.cwu.edu/etd/504.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Davis, W Keith. “An Evaluation of the Early Entrance Program in the Highline School District King County, Washington.” 1965. Web. 19 Jun 2019.

Vancouver:

Davis WK. An Evaluation of the Early Entrance Program in the Highline School District King County, Washington. [Internet] [Thesis]. Central Washington University; 1965. [cited 2019 Jun 19]. Available from: https://digitalcommons.cwu.edu/etd/504.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis WK. An Evaluation of the Early Entrance Program in the Highline School District King County, Washington. [Thesis]. Central Washington University; 1965. Available from: https://digitalcommons.cwu.edu/etd/504

Not specified: Masters Thesis or Doctoral Dissertation

13. Moore, Margaret Anne. An Investigation of Certain Factors Related to Advancement in Pasco, Washington Schools.

Degree: MEd, Education, 1960, Central Washington University

URL: https://digitalcommons.cwu.edu/etd/260

► The specific purpose of this study was to test the hypothesis that children who are not six until after starting school are not able to…
(more)

Subjects/Keywords: Education; Academic theses; School age (Entrance age); Pasco (Wash.); Education; Educational Psychology; Elementary and Middle and Secondary Education Administration

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Moore, M. A. (1960). An Investigation of Certain Factors Related to Advancement in Pasco, Washington Schools. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/260

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Moore, Margaret Anne. “An Investigation of Certain Factors Related to Advancement in Pasco, Washington Schools.” 1960. Thesis, Central Washington University. Accessed June 19, 2019. https://digitalcommons.cwu.edu/etd/260.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Moore, Margaret Anne. “An Investigation of Certain Factors Related to Advancement in Pasco, Washington Schools.” 1960. Web. 19 Jun 2019.

Vancouver:

Moore MA. An Investigation of Certain Factors Related to Advancement in Pasco, Washington Schools. [Internet] [Thesis]. Central Washington University; 1960. [cited 2019 Jun 19]. Available from: https://digitalcommons.cwu.edu/etd/260.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moore MA. An Investigation of Certain Factors Related to Advancement in Pasco, Washington Schools. [Thesis]. Central Washington University; 1960. Available from: https://digitalcommons.cwu.edu/etd/260

Not specified: Masters Thesis or Doctoral Dissertation

Stockholm University

14. Katori, Miyuki. En värld utan matematik - skulle det bli svårt? : En studie om elevers uppfattningar om matematik.

Degree: Education, 2010, Stockholm University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37343

►

Syftet med föreliggande studie är att, genom intervjuer med tolv elever ur år fem, undersöka deras uppfattningar om matematik. För att studera detta har… (more)

Subjects/Keywords: Perceptions; pupils; mathematics; mathematics teaching; Uppfattningar; elever; matematik; matematikundervisning; Other mathematics; Övrig matematik

Record Details Similar Records

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APA (6^{th} Edition):

Katori, M. (2010). En värld utan matematik - skulle det bli svårt? : En studie om elevers uppfattningar om matematik. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37343

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Katori, Miyuki. “En värld utan matematik - skulle det bli svårt? : En studie om elevers uppfattningar om matematik.” 2010. Thesis, Stockholm University. Accessed June 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37343.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Katori, Miyuki. “En värld utan matematik - skulle det bli svårt? : En studie om elevers uppfattningar om matematik.” 2010. Web. 19 Jun 2019.

Vancouver:

Katori M. En värld utan matematik - skulle det bli svårt? : En studie om elevers uppfattningar om matematik. [Internet] [Thesis]. Stockholm University; 2010. [cited 2019 Jun 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37343.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Katori M. En värld utan matematik - skulle det bli svårt? : En studie om elevers uppfattningar om matematik. [Thesis]. Stockholm University; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37343

Not specified: Masters Thesis or Doctoral Dissertation

15. Farrand, Melissa Rae. Gender and achievement in mathematical problem solving and attributions for mathematical achievement in grade three students.

Degree: M. Ed., Education, 2002, National Library of Canada

URL: http://scholar.uwindsor.ca/etd/2190

► This causal comparative study was designed to investigate students' mathematical problem solving achievement and attributions for success and failure in *mathematics* by gender. Sixty-two third…
(more)

Subjects/Keywords: Education; Mathematics.

Record Details Similar Records

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

APA (6^{th} Edition):

Farrand, M. R. (2002). Gender and achievement in mathematical problem solving and attributions for mathematical achievement in grade three students. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/2190

Chicago Manual of Style (16^{th} Edition):

Farrand, Melissa Rae. “Gender and achievement in mathematical problem solving and attributions for mathematical achievement in grade three students.” 2002. Masters Thesis, National Library of Canada. Accessed June 19, 2019. http://scholar.uwindsor.ca/etd/2190.

MLA Handbook (7^{th} Edition):

Farrand, Melissa Rae. “Gender and achievement in mathematical problem solving and attributions for mathematical achievement in grade three students.” 2002. Web. 19 Jun 2019.

Vancouver:

Farrand MR. Gender and achievement in mathematical problem solving and attributions for mathematical achievement in grade three students. [Internet] [Masters thesis]. National Library of Canada; 2002. [cited 2019 Jun 19]. Available from: http://scholar.uwindsor.ca/etd/2190.

Council of Science Editors:

Farrand MR. Gender and achievement in mathematical problem solving and attributions for mathematical achievement in grade three students. [Masters Thesis]. National Library of Canada; 2002. Available from: http://scholar.uwindsor.ca/etd/2190

University of KwaZulu-Natal

16.
[No author].
Links between content knowledge and practice in a *mathematics* teacher education course.

Degree: Education, 2009, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/1133

► The link between content knowledge and how this influences classroom practice has been prominent in educational research in recent years. Shulman was the forerunner of…
(more)

Subjects/Keywords: Mathematics teachers – Training of.; Education.

Record Details Similar Records

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APA (6^{th} Edition):

author], [. (2009). Links between content knowledge and practice in a mathematics teacher education course. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1133

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

author], [No. “Links between content knowledge and practice in a mathematics teacher education course. ” 2009. Thesis, University of KwaZulu-Natal. Accessed June 19, 2019. http://hdl.handle.net/10413/1133.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

author], [No. “Links between content knowledge and practice in a mathematics teacher education course. ” 2009. Web. 19 Jun 2019.

Vancouver:

author] [. Links between content knowledge and practice in a mathematics teacher education course. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10413/1133.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Links between content knowledge and practice in a mathematics teacher education course. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/1133

Not specified: Masters Thesis or Doctoral Dissertation

Queens University

17.
Lam, Mandy.
A Case Study of Social Justice *Mathematics*: The Experiences of Secondary Students and Preservice Teachers in *Mathematics* Teaching and Learning
.

Degree: Education, 2012, Queens University

URL: http://hdl.handle.net/1974/7599

► This case study described the experiences of secondary students and preservice *mathematics* teachers in the teaching and learning of social justice *mathematics* (SJM). Specifically, participants’…
(more)

Subjects/Keywords: Social Justice; Mathematics Education

Record Details Similar Records

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APA (6^{th} Edition):

Lam, M. (2012). A Case Study of Social Justice Mathematics: The Experiences of Secondary Students and Preservice Teachers in Mathematics Teaching and Learning . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7599

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Lam, Mandy. “A Case Study of Social Justice Mathematics: The Experiences of Secondary Students and Preservice Teachers in Mathematics Teaching and Learning .” 2012. Thesis, Queens University. Accessed June 19, 2019. http://hdl.handle.net/1974/7599.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Lam, Mandy. “A Case Study of Social Justice Mathematics: The Experiences of Secondary Students and Preservice Teachers in Mathematics Teaching and Learning .” 2012. Web. 19 Jun 2019.

Vancouver:

Lam M. A Case Study of Social Justice Mathematics: The Experiences of Secondary Students and Preservice Teachers in Mathematics Teaching and Learning . [Internet] [Thesis]. Queens University; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1974/7599.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lam M. A Case Study of Social Justice Mathematics: The Experiences of Secondary Students and Preservice Teachers in Mathematics Teaching and Learning . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7599

Not specified: Masters Thesis or Doctoral Dissertation

Queens University

18.
Zolnierczyk, Joanna (Asia).
Perspectives of Teachers Regarding the Integration of *Mathematics* and Science at the Secondary School Level
.

Degree: Education, 2016, Queens University

URL: http://hdl.handle.net/1974/14449

► The integration of *mathematics* and science in secondary schools in the 21st century continues to be an important topic of practice and research. The purpose…
(more)

Subjects/Keywords: Integration; Science; Education; Mathematics

Record Details Similar Records

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APA (6^{th} Edition):

Zolnierczyk, J. (. (2016). Perspectives of Teachers Regarding the Integration of Mathematics and Science at the Secondary School Level . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/14449

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Zolnierczyk, Joanna (Asia). “Perspectives of Teachers Regarding the Integration of Mathematics and Science at the Secondary School Level .” 2016. Thesis, Queens University. Accessed June 19, 2019. http://hdl.handle.net/1974/14449.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Zolnierczyk, Joanna (Asia). “Perspectives of Teachers Regarding the Integration of Mathematics and Science at the Secondary School Level .” 2016. Web. 19 Jun 2019.

Vancouver:

Zolnierczyk J(. Perspectives of Teachers Regarding the Integration of Mathematics and Science at the Secondary School Level . [Internet] [Thesis]. Queens University; 2016. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1974/14449.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zolnierczyk J(. Perspectives of Teachers Regarding the Integration of Mathematics and Science at the Secondary School Level . [Thesis]. Queens University; 2016. Available from: http://hdl.handle.net/1974/14449

Not specified: Masters Thesis or Doctoral Dissertation

Marietta College

19. Whitacre, Michelle D. The Central Phenomenon Math Confidence: A Qualitative Study on Why Mathematical Confidence is Lacking in Female Students.

Degree: MEd, Education, 2008, Marietta College

URL: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1219849942

► Can females achieve in *mathematics*? The achievement of females in *mathematics* has been a topic of which numerous amounts of research have been conducted. One…
(more)

Subjects/Keywords: Mathematics Education; Math Confidence; Females

Record Details Similar Records

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APA (6^{th} Edition):

Whitacre, M. D. (2008). The Central Phenomenon Math Confidence: A Qualitative Study on Why Mathematical Confidence is Lacking in Female Students. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1219849942

Chicago Manual of Style (16^{th} Edition):

Whitacre, Michelle D. “The Central Phenomenon Math Confidence: A Qualitative Study on Why Mathematical Confidence is Lacking in Female Students.” 2008. Masters Thesis, Marietta College. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1219849942.

MLA Handbook (7^{th} Edition):

Whitacre, Michelle D. “The Central Phenomenon Math Confidence: A Qualitative Study on Why Mathematical Confidence is Lacking in Female Students.” 2008. Web. 19 Jun 2019.

Vancouver:

Whitacre MD. The Central Phenomenon Math Confidence: A Qualitative Study on Why Mathematical Confidence is Lacking in Female Students. [Internet] [Masters thesis]. Marietta College; 2008. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1219849942.

Council of Science Editors:

Whitacre MD. The Central Phenomenon Math Confidence: A Qualitative Study on Why Mathematical Confidence is Lacking in Female Students. [Masters Thesis]. Marietta College; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1219849942

Marietta College

20.
Roth, Jenna.
The Impact of Standards-Based *Mathematics* Curriculum on
Middle School Students Achievement on the WESTEST.

Degree: MEd, Education, 2008, Marietta College

URL: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1208806045

► *Mathematics* has become increasingly difficult for students to understand, make meaningful in their daily lives, and demonstrate competency in on standardized achievement tests. In attempt…
(more)

Subjects/Keywords: Education; Standards-Based Mathematics

Record Details Similar Records

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APA (6^{th} Edition):

Roth, J. (2008). The Impact of Standards-Based Mathematics Curriculum on Middle School Students Achievement on the WESTEST. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1208806045

Chicago Manual of Style (16^{th} Edition):

Roth, Jenna. “The Impact of Standards-Based Mathematics Curriculum on Middle School Students Achievement on the WESTEST.” 2008. Masters Thesis, Marietta College. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1208806045.

MLA Handbook (7^{th} Edition):

Roth, Jenna. “The Impact of Standards-Based Mathematics Curriculum on Middle School Students Achievement on the WESTEST.” 2008. Web. 19 Jun 2019.

Vancouver:

Roth J. The Impact of Standards-Based Mathematics Curriculum on Middle School Students Achievement on the WESTEST. [Internet] [Masters thesis]. Marietta College; 2008. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1208806045.

Council of Science Editors:

Roth J. The Impact of Standards-Based Mathematics Curriculum on Middle School Students Achievement on the WESTEST. [Masters Thesis]. Marietta College; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1208806045

University of California – Berkeley

21.
Gutierrez, Jose Francisco.
Signs of Power: A Critical Approach to the Study of *Mathematics* Cognition and Instruction.

Degree: Education, 2015, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/6h81g9kb

► My dissertation investigates the social power dynamics inherent in a single *mathematics* classroom and their effects on the quality of students’ engagement and therefore learning.…
(more)

Subjects/Keywords: Mathematics education; Design; Equity; Generalizing

Record Details Similar Records

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APA (6^{th} Edition):

Gutierrez, J. F. (2015). Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/6h81g9kb

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Gutierrez, Jose Francisco. “Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction.” 2015. Thesis, University of California – Berkeley. Accessed June 19, 2019. http://www.escholarship.org/uc/item/6h81g9kb.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Gutierrez, Jose Francisco. “Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction.” 2015. Web. 19 Jun 2019.

Vancouver:

Gutierrez JF. Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2019 Jun 19]. Available from: http://www.escholarship.org/uc/item/6h81g9kb.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gutierrez JF. Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/6h81g9kb

Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

22.
White, La Donna.
Effective strategies for teaching *mathematics* to African
American students.

Degree: EdD, Education, 2012, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195

► As of 2001 with the mandates issued under No Child Left Behind, the National Council of Teachers of *Mathematics* (NCTM) revised its standards to ensure…
(more)

Subjects/Keywords: mathematics; teaching; African American students

Record Details Similar Records

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APA (6^{th} Edition):

White, L. D. (2012). Effective strategies for teaching mathematics to African American students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195

Chicago Manual of Style (16^{th} Edition):

White, La Donna. “Effective strategies for teaching mathematics to African American students.” 2012. Doctoral Dissertation, University of Southern California. Accessed June 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195.

MLA Handbook (7^{th} Edition):

White, La Donna. “Effective strategies for teaching mathematics to African American students.” 2012. Web. 19 Jun 2019.

Vancouver:

White LD. Effective strategies for teaching mathematics to African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jun 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195.

Council of Science Editors:

White LD. Effective strategies for teaching mathematics to African American students. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195

23.
Cooper, Debra Ann.
Students' perceptions of effort in *mathematics*.

Degree: M. Ed., Education, 2000, National Library of Canada

URL: http://scholar.uwindsor.ca/etd/3627

► This study was designed to investigate students' conceptualization of effort and its relationship to gender and achievement. Seventy-six intermediate students (aged 12 – 14) responded to…
(more)

Subjects/Keywords: Education; Mathematics.

Record Details Similar Records

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APA (6^{th} Edition):

Cooper, D. A. (2000). Students' perceptions of effort in mathematics. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/3627

Chicago Manual of Style (16^{th} Edition):

Cooper, Debra Ann. “Students' perceptions of effort in mathematics.” 2000. Masters Thesis, National Library of Canada. Accessed June 19, 2019. http://scholar.uwindsor.ca/etd/3627.

MLA Handbook (7^{th} Edition):

Cooper, Debra Ann. “Students' perceptions of effort in mathematics.” 2000. Web. 19 Jun 2019.

Vancouver:

Cooper DA. Students' perceptions of effort in mathematics. [Internet] [Masters thesis]. National Library of Canada; 2000. [cited 2019 Jun 19]. Available from: http://scholar.uwindsor.ca/etd/3627.

Council of Science Editors:

Cooper DA. Students' perceptions of effort in mathematics. [Masters Thesis]. National Library of Canada; 2000. Available from: http://scholar.uwindsor.ca/etd/3627

24. Johansson, Birgitta. Kompetensutveckling i matematik för förskolepedagoger : - Ett prioriterat område i förskolan?.

Degree: Education, 2009, Växjö University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-7130

Subjects/Keywords: MATHEMATICS; MATEMATIK

Record Details Similar Records

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APA (6^{th} Edition):

Johansson, B. (2009). Kompetensutveckling i matematik för förskolepedagoger : - Ett prioriterat område i förskolan?. (Thesis). Växjö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-7130

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Johansson, Birgitta. “Kompetensutveckling i matematik för förskolepedagoger : - Ett prioriterat område i förskolan?.” 2009. Thesis, Växjö University. Accessed June 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-7130.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Johansson, Birgitta. “Kompetensutveckling i matematik för förskolepedagoger : - Ett prioriterat område i förskolan?.” 2009. Web. 19 Jun 2019.

Vancouver:

Johansson B. Kompetensutveckling i matematik för förskolepedagoger : - Ett prioriterat område i förskolan?. [Internet] [Thesis]. Växjö University; 2009. [cited 2019 Jun 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-7130.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johansson B. Kompetensutveckling i matematik för förskolepedagoger : - Ett prioriterat område i förskolan?. [Thesis]. Växjö University; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-7130

Not specified: Masters Thesis or Doctoral Dissertation

Boston University

25. Keenan, Marjorie M. A comparative study of mathematical understanding possessed by teachers in-service.

Degree: MEd, Education, 1956, Boston University

URL: http://hdl.handle.net/2144/23032

► It was the purpose of this study to: 1. Determine the mathematical understandings possessed by a group of teachers in-service. 2. Compare the levels of…
(more)

Subjects/Keywords: Mathematics education

Record Details Similar Records

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APA (6^{th} Edition):

Keenan, M. M. (1956). A comparative study of mathematical understanding possessed by teachers in-service. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/23032

Chicago Manual of Style (16^{th} Edition):

Keenan, Marjorie M. “A comparative study of mathematical understanding possessed by teachers in-service.” 1956. Masters Thesis, Boston University. Accessed June 19, 2019. http://hdl.handle.net/2144/23032.

MLA Handbook (7^{th} Edition):

Keenan, Marjorie M. “A comparative study of mathematical understanding possessed by teachers in-service.” 1956. Web. 19 Jun 2019.

Vancouver:

Keenan MM. A comparative study of mathematical understanding possessed by teachers in-service. [Internet] [Masters thesis]. Boston University; 1956. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2144/23032.

Council of Science Editors:

Keenan MM. A comparative study of mathematical understanding possessed by teachers in-service. [Masters Thesis]. Boston University; 1956. Available from: http://hdl.handle.net/2144/23032

Rutgers University

26. Ilaria, Daniel R., 1975. Teacher questions that engage students in mathematical conversation.

Degree: PhD, Education, 2009, Rutgers University

URL: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051358

►

Currently, *mathematics* educators argue that teachers should create classrooms where students are engaged in conversation about mathematical ideas. However, to achieve these goals, it is…
(more)

Subjects/Keywords: Mathematics – Study and teaching

Record Details Similar Records

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APA (6^{th} Edition):

Ilaria, Daniel R., 1. (2009). Teacher questions that engage students in mathematical conversation. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051358

Chicago Manual of Style (16^{th} Edition):

Ilaria, Daniel R., 1975. “Teacher questions that engage students in mathematical conversation.” 2009. Doctoral Dissertation, Rutgers University. Accessed June 19, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051358.

MLA Handbook (7^{th} Edition):

Ilaria, Daniel R., 1975. “Teacher questions that engage students in mathematical conversation.” 2009. Web. 19 Jun 2019.

Vancouver:

Ilaria, Daniel R. 1. Teacher questions that engage students in mathematical conversation. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2019 Jun 19]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051358.

Council of Science Editors:

Ilaria, Daniel R. 1. Teacher questions that engage students in mathematical conversation. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051358

University of Nevada – Las Vegas

27. Ewen, Scot D. Exploring the Effectiveness of Model-Based Instruction to Improve Sixth-Grade Students’ Science Content Knowledge.

Degree: PhD, Education, 2018, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/3249

► The economy of tomorrow is uncertain, so students today need to be prepared for the known and unknown careers that lie ahead. Currently, not…
(more)

Subjects/Keywords: Science and Mathematics Education

Record Details Similar Records

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APA (6^{th} Edition):

Ewen, S. D. (2018). Exploring the Effectiveness of Model-Based Instruction to Improve Sixth-Grade Students’ Science Content Knowledge. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3249

Chicago Manual of Style (16^{th} Edition):

Ewen, Scot D. “Exploring the Effectiveness of Model-Based Instruction to Improve Sixth-Grade Students’ Science Content Knowledge.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed June 19, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3249.

MLA Handbook (7^{th} Edition):

Ewen, Scot D. “Exploring the Effectiveness of Model-Based Instruction to Improve Sixth-Grade Students’ Science Content Knowledge.” 2018. Web. 19 Jun 2019.

Vancouver:

Ewen SD. Exploring the Effectiveness of Model-Based Instruction to Improve Sixth-Grade Students’ Science Content Knowledge. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2019 Jun 19]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3249.

Council of Science Editors:

Ewen SD. Exploring the Effectiveness of Model-Based Instruction to Improve Sixth-Grade Students’ Science Content Knowledge. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3249

University of Colorado

28.
Grover, Ryan.
Student Conceptions of Functions: How Undergraduate *Mathematics* Students Understand and Perceive Functions.

Degree: PhD, Education, 2015, University of Colorado

URL: http://scholar.colorado.edu/educ_gradetds/80

► Functions are an integral element in *mathematics*. They are essential from secondary *mathematics*, where students first learn the definition, all the way through graduate…
(more)

Subjects/Keywords: Mathematics Education; Postsecondary Education; Higher Education; Science and Mathematics Education

Record Details Similar Records

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APA (6^{th} Edition):

Grover, R. (2015). Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/80

Chicago Manual of Style (16^{th} Edition):

Grover, Ryan. “Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.” 2015. Doctoral Dissertation, University of Colorado. Accessed June 19, 2019. http://scholar.colorado.edu/educ_gradetds/80.

MLA Handbook (7^{th} Edition):

Grover, Ryan. “Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.” 2015. Web. 19 Jun 2019.

Vancouver:

Grover R. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2019 Jun 19]. Available from: http://scholar.colorado.edu/educ_gradetds/80.

Council of Science Editors:

Grover R. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. [Doctoral Dissertation]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/educ_gradetds/80

29.
Andorfer, Kenya.
A Mixed-Methods Problem-Based Approach to *Mathematics* Versus
Direct Instruction.

Degree: MA, Education, 2015, Wittenberg University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=witt1438788985

► Problem based learning was the foundation for this action research study. One class received direct instruction during the duration of the study while the other…
(more)

Subjects/Keywords: Education; Elementary Education; Mathematics; mathematics; fifth-grade; pedagogy

Record Details Similar Records

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APA (6^{th} Edition):

Andorfer, K. (2015). A Mixed-Methods Problem-Based Approach to Mathematics Versus Direct Instruction. (Masters Thesis). Wittenberg University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=witt1438788985

Chicago Manual of Style (16^{th} Edition):

Andorfer, Kenya. “A Mixed-Methods Problem-Based Approach to Mathematics Versus Direct Instruction.” 2015. Masters Thesis, Wittenberg University. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438788985.

MLA Handbook (7^{th} Edition):

Andorfer, Kenya. “A Mixed-Methods Problem-Based Approach to Mathematics Versus Direct Instruction.” 2015. Web. 19 Jun 2019.

Vancouver:

Andorfer K. A Mixed-Methods Problem-Based Approach to Mathematics Versus Direct Instruction. [Internet] [Masters thesis]. Wittenberg University; 2015. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1438788985.

Council of Science Editors:

Andorfer K. A Mixed-Methods Problem-Based Approach to Mathematics Versus Direct Instruction. [Masters Thesis]. Wittenberg University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1438788985

University of California – Irvine

30.
Simzar, Rahila Munshi.
Understanding Student Motivation and Affect in Middle School *Mathematics* Classrooms: Links with Algebra Course Placement and Achievement.

Degree: Education, 2015, University of California – Irvine

URL: http://www.escholarship.org/uc/item/1jb799bd

► Math course placement is a source of continued discrepancy in the United States. Over the past few decades policy initiatives have catalyzed revisions on how…
(more)

Subjects/Keywords: Education; Mathematics; Psychology; Adolescents; Algebra; Mathematics Education; Motivation; Policy

Record Details Similar Records

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APA (6^{th} Edition):

Simzar, R. M. (2015). Understanding Student Motivation and Affect in Middle School Mathematics Classrooms: Links with Algebra Course Placement and Achievement. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/1jb799bd

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Simzar, Rahila Munshi. “Understanding Student Motivation and Affect in Middle School Mathematics Classrooms: Links with Algebra Course Placement and Achievement.” 2015. Thesis, University of California – Irvine. Accessed June 19, 2019. http://www.escholarship.org/uc/item/1jb799bd.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Simzar, Rahila Munshi. “Understanding Student Motivation and Affect in Middle School Mathematics Classrooms: Links with Algebra Course Placement and Achievement.” 2015. Web. 19 Jun 2019.

Vancouver:

Simzar RM. Understanding Student Motivation and Affect in Middle School Mathematics Classrooms: Links with Algebra Course Placement and Achievement. [Internet] [Thesis]. University of California – Irvine; 2015. [cited 2019 Jun 19]. Available from: http://www.escholarship.org/uc/item/1jb799bd.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simzar RM. Understanding Student Motivation and Affect in Middle School Mathematics Classrooms: Links with Algebra Course Placement and Achievement. [Thesis]. University of California – Irvine; 2015. Available from: http://www.escholarship.org/uc/item/1jb799bd

Not specified: Masters Thesis or Doctoral Dissertation