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You searched for subject:( Numeracy ). Showing records 1 – 30 of 205 total matches.

[1] [2] [3] [4] [5] [6] [7]

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University of Canterbury

1. Cobb, Sarah Catherine Jane. “You use your imagination:”An investigation into how students use ‘imaging’ during numeracy activities.

Degree: School of Sciences and Physical Education, 2012, University of Canterbury

 Developing knowledge about how students acquire mathematical understanding is a focus of mathematics curricula and research, including the ability of students to move from manipulating… (more)

Subjects/Keywords: mathematics; numeracy; Numeracy Development Project; imaging

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

APA (6th Edition):

Cobb, S. C. J. (2012). “You use your imagination:”An investigation into how students use ‘imaging’ during numeracy activities. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7168

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):

Cobb, Sarah Catherine Jane. ““You use your imagination:”An investigation into how students use ‘imaging’ during numeracy activities.” 2012. Thesis, University of Canterbury. Accessed June 19, 2019. http://hdl.handle.net/10092/7168.

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

MLA Handbook (7th Edition):

Cobb, Sarah Catherine Jane. ““You use your imagination:”An investigation into how students use ‘imaging’ during numeracy activities.” 2012. Web. 19 Jun 2019.

Vancouver:

Cobb SCJ. “You use your imagination:”An investigation into how students use ‘imaging’ during numeracy activities. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10092/7168.

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

Council of Science Editors:

Cobb SCJ. “You use your imagination:”An investigation into how students use ‘imaging’ during numeracy activities. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7168

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


University of Tasmania

2. Skalicky, Jane Louise. Numeracy within reform-based learning environments : a synthesis of five dimensions of practice.

Degree: 2009, University of Tasmania

Numeracy has become as essential as literacy for any individual who wishes to participate fully in democratic society. Alongside a growing awareness of the importance… (more)

Subjects/Keywords: Numeracy; Mathematics; Curriculum planning; Education

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APA (6th Edition):

Skalicky, J. L. (2009). Numeracy within reform-based learning environments : a synthesis of five dimensions of practice. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21591/1/whole_SkalickyJaneLouise2009_thesis.pdf

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):

Skalicky, Jane Louise. “Numeracy within reform-based learning environments : a synthesis of five dimensions of practice.” 2009. Thesis, University of Tasmania. Accessed June 19, 2019. https://eprints.utas.edu.au/21591/1/whole_SkalickyJaneLouise2009_thesis.pdf.

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

MLA Handbook (7th Edition):

Skalicky, Jane Louise. “Numeracy within reform-based learning environments : a synthesis of five dimensions of practice.” 2009. Web. 19 Jun 2019.

Vancouver:

Skalicky JL. Numeracy within reform-based learning environments : a synthesis of five dimensions of practice. [Internet] [Thesis]. University of Tasmania; 2009. [cited 2019 Jun 19]. Available from: https://eprints.utas.edu.au/21591/1/whole_SkalickyJaneLouise2009_thesis.pdf.

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

Council of Science Editors:

Skalicky JL. Numeracy within reform-based learning environments : a synthesis of five dimensions of practice. [Thesis]. University of Tasmania; 2009. Available from: https://eprints.utas.edu.au/21591/1/whole_SkalickyJaneLouise2009_thesis.pdf

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


University of Otago

3. Anderson, Julie Kathleen. Teacher Change and the Intermediate Numeracy Project: A Narrative Analysis .

Degree: 2012, University of Otago

 This thesis focuses on the process of change. In particular, how schools and the individual teachers who make them up experience and manage the change… (more)

Subjects/Keywords: Teacher change; Intermediate Numeracy Project

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APA (6th Edition):

Anderson, J. K. (2012). Teacher Change and the Intermediate Numeracy Project: A Narrative Analysis . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/2447

Chicago Manual of Style (16th Edition):

Anderson, Julie Kathleen. “Teacher Change and the Intermediate Numeracy Project: A Narrative Analysis .” 2012. Masters Thesis, University of Otago. Accessed June 19, 2019. http://hdl.handle.net/10523/2447.

MLA Handbook (7th Edition):

Anderson, Julie Kathleen. “Teacher Change and the Intermediate Numeracy Project: A Narrative Analysis .” 2012. Web. 19 Jun 2019.

Vancouver:

Anderson JK. Teacher Change and the Intermediate Numeracy Project: A Narrative Analysis . [Internet] [Masters thesis]. University of Otago; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10523/2447.

Council of Science Editors:

Anderson JK. Teacher Change and the Intermediate Numeracy Project: A Narrative Analysis . [Masters Thesis]. University of Otago; 2012. Available from: http://hdl.handle.net/10523/2447


Purdue University

4. Napoli, Amy Rose. The Home Literacy and Numeracy Environment in Preschool: Cross-Domain Relations of Parent Practices and Child Outcomes.

Degree: MS, Human Development and Family Studies, 2015, Purdue University

 There is ample evidence indicating that early literacy and numeracy skills are important to later academic achievement, and that these early skills develop together. There… (more)

Subjects/Keywords: home environment; literacy; numeracy; preschool

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APA (6th Edition):

Napoli, A. R. (2015). The Home Literacy and Numeracy Environment in Preschool: Cross-Domain Relations of Parent Practices and Child Outcomes. (Thesis). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_theses/1069

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):

Napoli, Amy Rose. “The Home Literacy and Numeracy Environment in Preschool: Cross-Domain Relations of Parent Practices and Child Outcomes.” 2015. Thesis, Purdue University. Accessed June 19, 2019. https://docs.lib.purdue.edu/open_access_theses/1069.

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

MLA Handbook (7th Edition):

Napoli, Amy Rose. “The Home Literacy and Numeracy Environment in Preschool: Cross-Domain Relations of Parent Practices and Child Outcomes.” 2015. Web. 19 Jun 2019.

Vancouver:

Napoli AR. The Home Literacy and Numeracy Environment in Preschool: Cross-Domain Relations of Parent Practices and Child Outcomes. [Internet] [Thesis]. Purdue University; 2015. [cited 2019 Jun 19]. Available from: https://docs.lib.purdue.edu/open_access_theses/1069.

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

Council of Science Editors:

Napoli AR. The Home Literacy and Numeracy Environment in Preschool: Cross-Domain Relations of Parent Practices and Child Outcomes. [Thesis]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_theses/1069

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


University of Manitoba

5. Alards-Tomalin, Douglas. Numerical magnitude affects the perception of time and intensity.

Degree: Psychology, 2013, University of Manitoba

 The relative magnitude of an event (number magnitude) can have direct implications on timing judgments. Previous studies have found that large magnitude numbers are perceived… (more)

Subjects/Keywords: cognition; numeracy; perception; time

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APA (6th Edition):

Alards-Tomalin, D. (2013). Numerical magnitude affects the perception of time and intensity. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31033

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):

Alards-Tomalin, Douglas. “Numerical magnitude affects the perception of time and intensity.” 2013. Thesis, University of Manitoba. Accessed June 19, 2019. http://hdl.handle.net/1993/31033.

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

MLA Handbook (7th Edition):

Alards-Tomalin, Douglas. “Numerical magnitude affects the perception of time and intensity.” 2013. Web. 19 Jun 2019.

Vancouver:

Alards-Tomalin D. Numerical magnitude affects the perception of time and intensity. [Internet] [Thesis]. University of Manitoba; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1993/31033.

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

Council of Science Editors:

Alards-Tomalin D. Numerical magnitude affects the perception of time and intensity. [Thesis]. University of Manitoba; 2013. Available from: http://hdl.handle.net/1993/31033

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


Princeton University

6. Wilde, Lisa Jennifer. English Numeracy and the Writing of New Worlds, 1543-1622 .

Degree: PhD, 2014, Princeton University

 English Numeracy and the Writing of New Worlds, 1543-1622 explores the surprisingly intimate connection between evolving mathematical thought and the early modern literary imagination. While… (more)

Subjects/Keywords: Arithmetic; Early modern; Mathematics; Numeracy; Pedagogy; Renaissance

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APA (6th Edition):

Wilde, L. J. (2014). English Numeracy and the Writing of New Worlds, 1543-1622 . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp01g732d9137

Chicago Manual of Style (16th Edition):

Wilde, Lisa Jennifer. “English Numeracy and the Writing of New Worlds, 1543-1622 .” 2014. Doctoral Dissertation, Princeton University. Accessed June 19, 2019. http://arks.princeton.edu/ark:/88435/dsp01g732d9137.

MLA Handbook (7th Edition):

Wilde, Lisa Jennifer. “English Numeracy and the Writing of New Worlds, 1543-1622 .” 2014. Web. 19 Jun 2019.

Vancouver:

Wilde LJ. English Numeracy and the Writing of New Worlds, 1543-1622 . [Internet] [Doctoral dissertation]. Princeton University; 2014. [cited 2019 Jun 19]. Available from: http://arks.princeton.edu/ark:/88435/dsp01g732d9137.

Council of Science Editors:

Wilde LJ. English Numeracy and the Writing of New Worlds, 1543-1622 . [Doctoral Dissertation]. Princeton University; 2014. Available from: http://arks.princeton.edu/ark:/88435/dsp01g732d9137


AUT University

7. Hastwell, Kim. An investigation of the literacy and numeracy requirements and demands of entry-level supermarket work .

Degree: 2009, AUT University

 The nature and role of workplace literacy and numeracy are the subject of considerable debate (Baker, 1998; Castleton, 2002; Gee & Lankshear, 1997; Hull, 1997;… (more)

Subjects/Keywords: Literacy; Numeracy; Entry-level work; Supermarket; Ethnography

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APA (6th Edition):

Hastwell, K. (2009). An investigation of the literacy and numeracy requirements and demands of entry-level supermarket work . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/752

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):

Hastwell, Kim. “An investigation of the literacy and numeracy requirements and demands of entry-level supermarket work .” 2009. Thesis, AUT University. Accessed June 19, 2019. http://hdl.handle.net/10292/752.

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

MLA Handbook (7th Edition):

Hastwell, Kim. “An investigation of the literacy and numeracy requirements and demands of entry-level supermarket work .” 2009. Web. 19 Jun 2019.

Vancouver:

Hastwell K. An investigation of the literacy and numeracy requirements and demands of entry-level supermarket work . [Internet] [Thesis]. AUT University; 2009. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10292/752.

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

Council of Science Editors:

Hastwell K. An investigation of the literacy and numeracy requirements and demands of entry-level supermarket work . [Thesis]. AUT University; 2009. Available from: http://hdl.handle.net/10292/752

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


University of Nairobi

8. Mbithi, Jonathan N. Modelling determinants of adult literacy and numeracy skills in Kenya .

Degree: 2011, University of Nairobi

 This study describes the determinants of adult literacy and numeracy skills (ALNS) in Kenya with the aid of a logistic model analysis using the 2007… (more)

Subjects/Keywords: Modelling determinants; Adult literacy; Numeracy skills; Kenya

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

APA (6th Edition):

Mbithi, J. N. (2011). Modelling determinants of adult literacy and numeracy skills in Kenya . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/14190

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):

Mbithi, Jonathan N. “Modelling determinants of adult literacy and numeracy skills in Kenya .” 2011. Thesis, University of Nairobi. Accessed June 19, 2019. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/14190.

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

MLA Handbook (7th Edition):

Mbithi, Jonathan N. “Modelling determinants of adult literacy and numeracy skills in Kenya .” 2011. Web. 19 Jun 2019.

Vancouver:

Mbithi JN. Modelling determinants of adult literacy and numeracy skills in Kenya . [Internet] [Thesis]. University of Nairobi; 2011. [cited 2019 Jun 19]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/14190.

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

Council of Science Editors:

Mbithi JN. Modelling determinants of adult literacy and numeracy skills in Kenya . [Thesis]. University of Nairobi; 2011. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/14190

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


University of Cincinnati

9. Thomas, Jonathan. Picture This: A dissertation examining the quantitative mental imagery of children.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2010, University of Cincinnati

 This dissertation examines the manner in which young school-age children construct quantitative mental imagery and act upon these constructions for arithmetic ends. After conducting dyadic… (more)

Subjects/Keywords: Elementary Education; Numeracy; Teaching Experiment; Mental Imagery

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APA (6th Edition):

Thomas, J. (2010). Picture This: A dissertation examining the quantitative mental imagery of children. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289841265

Chicago Manual of Style (16th Edition):

Thomas, Jonathan. “Picture This: A dissertation examining the quantitative mental imagery of children.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289841265.

MLA Handbook (7th Edition):

Thomas, Jonathan. “Picture This: A dissertation examining the quantitative mental imagery of children.” 2010. Web. 19 Jun 2019.

Vancouver:

Thomas J. Picture This: A dissertation examining the quantitative mental imagery of children. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289841265.

Council of Science Editors:

Thomas J. Picture This: A dissertation examining the quantitative mental imagery of children. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289841265


Bowling Green State University

10. Wang, Jiaxi. Developing a Health Numeracy Scale to Assess Medical Decision Making Among Older Adults.

Degree: PhD, Psychology/Developmental, 2016, Bowling Green State University

 Physical and cognitive decline in late adulthood is considered a normative change of aging. Consequently, the ability to make sound decisions regarding medical matters becomes… (more)

Subjects/Keywords: Developmental Psychology; Numeracy; Medical Decision Making; Aging

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APA (6th Edition):

Wang, J. (2016). Developing a Health Numeracy Scale to Assess Medical Decision Making Among Older Adults. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1461778709

Chicago Manual of Style (16th Edition):

Wang, Jiaxi. “Developing a Health Numeracy Scale to Assess Medical Decision Making Among Older Adults.” 2016. Doctoral Dissertation, Bowling Green State University. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1461778709.

MLA Handbook (7th Edition):

Wang, Jiaxi. “Developing a Health Numeracy Scale to Assess Medical Decision Making Among Older Adults.” 2016. Web. 19 Jun 2019.

Vancouver:

Wang J. Developing a Health Numeracy Scale to Assess Medical Decision Making Among Older Adults. [Internet] [Doctoral dissertation]. Bowling Green State University; 2016. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1461778709.

Council of Science Editors:

Wang J. Developing a Health Numeracy Scale to Assess Medical Decision Making Among Older Adults. [Doctoral Dissertation]. Bowling Green State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1461778709


University of Namibia

11. Naukushu Shiwana T. Factors affecting the development of number sense and its influence on grade 12 learners' performance in mathematics in the Oshana education region .

Degree: 2011, University of Namibia

 Education in Namibia after independence remains a challenge, despite deliberate efforts made by the government. Many of the learners under perform in their Grade 12… (more)

Subjects/Keywords: Arithmatic study and teaching ; Mathematical ability ; Numeracy

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APA (6th Edition):

T., N. S. (2011). Factors affecting the development of number sense and its influence on grade 12 learners' performance in mathematics in the Oshana education region . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/569

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):

T., Naukushu Shiwana. “Factors affecting the development of number sense and its influence on grade 12 learners' performance in mathematics in the Oshana education region .” 2011. Thesis, University of Namibia. Accessed June 19, 2019. http://hdl.handle.net/11070/569.

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

MLA Handbook (7th Edition):

T., Naukushu Shiwana. “Factors affecting the development of number sense and its influence on grade 12 learners' performance in mathematics in the Oshana education region .” 2011. Web. 19 Jun 2019.

Vancouver:

T. NS. Factors affecting the development of number sense and its influence on grade 12 learners' performance in mathematics in the Oshana education region . [Internet] [Thesis]. University of Namibia; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/11070/569.

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

Council of Science Editors:

T. NS. Factors affecting the development of number sense and its influence on grade 12 learners' performance in mathematics in the Oshana education region . [Thesis]. University of Namibia; 2011. Available from: http://hdl.handle.net/11070/569

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


The Ohio State University

12. Erford, Breann M. Numeracy, Memory, and Predecisional Information Distortion in Number-Based Decisions.

Degree: PhD, Psychology, 2017, The Ohio State University

 Numerous studies have established that individuals engage in biased predecisional processing, including the predecisional distortion of information, and prior studies have also shown that numeric… (more)

Subjects/Keywords: Psychology; information distortion; numeracy; decision making

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

APA (6th Edition):

Erford, B. M. (2017). Numeracy, Memory, and Predecisional Information Distortion in Number-Based Decisions. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1511812193384119

Chicago Manual of Style (16th Edition):

Erford, Breann M. “Numeracy, Memory, and Predecisional Information Distortion in Number-Based Decisions.” 2017. Doctoral Dissertation, The Ohio State University. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1511812193384119.

MLA Handbook (7th Edition):

Erford, Breann M. “Numeracy, Memory, and Predecisional Information Distortion in Number-Based Decisions.” 2017. Web. 19 Jun 2019.

Vancouver:

Erford BM. Numeracy, Memory, and Predecisional Information Distortion in Number-Based Decisions. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1511812193384119.

Council of Science Editors:

Erford BM. Numeracy, Memory, and Predecisional Information Distortion in Number-Based Decisions. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1511812193384119


University of Manchester

13. Seedat, Ashraf. The effectiveness of an alliance between educational psychologists and teaching assistants in delivering national numeracy strategy interventions.

Degree: Thesis (D.Ed.Chi.Psy.), 2010, University of Manchester

 This research investigates the impact of collaborative work between an Educational Psychologist (EP) and teaching assistants (TAs) delivering a wave 3 National Numeracy Strategy (NNS)… (more)

Subjects/Keywords: 370.15; Educational Psychologist; Numeracy Intervention; Teaching Assistant

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APA (6th Edition):

Seedat, A. (2010). The effectiveness of an alliance between educational psychologists and teaching assistants in delivering national numeracy strategy interventions. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-effectiveness-of-an-alliance-between-educational-psychologists-and-teaching-assistants-in-delivering-national-numeracy-strategy-interventions(0f230691-025a-4848-ae59-b87a2ee4a352).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523731

Chicago Manual of Style (16th Edition):

Seedat, Ashraf. “The effectiveness of an alliance between educational psychologists and teaching assistants in delivering national numeracy strategy interventions.” 2010. Doctoral Dissertation, University of Manchester. Accessed June 19, 2019. https://www.research.manchester.ac.uk/portal/en/theses/the-effectiveness-of-an-alliance-between-educational-psychologists-and-teaching-assistants-in-delivering-national-numeracy-strategy-interventions(0f230691-025a-4848-ae59-b87a2ee4a352).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523731.

MLA Handbook (7th Edition):

Seedat, Ashraf. “The effectiveness of an alliance between educational psychologists and teaching assistants in delivering national numeracy strategy interventions.” 2010. Web. 19 Jun 2019.

Vancouver:

Seedat A. The effectiveness of an alliance between educational psychologists and teaching assistants in delivering national numeracy strategy interventions. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jun 19]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-effectiveness-of-an-alliance-between-educational-psychologists-and-teaching-assistants-in-delivering-national-numeracy-strategy-interventions(0f230691-025a-4848-ae59-b87a2ee4a352).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523731.

Council of Science Editors:

Seedat A. The effectiveness of an alliance between educational psychologists and teaching assistants in delivering national numeracy strategy interventions. [Doctoral Dissertation]. University of Manchester; 2010. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-effectiveness-of-an-alliance-between-educational-psychologists-and-teaching-assistants-in-delivering-national-numeracy-strategy-interventions(0f230691-025a-4848-ae59-b87a2ee4a352).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523731


University of Manchester

14. Seedat, Ashraf. THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS.

Degree: 2010, University of Manchester

 This research investigates the impact of collaborative work between an Educational Psychologist (EP) and teaching assistants (TAs) delivering a wave 3 National Numeracy Strategy (NNS)… (more)

Subjects/Keywords: Educational Psychologist; Numeracy Intervention; Teaching Assistant

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APA (6th Edition):

Seedat, A. (2010). THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:92298

Chicago Manual of Style (16th Edition):

Seedat, Ashraf. “THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS.” 2010. Doctoral Dissertation, University of Manchester. Accessed June 19, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:92298.

MLA Handbook (7th Edition):

Seedat, Ashraf. “THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS.” 2010. Web. 19 Jun 2019.

Vancouver:

Seedat A. THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Jun 19]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:92298.

Council of Science Editors:

Seedat A. THE EFFECTIVENESS OF AN ALLIANCE BETWEEN EDUCATIONAL PSYCHOLOGISTS AND TEACHING ASSISTANTS IN DELIVERING NATIONAL NUMERACY STRATEGY INTERVENTIONS. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:92298


McMaster University

15. Malloy-Weir, Leslie J. DEFINITIONS OF HEALTH LITERACY AND NUMERACY AND THEIR RELEVANCE FOR PATIENT-PHYSICIAN COMMUNICATION AND TREATMENT DECISION MAKING IN THE MEDICAL ENCOUNTER.

Degree: PhD, 2015, McMaster University

Efforts by policymakers to involve patients in treatment decision making are increasing worldwide. Some of these efforts must accommodate patients with different levels of health… (more)

Subjects/Keywords: health literacy; numeracy; treatment decision making

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APA (6th Edition):

Malloy-Weir, L. J. (2015). DEFINITIONS OF HEALTH LITERACY AND NUMERACY AND THEIR RELEVANCE FOR PATIENT-PHYSICIAN COMMUNICATION AND TREATMENT DECISION MAKING IN THE MEDICAL ENCOUNTER. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/18372

Chicago Manual of Style (16th Edition):

Malloy-Weir, Leslie J. “DEFINITIONS OF HEALTH LITERACY AND NUMERACY AND THEIR RELEVANCE FOR PATIENT-PHYSICIAN COMMUNICATION AND TREATMENT DECISION MAKING IN THE MEDICAL ENCOUNTER.” 2015. Doctoral Dissertation, McMaster University. Accessed June 19, 2019. http://hdl.handle.net/11375/18372.

MLA Handbook (7th Edition):

Malloy-Weir, Leslie J. “DEFINITIONS OF HEALTH LITERACY AND NUMERACY AND THEIR RELEVANCE FOR PATIENT-PHYSICIAN COMMUNICATION AND TREATMENT DECISION MAKING IN THE MEDICAL ENCOUNTER.” 2015. Web. 19 Jun 2019.

Vancouver:

Malloy-Weir LJ. DEFINITIONS OF HEALTH LITERACY AND NUMERACY AND THEIR RELEVANCE FOR PATIENT-PHYSICIAN COMMUNICATION AND TREATMENT DECISION MAKING IN THE MEDICAL ENCOUNTER. [Internet] [Doctoral dissertation]. McMaster University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/11375/18372.

Council of Science Editors:

Malloy-Weir LJ. DEFINITIONS OF HEALTH LITERACY AND NUMERACY AND THEIR RELEVANCE FOR PATIENT-PHYSICIAN COMMUNICATION AND TREATMENT DECISION MAKING IN THE MEDICAL ENCOUNTER. [Doctoral Dissertation]. McMaster University; 2015. Available from: http://hdl.handle.net/11375/18372


Youngstown State University

16. Hollinger, Jennifer. Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2018, Youngstown State University

 The rapid changes in our society have amplified the need for adult learning opportunities. However, adults often make decisions not to persist in formal learning… (more)

Subjects/Keywords: Adult Education; Adult Learning; PIAAC; Numeracy

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APA (6th Edition):

Hollinger, J. (2018). Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228

Chicago Manual of Style (16th Edition):

Hollinger, Jennifer. “Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants.” 2018. Doctoral Dissertation, Youngstown State University. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228.

MLA Handbook (7th Edition):

Hollinger, Jennifer. “Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants.” 2018. Web. 19 Jun 2019.

Vancouver:

Hollinger J. Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants. [Internet] [Doctoral dissertation]. Youngstown State University; 2018. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228.

Council of Science Editors:

Hollinger J. Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants. [Doctoral Dissertation]. Youngstown State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228


Stockholm University

17. Gonzalez, Nichel. Bias vid skattningar av tidsvinst, bromsförmåga och olycksrisk itrafiken: Är de ett bestående problem och finns det ett sambandmed bedömarens upplevelse av sin numeriska förmåga?.

Degree: Psychology, 2010, Stockholm University

  Svenson (2009) har visat att olycksrisker, restidsvinster ochinbromsningshastigheter i trafiken skattas med systematiska fel.Svensons studier har replikerats i denna studie för att se om… (more)

Subjects/Keywords: Trafik; risk; bias; numeracy; Psychology; Psykologi

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APA (6th Edition):

Gonzalez, N. (2010). Bias vid skattningar av tidsvinst, bromsförmåga och olycksrisk itrafiken: Är de ett bestående problem och finns det ett sambandmed bedömarens upplevelse av sin numeriska förmåga?. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42490

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):

Gonzalez, Nichel. “Bias vid skattningar av tidsvinst, bromsförmåga och olycksrisk itrafiken: Är de ett bestående problem och finns det ett sambandmed bedömarens upplevelse av sin numeriska förmåga?.” 2010. Thesis, Stockholm University. Accessed June 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42490.

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

MLA Handbook (7th Edition):

Gonzalez, Nichel. “Bias vid skattningar av tidsvinst, bromsförmåga och olycksrisk itrafiken: Är de ett bestående problem och finns det ett sambandmed bedömarens upplevelse av sin numeriska förmåga?.” 2010. Web. 19 Jun 2019.

Vancouver:

Gonzalez N. Bias vid skattningar av tidsvinst, bromsförmåga och olycksrisk itrafiken: Är de ett bestående problem och finns det ett sambandmed bedömarens upplevelse av sin numeriska förmåga?. [Internet] [Thesis]. Stockholm University; 2010. [cited 2019 Jun 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42490.

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

Council of Science Editors:

Gonzalez N. Bias vid skattningar av tidsvinst, bromsförmåga och olycksrisk itrafiken: Är de ett bestående problem och finns det ett sambandmed bedömarens upplevelse av sin numeriska förmåga?. [Thesis]. Stockholm University; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42490

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


University of Minnesota

18. Nelson, Gena. The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis.

Degree: PhD, Educational Psychology, 2017, University of Minnesota

 The purpose of this meta-analysis was to examine the effectiveness of early numeracy interventions for young students, including students with disabilities or those at-risk for… (more)

Subjects/Keywords: intervention; kindergarten; math; meta-analysis; numeracy; preschool

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APA (6th Edition):

Nelson, G. (2017). The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201136

Chicago Manual of Style (16th Edition):

Nelson, Gena. “The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis.” 2017. Doctoral Dissertation, University of Minnesota. Accessed June 19, 2019. http://hdl.handle.net/11299/201136.

MLA Handbook (7th Edition):

Nelson, Gena. “The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis.” 2017. Web. 19 Jun 2019.

Vancouver:

Nelson G. The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/11299/201136.

Council of Science Editors:

Nelson G. The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/201136


University of Western Australia

19. Malacova, Eva. Developmental pathways to childhood literacy and numeracy : the role of early health.

Degree: PhD, 2009, University of Western Australia

This research is the first Australian study to investigate developmental pathways to numeracy and literacy skills through the examination of early health factors including birth… (more)

Subjects/Keywords: Child development; Children; Children; Infants; Intellect; Literacy; Numeracy; Literacy and numeracy; Early health; Developmental pathways

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

APA (6th Edition):

Malacova, E. (2009). Developmental pathways to childhood literacy and numeracy : the role of early health. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=13158&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

Malacova, Eva. “Developmental pathways to childhood literacy and numeracy : the role of early health.” 2009. Doctoral Dissertation, University of Western Australia. Accessed June 19, 2019. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=13158&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

Malacova, Eva. “Developmental pathways to childhood literacy and numeracy : the role of early health.” 2009. Web. 19 Jun 2019.

Vancouver:

Malacova E. Developmental pathways to childhood literacy and numeracy : the role of early health. [Internet] [Doctoral dissertation]. University of Western Australia; 2009. [cited 2019 Jun 19]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=13158&local_base=GEN01-INS01.

Council of Science Editors:

Malacova E. Developmental pathways to childhood literacy and numeracy : the role of early health. [Doctoral Dissertation]. University of Western Australia; 2009. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=13158&local_base=GEN01-INS01


University of Zambia

20. Chalwe, Kalumba Hellen. The role of executive functioning in early numeracy attainment: a case of selected government primary schools in Lusaka district .

Degree: 2017, University of Zambia

 The purpose of this research was to examine the role of executive functioning in numeracy attainment in the second grade in selected government primary schools… (more)

Subjects/Keywords: Numeracy – Second grade – Zambia; Numeracy and executive attaitment – Study and teaching – Zambia

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APA (6th Edition):

Chalwe, K. H. (2017). The role of executive functioning in early numeracy attainment: a case of selected government primary schools in Lusaka district . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5613

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):

Chalwe, Kalumba Hellen. “The role of executive functioning in early numeracy attainment: a case of selected government primary schools in Lusaka district .” 2017. Thesis, University of Zambia. Accessed June 19, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/5613.

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

MLA Handbook (7th Edition):

Chalwe, Kalumba Hellen. “The role of executive functioning in early numeracy attainment: a case of selected government primary schools in Lusaka district .” 2017. Web. 19 Jun 2019.

Vancouver:

Chalwe KH. The role of executive functioning in early numeracy attainment: a case of selected government primary schools in Lusaka district . [Internet] [Thesis]. University of Zambia; 2017. [cited 2019 Jun 19]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5613.

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

Council of Science Editors:

Chalwe KH. The role of executive functioning in early numeracy attainment: a case of selected government primary schools in Lusaka district . [Thesis]. University of Zambia; 2017. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5613

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


Columbia University

21. Milman, Yevgeniy. Interaction between Instructional Practices, Faculty Beliefs and Developmental Mathematics Curriculum: A Community College Case Study.

Degree: 2016, Columbia University

 Quantitative literacy, or numeracy, has been discussed as an essential component of mathematics instruction. In recent years community colleges around the nation introduced a quantitative… (more)

Subjects/Keywords: Numeracy – Study and teaching; Mathematics – Study and teaching; Community colleges – Curricula; Numeracy

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

APA (6th Edition):

Milman, Y. (2016). Interaction between Instructional Practices, Faculty Beliefs and Developmental Mathematics Curriculum: A Community College Case Study. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8G160V6

Chicago Manual of Style (16th Edition):

Milman, Yevgeniy. “Interaction between Instructional Practices, Faculty Beliefs and Developmental Mathematics Curriculum: A Community College Case Study.” 2016. Doctoral Dissertation, Columbia University. Accessed June 19, 2019. https://doi.org/10.7916/D8G160V6.

MLA Handbook (7th Edition):

Milman, Yevgeniy. “Interaction between Instructional Practices, Faculty Beliefs and Developmental Mathematics Curriculum: A Community College Case Study.” 2016. Web. 19 Jun 2019.

Vancouver:

Milman Y. Interaction between Instructional Practices, Faculty Beliefs and Developmental Mathematics Curriculum: A Community College Case Study. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2019 Jun 19]. Available from: https://doi.org/10.7916/D8G160V6.

Council of Science Editors:

Milman Y. Interaction between Instructional Practices, Faculty Beliefs and Developmental Mathematics Curriculum: A Community College Case Study. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8G160V6


University of Toledo

22. Prunier, Stephen G. Individual Differences in the Mental Representation of Verbal Probability Expressions: The Role of Numeracy.

Degree: PhD, Psychology - Experimental, 2017, University of Toledo

 Despite preferring numerical information, the majority of people choose to communicate using verbal probability expressions even though they’re considered less precise than numerical probabilities. While… (more)

Subjects/Keywords: Psychology; Verbal Probability; Objective Numeracy; Individual Differences; Subjective Numeracy; Symbolic Number Mapping

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APA (6th Edition):

Prunier, S. G. (2017). Individual Differences in the Mental Representation of Verbal Probability Expressions: The Role of Numeracy. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501800053986437

Chicago Manual of Style (16th Edition):

Prunier, Stephen G. “Individual Differences in the Mental Representation of Verbal Probability Expressions: The Role of Numeracy.” 2017. Doctoral Dissertation, University of Toledo. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501800053986437.

MLA Handbook (7th Edition):

Prunier, Stephen G. “Individual Differences in the Mental Representation of Verbal Probability Expressions: The Role of Numeracy.” 2017. Web. 19 Jun 2019.

Vancouver:

Prunier SG. Individual Differences in the Mental Representation of Verbal Probability Expressions: The Role of Numeracy. [Internet] [Doctoral dissertation]. University of Toledo; 2017. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501800053986437.

Council of Science Editors:

Prunier SG. Individual Differences in the Mental Representation of Verbal Probability Expressions: The Role of Numeracy. [Doctoral Dissertation]. University of Toledo; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501800053986437


Cape Peninsula University of Technology

23. De Silva, Chamellé René. The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme .

Degree: 2010, Cape Peninsula University of Technology

 The Western Cape Education Department’s Literacy and Numeracy Strategy 2006-2016 refers to the 2002 assessment (WCED, 2006) of Grade 3 learners. This study found that… (more)

Subjects/Keywords: Literacy and Numeracy Strategy 2006-2016; Grade 3 learners; Reading and numeracy outcomes; International Reading Literacy Study (PIRLS 2006)

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APA (6th Edition):

De Silva, C. R. (2010). The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2132

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):

De Silva, Chamellé René. “The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme .” 2010. Thesis, Cape Peninsula University of Technology. Accessed June 19, 2019. http://etd.cput.ac.za/handle/20.500.11838/2132.

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

MLA Handbook (7th Edition):

De Silva, Chamellé René. “The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme .” 2010. Web. 19 Jun 2019.

Vancouver:

De Silva CR. The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme . [Internet] [Thesis]. Cape Peninsula University of Technology; 2010. [cited 2019 Jun 19]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2132.

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

Council of Science Editors:

De Silva CR. The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme . [Thesis]. Cape Peninsula University of Technology; 2010. Available from: http://etd.cput.ac.za/handle/20.500.11838/2132

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

24. Teixeira, Sandra Patrícia Cardoso. Programa em numeracia: proposta para a medida Currículo Específico Individual.

Degree: 2014, Instituto Politécnico do Porto

The numeracy deals with the study of the ability to apply mathematical knowledge on solving everyday life problems (Goos, Geiger, & Dole, 2012; Ponte, 2002;… (more)

Subjects/Keywords: Numeracy; Conteúdos curriculares em numeracia; Curriculum contents in numeracy; Numeracia; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA (6th Edition):

Teixeira, S. P. C. (2014). Programa em numeracia: proposta para a medida Currículo Específico Individual. (Thesis). Instituto Politécnico do Porto. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8511

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):

Teixeira, Sandra Patrícia Cardoso. “Programa em numeracia: proposta para a medida Currículo Específico Individual.” 2014. Thesis, Instituto Politécnico do Porto. Accessed June 19, 2019. http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8511.

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

MLA Handbook (7th Edition):

Teixeira, Sandra Patrícia Cardoso. “Programa em numeracia: proposta para a medida Currículo Específico Individual.” 2014. Web. 19 Jun 2019.

Vancouver:

Teixeira SPC. Programa em numeracia: proposta para a medida Currículo Específico Individual. [Internet] [Thesis]. Instituto Politécnico do Porto; 2014. [cited 2019 Jun 19]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8511.

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

Council of Science Editors:

Teixeira SPC. Programa em numeracia: proposta para a medida Currículo Específico Individual. [Thesis]. Instituto Politécnico do Porto; 2014. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8511

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

25. Whitten, Damon Rodger. Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics .

Degree: 2018, University of Waikato

 This thesis explored low-skilled adult learners’ beliefs about mathematics and how they engaged with mathematical content delivered as part of foundation-level vocational programmes in New… (more)

Subjects/Keywords: Adult numeracy; Adults learning mathematics; Low-skilled adults; Classroom observations; Foundation-level learners; Embedded literacy and numeracy; Mathematical beliefs

Page 1 Page 2

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APA (6th Edition):

Whitten, D. R. (2018). Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12044

Chicago Manual of Style (16th Edition):

Whitten, Damon Rodger. “Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics .” 2018. Doctoral Dissertation, University of Waikato. Accessed June 19, 2019. http://hdl.handle.net/10289/12044.

MLA Handbook (7th Edition):

Whitten, Damon Rodger. “Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics .” 2018. Web. 19 Jun 2019.

Vancouver:

Whitten DR. Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics . [Internet] [Doctoral dissertation]. University of Waikato; 2018. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10289/12044.

Council of Science Editors:

Whitten DR. Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics . [Doctoral Dissertation]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/12044


University of Zambia

26. Mukokwe, Jonas. Teachers' perceptions on the implementation of the Revised Zambian Curriculum on Numeracy in primary schools, Solwezi, Zambia .

Degree: 2016, University of Zambia

 The study established that primary school teachers' perceptions on the implementation of the revised curriculum on numeracy were many and varied across experience, geographical location.… (more)

Subjects/Keywords: Numeracy – Study and teaching (Primary); Curriculum Planning Zambia

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APA (6th Edition):

Mukokwe, J. (2016). Teachers' perceptions on the implementation of the Revised Zambian Curriculum on Numeracy in primary schools, Solwezi, Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5009

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):

Mukokwe, Jonas. “Teachers' perceptions on the implementation of the Revised Zambian Curriculum on Numeracy in primary schools, Solwezi, Zambia .” 2016. Thesis, University of Zambia. Accessed June 19, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/5009.

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

MLA Handbook (7th Edition):

Mukokwe, Jonas. “Teachers' perceptions on the implementation of the Revised Zambian Curriculum on Numeracy in primary schools, Solwezi, Zambia .” 2016. Web. 19 Jun 2019.

Vancouver:

Mukokwe J. Teachers' perceptions on the implementation of the Revised Zambian Curriculum on Numeracy in primary schools, Solwezi, Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Jun 19]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5009.

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

Council of Science Editors:

Mukokwe J. Teachers' perceptions on the implementation of the Revised Zambian Curriculum on Numeracy in primary schools, Solwezi, Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5009

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


University of Ontario Institute of Technology

27. Tolley, Sarah. New numeracies: the social practice of functional skills and social justice.

Degree: 2011, University of Ontario Institute of Technology

 This thesis explores how creating and performing digital numeracy texts, affords students learning opportunities in Mathematics that demonstrate their numerical social practice. In an environment… (more)

Subjects/Keywords: New numeracies; Digital numeracy; Social justice; Functional skills; Performance

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

APA (6th Edition):

Tolley, S. (2011). New numeracies: the social practice of functional skills and social justice. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/224

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):

Tolley, Sarah. “New numeracies: the social practice of functional skills and social justice.” 2011. Thesis, University of Ontario Institute of Technology. Accessed June 19, 2019. http://hdl.handle.net/10155/224.

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

MLA Handbook (7th Edition):

Tolley, Sarah. “New numeracies: the social practice of functional skills and social justice.” 2011. Web. 19 Jun 2019.

Vancouver:

Tolley S. New numeracies: the social practice of functional skills and social justice. [Internet] [Thesis]. University of Ontario Institute of Technology; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10155/224.

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

Council of Science Editors:

Tolley S. New numeracies: the social practice of functional skills and social justice. [Thesis]. University of Ontario Institute of Technology; 2011. Available from: http://hdl.handle.net/10155/224

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


University of Limerick

28. Faulkner, Fiona. An analysis of performance in mathematics for technology undergraduates and an investigation of teaching interventions for these students.

Degree: 2012, University of Limerick

peer-reviewed

Declining standards in students’ mathematical competency levels has become a major issue in mathematics education both nationally and internationally (Smith 2004; Kajander and Lovric… (more)

Subjects/Keywords: mathematics education; technology undergraduates; numeracy skills; economists; educationalists

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

APA (6th Edition):

Faulkner, F. (2012). An analysis of performance in mathematics for technology undergraduates and an investigation of teaching interventions for these students. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/2474

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):

Faulkner, Fiona. “An analysis of performance in mathematics for technology undergraduates and an investigation of teaching interventions for these students.” 2012. Thesis, University of Limerick. Accessed June 19, 2019. http://hdl.handle.net/10344/2474.

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

MLA Handbook (7th Edition):

Faulkner, Fiona. “An analysis of performance in mathematics for technology undergraduates and an investigation of teaching interventions for these students.” 2012. Web. 19 Jun 2019.

Vancouver:

Faulkner F. An analysis of performance in mathematics for technology undergraduates and an investigation of teaching interventions for these students. [Internet] [Thesis]. University of Limerick; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10344/2474.

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

Council of Science Editors:

Faulkner F. An analysis of performance in mathematics for technology undergraduates and an investigation of teaching interventions for these students. [Thesis]. University of Limerick; 2012. Available from: http://hdl.handle.net/10344/2474

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


University of Zambia

29. Mwanamonga, Saidi. An investigation into strategies for teaching numeracy skills in primary schools in Chipata, Zambia .

Degree: 2016, University of Zambia

Numeracy has been given prominence in most educational policy and curriculum documents in Zambia. There have been several interventions aimed at improving the quality of… (more)

Subjects/Keywords: Numeracy – Study and teaching (Primary); Number concept in children.

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

APA (6th Edition):

Mwanamonga, S. (2016). An investigation into strategies for teaching numeracy skills in primary schools in Chipata, Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4902

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):

Mwanamonga, Saidi. “An investigation into strategies for teaching numeracy skills in primary schools in Chipata, Zambia .” 2016. Thesis, University of Zambia. Accessed June 19, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4902.

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

MLA Handbook (7th Edition):

Mwanamonga, Saidi. “An investigation into strategies for teaching numeracy skills in primary schools in Chipata, Zambia .” 2016. Web. 19 Jun 2019.

Vancouver:

Mwanamonga S. An investigation into strategies for teaching numeracy skills in primary schools in Chipata, Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Jun 19]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4902.

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

Council of Science Editors:

Mwanamonga S. An investigation into strategies for teaching numeracy skills in primary schools in Chipata, Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4902

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


University of Canterbury

30. McLay, Laura-Lee Kathleen. A study of teaching strategies that facilitate stimulus generalisation in children with autism.

Degree: Educational Studies and Human Development, 2011, University of Canterbury

 Language development involves the learning of multiple sets of equivalence relations. Research has shown that if certain conditional relations are directly taught for one member… (more)

Subjects/Keywords: Autism; stimulus equivalence; equivalence relations; generalization; numeracy; ASD

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

APA (6th Edition):

McLay, L. K. (2011). A study of teaching strategies that facilitate stimulus generalisation in children with autism. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6351

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):

McLay, Laura-Lee Kathleen. “A study of teaching strategies that facilitate stimulus generalisation in children with autism.” 2011. Thesis, University of Canterbury. Accessed June 19, 2019. http://hdl.handle.net/10092/6351.

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

MLA Handbook (7th Edition):

McLay, Laura-Lee Kathleen. “A study of teaching strategies that facilitate stimulus generalisation in children with autism.” 2011. Web. 19 Jun 2019.

Vancouver:

McLay LK. A study of teaching strategies that facilitate stimulus generalisation in children with autism. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10092/6351.

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

Council of Science Editors:

McLay LK. A study of teaching strategies that facilitate stimulus generalisation in children with autism. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/6351

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

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