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You searched for subject:( mathematical knowledge for teaching). Showing records 1 – 30 of 94506 total matches.

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Linnaeus University

1. Grundén, Helena. Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik.

Degree: Physics and Mathematics, 2011, Linnaeus University

  Lärare planerar undervisning och väljer vad eleverna ska arbeta med. Denna studie syftar till att undersöka lärares tankar om vilket matematiskt innehåll elever möter… (more)

Subjects/Keywords: mathematical knowledge for teaching; förmågor; matematikuppgift; kombinatorik; mathematical knowledge for teaching; Subject didactics; Ämnesdidaktik

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APA (6th Edition):

Grundén, H. (2011). Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13786

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):

Grundén, Helena. “Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik.” 2011. Thesis, Linnaeus University. Accessed December 05, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13786.

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

MLA Handbook (7th Edition):

Grundén, Helena. “Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik.” 2011. Web. 05 Dec 2019.

Vancouver:

Grundén H. Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik. [Internet] [Thesis]. Linnaeus University; 2011. [cited 2019 Dec 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13786.

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

Council of Science Editors:

Grundén H. Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik. [Thesis]. Linnaeus University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13786

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


University of Arizona

2. Blackburn, Chantel Christine. Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon .

Degree: 2014, University of Arizona

 A longstanding problem in mathematics education has been to determine the knowledge that teachers need in order to teach mathematics effectively. It is generally agreed… (more)

Subjects/Keywords: horizon content knolwedge; mathematical horizon; mathematical knowledge for teaching; Mathematics; advanced mathematical knowledge

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APA (6th Edition):

Blackburn, C. C. (2014). Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/344451

Chicago Manual of Style (16th Edition):

Blackburn, Chantel Christine. “Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon .” 2014. Doctoral Dissertation, University of Arizona. Accessed December 05, 2019. http://hdl.handle.net/10150/344451.

MLA Handbook (7th Edition):

Blackburn, Chantel Christine. “Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon .” 2014. Web. 05 Dec 2019.

Vancouver:

Blackburn CC. Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10150/344451.

Council of Science Editors:

Blackburn CC. Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/344451


University of Michigan

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Cole, Yaa Adubea. “Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.” 2011. Doctoral Dissertation, University of Michigan. Accessed December 05, 2019. http://hdl.handle.net/2027.42/89643.

MLA Handbook (7th Edition):

Cole, Yaa Adubea. “Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.” 2011. Web. 05 Dec 2019.

Vancouver:

Cole YA. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2027.42/89643.

Council of Science Editors:

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


University of Michigan

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

Degree: PhD, Education, 2010, University of Michigan

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Zopf, Deborah Ann. “Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education.” 2010. Doctoral Dissertation, University of Michigan. Accessed December 05, 2019. http://hdl.handle.net/2027.42/77702.

MLA Handbook (7th Edition):

Zopf, Deborah Ann. “Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education.” 2010. Web. 05 Dec 2019.

Vancouver:

Zopf DA. Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2027.42/77702.

Council of Science Editors:

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


Texas State University – San Marcos

5. Smith, Shawnda. Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers.

Degree: PhD, Mathematics Education, 2016, Texas State University – San Marcos

 Geometry is a field in mathematics that every student in the United States is required to study in order to fulfill high school graduation requirements.… (more)

Subjects/Keywords: Mathematical Knowledge for Teaching; Geometry; Mathematics – Study and teaching; Geometry – Study and teaching

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APA (6th Edition):

Smith, S. (2016). Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6070

Chicago Manual of Style (16th Edition):

Smith, Shawnda. “Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 05, 2019. https://digital.library.txstate.edu/handle/10877/6070.

MLA Handbook (7th Edition):

Smith, Shawnda. “Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers.” 2016. Web. 05 Dec 2019.

Vancouver:

Smith S. Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Dec 05]. Available from: https://digital.library.txstate.edu/handle/10877/6070.

Council of Science Editors:

Smith S. Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6070


University of Georgia

6. Allen, Shelly McKellar. The stages of teacher learning: reflecting on a mathematics professional development project.

Degree: PhD, Mathematics Education, 2010, University of Georgia

 Teacher professional development is essential to improve our schools’ efforts in teaching algebra. This study explores classroom practices and collaboration patterns of middle school teachers… (more)

Subjects/Keywords: Mathematics Education; Professional Development; Mathematical Knowledge for Teaching; Collaboration; Algebra

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APA (6th Edition):

Allen, S. M. (2010). The stages of teacher learning: reflecting on a mathematics professional development project. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/allen_shelly_m_201005_phd

Chicago Manual of Style (16th Edition):

Allen, Shelly McKellar. “The stages of teacher learning: reflecting on a mathematics professional development project.” 2010. Doctoral Dissertation, University of Georgia. Accessed December 05, 2019. http://purl.galileo.usg.edu/uga_etd/allen_shelly_m_201005_phd.

MLA Handbook (7th Edition):

Allen, Shelly McKellar. “The stages of teacher learning: reflecting on a mathematics professional development project.” 2010. Web. 05 Dec 2019.

Vancouver:

Allen SM. The stages of teacher learning: reflecting on a mathematics professional development project. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Dec 05]. Available from: http://purl.galileo.usg.edu/uga_etd/allen_shelly_m_201005_phd.

Council of Science Editors:

Allen SM. The stages of teacher learning: reflecting on a mathematics professional development project. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/allen_shelly_m_201005_phd

7. Juenke, Carl W. Considering the role of K-2 teachers' mathematical knowledge for teaching place value in mathematics intervention .

Degree: 2017, Texas A&M University – Corpus Christi

 A significant number of students receive special education services for mathematics learning disabilities, however, many additional students need mathematics intervention to support their learning in… (more)

Subjects/Keywords: Mathematics Intervention; Place Value; Teachers' Mathematical Knowledge for Teaching (MKT)

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APA (6th Edition):

Juenke, C. W. (2017). Considering the role of K-2 teachers' mathematical knowledge for teaching place value in mathematics intervention . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/5625

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):

Juenke, Carl W. “Considering the role of K-2 teachers' mathematical knowledge for teaching place value in mathematics intervention .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed December 05, 2019. http://hdl.handle.net/1969.6/5625.

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

MLA Handbook (7th Edition):

Juenke, Carl W. “Considering the role of K-2 teachers' mathematical knowledge for teaching place value in mathematics intervention .” 2017. Web. 05 Dec 2019.

Vancouver:

Juenke CW. Considering the role of K-2 teachers' mathematical knowledge for teaching place value in mathematics intervention . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1969.6/5625.

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

Council of Science Editors:

Juenke CW. Considering the role of K-2 teachers' mathematical knowledge for teaching place value in mathematics intervention . [Thesis]. Texas A&M University – Corpus Christi; 2017. Available from: http://hdl.handle.net/1969.6/5625

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


Oregon State University

8. Keeling, Matthew (Matthew Jared). The Mathematical Knowledge for Teaching of First Year Mathematics Graduate Teaching Assistants : The Case of Exponential Functions.

Degree: MS, Mathematics, 2015, Oregon State University

 A teacher's mathematical knowledge for teaching has been shown to have a positive correlation with their students' success (Monk, 1994). So, when half of the… (more)

Subjects/Keywords: mathematical knowledge for teaching; Mathematics teachers  – Training of

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APA (6th Edition):

Keeling, M. (. J. (2015). The Mathematical Knowledge for Teaching of First Year Mathematics Graduate Teaching Assistants : The Case of Exponential Functions. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/57928

Chicago Manual of Style (16th Edition):

Keeling, Matthew (Matthew Jared). “The Mathematical Knowledge for Teaching of First Year Mathematics Graduate Teaching Assistants : The Case of Exponential Functions.” 2015. Masters Thesis, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/57928.

MLA Handbook (7th Edition):

Keeling, Matthew (Matthew Jared). “The Mathematical Knowledge for Teaching of First Year Mathematics Graduate Teaching Assistants : The Case of Exponential Functions.” 2015. Web. 05 Dec 2019.

Vancouver:

Keeling M(J. The Mathematical Knowledge for Teaching of First Year Mathematics Graduate Teaching Assistants : The Case of Exponential Functions. [Internet] [Masters thesis]. Oregon State University; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/57928.

Council of Science Editors:

Keeling M(J. The Mathematical Knowledge for Teaching of First Year Mathematics Graduate Teaching Assistants : The Case of Exponential Functions. [Masters Thesis]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/57928

9. Wallenström, Petra. Lärares introduktion av matematiklektioner : Vilka lärarkunskaper används och hur används dessa?.

Degree: Culture and Communication, 2018, Mälardalen University

  Syftet med föreliggande studie är att beskriva hur det matematiska innehållet beskrivs och förmedlas av lärare vid introduktion av matematiklektioner. Observationer av åtta grundskolelärare… (more)

Subjects/Keywords: matematiklektion; mathematical knowledge for teaching; kommunikation; matematisk idé; Didactics; Didaktik

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APA (6th Edition):

Wallenström, P. (2018). Lärares introduktion av matematiklektioner : Vilka lärarkunskaper används och hur används dessa?. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39758

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):

Wallenström, Petra. “Lärares introduktion av matematiklektioner : Vilka lärarkunskaper används och hur används dessa?.” 2018. Thesis, Mälardalen University. Accessed December 05, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39758.

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

MLA Handbook (7th Edition):

Wallenström, Petra. “Lärares introduktion av matematiklektioner : Vilka lärarkunskaper används och hur används dessa?.” 2018. Web. 05 Dec 2019.

Vancouver:

Wallenström P. Lärares introduktion av matematiklektioner : Vilka lärarkunskaper används och hur används dessa?. [Internet] [Thesis]. Mälardalen University; 2018. [cited 2019 Dec 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39758.

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

Council of Science Editors:

Wallenström P. Lärares introduktion av matematiklektioner : Vilka lärarkunskaper används och hur används dessa?. [Thesis]. Mälardalen University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39758

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


Clemson University

10. Sloop, Benjamin. The Effect of Prior Experiences and Sequence of Instruction Upon Preservice Teachers' Pedagogical Beliefs and Mathematical Knowledge for Teaching.

Degree: PhD, Curriculum and Instruction, 2011, Clemson University

 This study investigated the effects of sequence of instruction in a laboratory-based mathematics content course for elementary teachers on preservice teachers' (PSTs') pedagogical beliefs and… (more)

Subjects/Keywords: Mathematical Knowledge for Teaching; Pedagogical Beliefs; Sequence of Instruction; Education

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APA (6th Edition):

Sloop, B. (2011). The Effect of Prior Experiences and Sequence of Instruction Upon Preservice Teachers' Pedagogical Beliefs and Mathematical Knowledge for Teaching. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/817

Chicago Manual of Style (16th Edition):

Sloop, Benjamin. “The Effect of Prior Experiences and Sequence of Instruction Upon Preservice Teachers' Pedagogical Beliefs and Mathematical Knowledge for Teaching.” 2011. Doctoral Dissertation, Clemson University. Accessed December 05, 2019. https://tigerprints.clemson.edu/all_dissertations/817.

MLA Handbook (7th Edition):

Sloop, Benjamin. “The Effect of Prior Experiences and Sequence of Instruction Upon Preservice Teachers' Pedagogical Beliefs and Mathematical Knowledge for Teaching.” 2011. Web. 05 Dec 2019.

Vancouver:

Sloop B. The Effect of Prior Experiences and Sequence of Instruction Upon Preservice Teachers' Pedagogical Beliefs and Mathematical Knowledge for Teaching. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2019 Dec 05]. Available from: https://tigerprints.clemson.edu/all_dissertations/817.

Council of Science Editors:

Sloop B. The Effect of Prior Experiences and Sequence of Instruction Upon Preservice Teachers' Pedagogical Beliefs and Mathematical Knowledge for Teaching. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/817


University of Minnesota

11. Pettis, Christy. Preservice Elementary Teachers’ Understandings of the Connections Among Decimals, Fractions, and the Set of Rational Numbers: A Descriptive Case Study.

Degree: PhD, Education, Curriculum and Instruction, 2015, University of Minnesota

 The mathematical knowledge needed for teaching is a specialized form of mathematical knowledge, (Ball, Thames, & Phelps, 2008). One important area of mathematical understanding for… (more)

Subjects/Keywords: Connection; Decimals; Fractions; Mathematical Knowledge for Teaching; Preservice Teachers; Rational Numbers

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APA (6th Edition):

Pettis, C. (2015). Preservice Elementary Teachers’ Understandings of the Connections Among Decimals, Fractions, and the Set of Rational Numbers: A Descriptive Case Study. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/177108

Chicago Manual of Style (16th Edition):

Pettis, Christy. “Preservice Elementary Teachers’ Understandings of the Connections Among Decimals, Fractions, and the Set of Rational Numbers: A Descriptive Case Study.” 2015. Doctoral Dissertation, University of Minnesota. Accessed December 05, 2019. http://hdl.handle.net/11299/177108.

MLA Handbook (7th Edition):

Pettis, Christy. “Preservice Elementary Teachers’ Understandings of the Connections Among Decimals, Fractions, and the Set of Rational Numbers: A Descriptive Case Study.” 2015. Web. 05 Dec 2019.

Vancouver:

Pettis C. Preservice Elementary Teachers’ Understandings of the Connections Among Decimals, Fractions, and the Set of Rational Numbers: A Descriptive Case Study. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/11299/177108.

Council of Science Editors:

Pettis C. Preservice Elementary Teachers’ Understandings of the Connections Among Decimals, Fractions, and the Set of Rational Numbers: A Descriptive Case Study. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/177108


University of North Texas

12. Hayata, Carole Anne. The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers.

Degree: 2012, University of North Texas

 Although studies of teacher preparation programs have documented positive changes in mathematical knowledge for teaching with preservice teachers in mathematics content courses, this study focused… (more)

Subjects/Keywords: Mathematical knowledge for teaching; preservice teachers; teacher preparation program

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APA (6th Edition):

Hayata, C. A. (2012). The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc177211/

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):

Hayata, Carole Anne. “The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers.” 2012. Thesis, University of North Texas. Accessed December 05, 2019. https://digital.library.unt.edu/ark:/67531/metadc177211/.

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

MLA Handbook (7th Edition):

Hayata, Carole Anne. “The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers.” 2012. Web. 05 Dec 2019.

Vancouver:

Hayata CA. The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Dec 05]. Available from: https://digital.library.unt.edu/ark:/67531/metadc177211/.

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

Council of Science Editors:

Hayata CA. The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc177211/

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


University of Michigan

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Naik, Shweta. “Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics.” 2018. Doctoral Dissertation, University of Michigan. Accessed December 05, 2019. http://hdl.handle.net/2027.42/145790.

MLA Handbook (7th Edition):

Naik, Shweta. “Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics.” 2018. Web. 05 Dec 2019.

Vancouver:

Naik S. Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2027.42/145790.

Council of Science Editors:

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

14. Zoitsakos, Sotirios. Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση.

Degree: 2019, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

 The central perspective adopted by the present thesis is that secondary school students and teachers often use intuitive and empirical approaches in teaching mathematics not… (more)

Subjects/Keywords: Μαθηματική γνώση για τη διδασκαλία; Ανώτερη μαθηματική γνώση; Ορίζοντας γνώσης περιεχομένου; Mathematical knowledge for teaching; Advanced mathematical knowledge; Horizon content knowledge

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APA (6th Edition):

Zoitsakos, S. (2019). Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/46255

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):

Zoitsakos, Sotirios. “Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση.” 2019. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed December 05, 2019. http://hdl.handle.net/10442/hedi/46255.

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

MLA Handbook (7th Edition):

Zoitsakos, Sotirios. “Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση.” 2019. Web. 05 Dec 2019.

Vancouver:

Zoitsakos S. Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2019. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10442/hedi/46255.

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

Council of Science Editors:

Zoitsakos S. Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2019. Available from: http://hdl.handle.net/10442/hedi/46255

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


University of Illinois – Urbana-Champaign

15. Rosu, Luisa Maria. Thinking and creativity in learning mathematics teaching.

Degree: PhD, 0215, 2010, University of Illinois – Urbana-Champaign

 Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher???s ability… (more)

Subjects/Keywords: mathematics education; teacher education; classroom interactions; pedagogical content knowledge; mathematical knowledge for teaching; teacher learning; teacher creativity; knowledge integration; perceptual knowledge

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

APA (6th Edition):

Rosu, L. M. (2010). Thinking and creativity in learning mathematics teaching. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16771

Chicago Manual of Style (16th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 05, 2019. http://hdl.handle.net/2142/16771.

MLA Handbook (7th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Web. 05 Dec 2019.

Vancouver:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2142/16771.

Council of Science Editors:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16771


Arizona State University

16. Burke, Margaret. Examinging Mathematical Knowledge for Teaching in the Mathematics Teaching Cycle: A multiple case study.

Degree: PhD, Curriculum and Instruction, 2013, Arizona State University

 The research indicated effective mathematics teaching to be more complex than assuming the best predictor of student achievement in mathematics is the mathematical content knowledge(more)

Subjects/Keywords: Mathematics education; Case Study; Mathematical Knowledge for Teaching; Mathematics Education; Mathematics Teaching Cycle; Qualitative Research; Teacher Knowledge

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

APA (6th Edition):

Burke, M. (2013). Examinging Mathematical Knowledge for Teaching in the Mathematics Teaching Cycle: A multiple case study. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/18685

Chicago Manual of Style (16th Edition):

Burke, Margaret. “Examinging Mathematical Knowledge for Teaching in the Mathematics Teaching Cycle: A multiple case study.” 2013. Doctoral Dissertation, Arizona State University. Accessed December 05, 2019. http://repository.asu.edu/items/18685.

MLA Handbook (7th Edition):

Burke, Margaret. “Examinging Mathematical Knowledge for Teaching in the Mathematics Teaching Cycle: A multiple case study.” 2013. Web. 05 Dec 2019.

Vancouver:

Burke M. Examinging Mathematical Knowledge for Teaching in the Mathematics Teaching Cycle: A multiple case study. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2019 Dec 05]. Available from: http://repository.asu.edu/items/18685.

Council of Science Editors:

Burke M. Examinging Mathematical Knowledge for Teaching in the Mathematics Teaching Cycle: A multiple case study. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/18685


University of New Mexico

17. McCampbell, Shannon. Pre-service Teachers' Self-efficacy for Teaching Mathematics.

Degree: Individual, Family, and Community Education, 2015, University of New Mexico

  Teachers self-efficacy beliefs start forming upon entering their teacher education programs and continue to develop throughout their first few years of teaching. They then… (more)

Subjects/Keywords: self-efficacy; teacher efficacy; mathematics; teacher education; mathematical knowledge for teaching; pre-service teachers; Education

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

APA (6th Edition):

McCampbell, S. (2015). Pre-service Teachers' Self-efficacy for Teaching Mathematics. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/25803

Chicago Manual of Style (16th Edition):

McCampbell, Shannon. “Pre-service Teachers' Self-efficacy for Teaching Mathematics.” 2015. Doctoral Dissertation, University of New Mexico. Accessed December 05, 2019. http://hdl.handle.net/1928/25803.

MLA Handbook (7th Edition):

McCampbell, Shannon. “Pre-service Teachers' Self-efficacy for Teaching Mathematics.” 2015. Web. 05 Dec 2019.

Vancouver:

McCampbell S. Pre-service Teachers' Self-efficacy for Teaching Mathematics. [Internet] [Doctoral dissertation]. University of New Mexico; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1928/25803.

Council of Science Editors:

McCampbell S. Pre-service Teachers' Self-efficacy for Teaching Mathematics. [Doctoral Dissertation]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/25803

18. Chaar, May. Secondary Preservice, In-Service, and Student Teachers’ Noticing of Mathematical Work and Thinking in Trigonometry.

Degree: PhD, 2015, University of New Hampshire

  Recognizing and responding to students’ work and thinking are central to reform-minded mathematics teaching; in particular, recent educational reforms advocate for instruction that builds… (more)

Subjects/Keywords: Mathematical Knowledge for Teaching; Professional Noticing; Secondary Mathematics; Trigonometry; Mathematics education; Mathematics education; Mathematics education

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

APA (6th Edition):

Chaar, M. (2015). Secondary Preservice, In-Service, and Student Teachers’ Noticing of Mathematical Work and Thinking in Trigonometry. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/2216

Chicago Manual of Style (16th Edition):

Chaar, May. “Secondary Preservice, In-Service, and Student Teachers’ Noticing of Mathematical Work and Thinking in Trigonometry.” 2015. Doctoral Dissertation, University of New Hampshire. Accessed December 05, 2019. https://scholars.unh.edu/dissertation/2216.

MLA Handbook (7th Edition):

Chaar, May. “Secondary Preservice, In-Service, and Student Teachers’ Noticing of Mathematical Work and Thinking in Trigonometry.” 2015. Web. 05 Dec 2019.

Vancouver:

Chaar M. Secondary Preservice, In-Service, and Student Teachers’ Noticing of Mathematical Work and Thinking in Trigonometry. [Internet] [Doctoral dissertation]. University of New Hampshire; 2015. [cited 2019 Dec 05]. Available from: https://scholars.unh.edu/dissertation/2216.

Council of Science Editors:

Chaar M. Secondary Preservice, In-Service, and Student Teachers’ Noticing of Mathematical Work and Thinking in Trigonometry. [Doctoral Dissertation]. University of New Hampshire; 2015. Available from: https://scholars.unh.edu/dissertation/2216


Arizona State University

19. Tallman, Michael Anthony. An Examination of the Effect of a Secondary Teacher's Image of Instructional Constraints on His Enacted Subject Matter Knowledge.

Degree: Mathematics Education, 2015, Arizona State University

 Teachers must recognize the knowledge they possess as appropriate to employ in the process of achieving their goals and objectives in the context of practice.… (more)

Subjects/Keywords: Mathematics education; Instructional Constraints; Mathematical Knowledge for Teaching; Radical Constructivism; Reflecting Abstraction; Secondary Mathematics; Trigonometry

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

APA (6th Edition):

Tallman, M. A. (2015). An Examination of the Effect of a Secondary Teacher's Image of Instructional Constraints on His Enacted Subject Matter Knowledge. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/34777

Chicago Manual of Style (16th Edition):

Tallman, Michael Anthony. “An Examination of the Effect of a Secondary Teacher's Image of Instructional Constraints on His Enacted Subject Matter Knowledge.” 2015. Doctoral Dissertation, Arizona State University. Accessed December 05, 2019. http://repository.asu.edu/items/34777.

MLA Handbook (7th Edition):

Tallman, Michael Anthony. “An Examination of the Effect of a Secondary Teacher's Image of Instructional Constraints on His Enacted Subject Matter Knowledge.” 2015. Web. 05 Dec 2019.

Vancouver:

Tallman MA. An Examination of the Effect of a Secondary Teacher's Image of Instructional Constraints on His Enacted Subject Matter Knowledge. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2019 Dec 05]. Available from: http://repository.asu.edu/items/34777.

Council of Science Editors:

Tallman MA. An Examination of the Effect of a Secondary Teacher's Image of Instructional Constraints on His Enacted Subject Matter Knowledge. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/34777


University of KwaZulu-Natal

20. Ndlandla, Sibusiso Sandile. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.

Degree: 2017, University of KwaZulu-Natal

 In this study, I examined primary teachers’ understanding of teaching geometry through the problem solving approach, using Ball, Thames and Phelps’s (2008) mathematical knowledge for… (more)

Subjects/Keywords: Theses - Education.; Mathematical knowledge for teaching framework (MKT); Knowledge of content and teaching (KCT); Knowledge of content and students (KCS); Polygons.; Geometry Teaching.

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

APA (6th Edition):

Ndlandla, S. S. (2017). Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15545

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):

Ndlandla, Sibusiso Sandile. “Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.” 2017. Thesis, University of KwaZulu-Natal. Accessed December 05, 2019. http://hdl.handle.net/10413/15545.

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

MLA Handbook (7th Edition):

Ndlandla, Sibusiso Sandile. “Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.” 2017. Web. 05 Dec 2019.

Vancouver:

Ndlandla SS. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10413/15545.

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

Council of Science Editors:

Ndlandla SS. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15545

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


Kennesaw State University

21. Morrissey, Rako. An Examination of the Discourse in a Graduate Mathematics Methods Course.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

 Mathematics reform efforts advocate the use of discourse as a method toward mathematical learning. Research also suggests that attention be placed on prospective teachers’ development… (more)

Subjects/Keywords: discourse; mathematical knowledge for teaching; questioning; pedagogy; pedagogical content knowledge; prospective teacher; Science and Mathematics Education

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

APA (6th Edition):

Morrissey, R. (2011). An Examination of the Discourse in a Graduate Mathematics Methods Course. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/432

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):

Morrissey, Rako. “An Examination of the Discourse in a Graduate Mathematics Methods Course.” 2011. Thesis, Kennesaw State University. Accessed December 05, 2019. https://digitalcommons.kennesaw.edu/etd/432.

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

MLA Handbook (7th Edition):

Morrissey, Rako. “An Examination of the Discourse in a Graduate Mathematics Methods Course.” 2011. Web. 05 Dec 2019.

Vancouver:

Morrissey R. An Examination of the Discourse in a Graduate Mathematics Methods Course. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2019 Dec 05]. Available from: https://digitalcommons.kennesaw.edu/etd/432.

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

Council of Science Editors:

Morrissey R. An Examination of the Discourse in a Graduate Mathematics Methods Course. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/432

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


Arizona State University

22. Lage Ramírez, Ana Elisa. Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness.

Degree: PhD, Mathematics, 2011, Arizona State University

 This study contributes to the ongoing discussion of Mathematical Knowledge for Teaching (MKT). It investigates the case of Rico, a high school mathematics teacher who… (more)

Subjects/Keywords: Mathematics Education; Teacher Education; Key Developmental Understandings; Key Pedagogical Understandings; Mathematical Knowledge for Teaching; Pedagogical Content Knowledge

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

APA (6th Edition):

Lage Ramírez, A. E. (2011). Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9097

Chicago Manual of Style (16th Edition):

Lage Ramírez, Ana Elisa. “Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness.” 2011. Doctoral Dissertation, Arizona State University. Accessed December 05, 2019. http://repository.asu.edu/items/9097.

MLA Handbook (7th Edition):

Lage Ramírez, Ana Elisa. “Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness.” 2011. Web. 05 Dec 2019.

Vancouver:

Lage Ramírez AE. Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Dec 05]. Available from: http://repository.asu.edu/items/9097.

Council of Science Editors:

Lage Ramírez AE. Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9097


The Ohio State University

23. Bowers, David Matthew. Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching.

Degree: Master of Mathematical Sciences, Mathematics, 2016, The Ohio State University

 This project examines the impact of a mathematics course for prospective elementary teachers and a mathematics course for prospective middle school teachers on those enrolled… (more)

Subjects/Keywords: Mathematics; Mathematics Education; Mathematical Knowledge for Teaching; Prospective Teachers; Learning Mathematics for Teaching; Mathematics for Elementary Teachers; Mathematics for Middle School Teachers

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

APA (6th Edition):

Bowers, D. M. (2016). Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988

Chicago Manual of Style (16th Edition):

Bowers, David Matthew. “Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching.” 2016. Masters Thesis, The Ohio State University. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988.

MLA Handbook (7th Edition):

Bowers, David Matthew. “Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching.” 2016. Web. 05 Dec 2019.

Vancouver:

Bowers DM. Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988.

Council of Science Editors:

Bowers DM. Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988


Brigham Young University

24. Lemon, Travis L. Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections.

Degree: MA, 2010, Brigham Young University

 In order to investigate ways pre-service student teachers (PSTs) might learn to teach with high-level tasks and effectively incorporate student thinking into their lessons a… (more)

Subjects/Keywords: student teaching; cooperating teacher; mathematical knowledge for teaching; teacher educator; learning to teach; situated cognition; Science and Mathematics Education

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

APA (6th Edition):

Lemon, T. L. (2010). Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd

Chicago Manual of Style (16th Edition):

Lemon, Travis L. “Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections.” 2010. Masters Thesis, Brigham Young University. Accessed December 05, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd.

MLA Handbook (7th Edition):

Lemon, Travis L. “Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections.” 2010. Web. 05 Dec 2019.

Vancouver:

Lemon TL. Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Dec 05]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd.

Council of Science Editors:

Lemon TL. Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd


Brigham Young University

25. Cannon, Tenille. Student Teacher Knowledge and Its Impact on Task Design.

Degree: MA, 2008, Brigham Young University

 This study investigated how student teachers used their mathematical knowledge for teaching and pedagogical knowledge to design and modify mathematical tasks. It also examined the… (more)

Subjects/Keywords: teacher knowledge; mathematical tasks; mathematical knowledge for teaching; Science and Mathematics Education

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APA (6th Edition):

Cannon, T. (2008). Student Teacher Knowledge and Its Impact on Task Design. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2455&context=etd

Chicago Manual of Style (16th Edition):

Cannon, Tenille. “Student Teacher Knowledge and Its Impact on Task Design.” 2008. Masters Thesis, Brigham Young University. Accessed December 05, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2455&context=etd.

MLA Handbook (7th Edition):

Cannon, Tenille. “Student Teacher Knowledge and Its Impact on Task Design.” 2008. Web. 05 Dec 2019.

Vancouver:

Cannon T. Student Teacher Knowledge and Its Impact on Task Design. [Internet] [Masters thesis]. Brigham Young University; 2008. [cited 2019 Dec 05]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2455&context=etd.

Council of Science Editors:

Cannon T. Student Teacher Knowledge and Its Impact on Task Design. [Masters Thesis]. Brigham Young University; 2008. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2455&context=etd


University of California – San Diego

26. Walters, Charles David. The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction.

Degree: Math & Sci Educ (Jnt Doc SDSU), 2017, University of California – San Diego

 Quantitative reasoning (P. W. Thompson, 1990, 1994) is a powerful mathematical tool that enables students to engage in rich problem solving across the curriculum. One… (more)

Subjects/Keywords: Mathematics education; Teacher education; Secondary education; Mathematical knowledge for teaching; Prospective teachers; Quantitative reasoning; Video-based learning

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APA (6th Edition):

Walters, C. D. (2017). The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/8484s8zf

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):

Walters, Charles David. “The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction.” 2017. Thesis, University of California – San Diego. Accessed December 05, 2019. http://www.escholarship.org/uc/item/8484s8zf.

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

MLA Handbook (7th Edition):

Walters, Charles David. “The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction.” 2017. Web. 05 Dec 2019.

Vancouver:

Walters CD. The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Dec 05]. Available from: http://www.escholarship.org/uc/item/8484s8zf.

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

Council of Science Editors:

Walters CD. The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/8484s8zf

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


Kent State University

27. McConnell, Marcella Kay. SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2015, Kent State University

 The purpose of this study was to determine how four preservice secondary mathematics teachers' experiences in learning how to teach shaped their development as teachers… (more)

Subjects/Keywords: Inservice Training; Mathematics Education; Secondary Education; Teacher Education; Teaching; preservice secondary mathematics teachers; low-achieving students; narrative inquiry; expectations; efficacy; mathematical myths beliefs; mathematical knowledge for teaching; caring; equity

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

APA (6th Edition):

McConnell, M. K. (2015). SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739

Chicago Manual of Style (16th Edition):

McConnell, Marcella Kay. “SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY.” 2015. Doctoral Dissertation, Kent State University. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.

MLA Handbook (7th Edition):

McConnell, Marcella Kay. “SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY.” 2015. Web. 05 Dec 2019.

Vancouver:

McConnell MK. SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY. [Internet] [Doctoral dissertation]. Kent State University; 2015. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.

Council of Science Editors:

McConnell MK. SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY. [Doctoral Dissertation]. Kent State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739


North-West University

28. Plotz, Mariana. Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz .

Degree: 2007, North-West University

 South African learners underachieve in mathematics. The many different factors that influence this underachievement include mathematics teachers' role in teaching mathematics with understanding. The question… (more)

Subjects/Keywords: School mathematics; Teacher knowledge; Mathematical content knowledge; Mathematical content knowledge for teaching; Mathematical knowledge acquisition; Mathematics teacher education

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APA (6th Edition):

Plotz, M. (2007). Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/1148

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):

Plotz, Mariana. “Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz .” 2007. Thesis, North-West University. Accessed December 05, 2019. http://hdl.handle.net/10394/1148.

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

MLA Handbook (7th Edition):

Plotz, Mariana. “Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz .” 2007. Web. 05 Dec 2019.

Vancouver:

Plotz M. Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz . [Internet] [Thesis]. North-West University; 2007. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10394/1148.

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

Council of Science Editors:

Plotz M. Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz . [Thesis]. North-West University; 2007. Available from: http://hdl.handle.net/10394/1148

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


University of Georgia

29. Park, Soonhye. A study of PCK of science teachers for gifted secondary students going through the National Board Certification process.

Degree: PhD, Science Education, 2005, University of Georgia

 The purpose of this study was to obtain a better understanding of the nature of pedagogical content knowledge (PCK) and its development. This study examined… (more)

Subjects/Keywords: Knowledge for teaching

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

APA (6th Edition):

Park, S. (2005). A study of PCK of science teachers for gifted secondary students going through the National Board Certification process. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/park_soonhye_200508_phd

Chicago Manual of Style (16th Edition):

Park, Soonhye. “A study of PCK of science teachers for gifted secondary students going through the National Board Certification process.” 2005. Doctoral Dissertation, University of Georgia. Accessed December 05, 2019. http://purl.galileo.usg.edu/uga_etd/park_soonhye_200508_phd.

MLA Handbook (7th Edition):

Park, Soonhye. “A study of PCK of science teachers for gifted secondary students going through the National Board Certification process.” 2005. Web. 05 Dec 2019.

Vancouver:

Park S. A study of PCK of science teachers for gifted secondary students going through the National Board Certification process. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Dec 05]. Available from: http://purl.galileo.usg.edu/uga_etd/park_soonhye_200508_phd.

Council of Science Editors:

Park S. A study of PCK of science teachers for gifted secondary students going through the National Board Certification process. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/park_soonhye_200508_phd


Texas A&M University

30. Mohr, Margaret Joan. An assessment of middle grades preservice teachers' mathematics knowledge for teaching.

Degree: 2009, Texas A&M University

 The overall purpose of this concurrent mixed methods study was to develop an online performance assessment using content questions taken from a reputable seventh and… (more)

Subjects/Keywords: mathematics knowledge for teaching; middle grades

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mohr, M. J. (2009). An assessment of middle grades preservice teachers' mathematics knowledge for teaching. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1776

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):

Mohr, Margaret Joan. “An assessment of middle grades preservice teachers' mathematics knowledge for teaching.” 2009. Thesis, Texas A&M University. Accessed December 05, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1776.

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

MLA Handbook (7th Edition):

Mohr, Margaret Joan. “An assessment of middle grades preservice teachers' mathematics knowledge for teaching.” 2009. Web. 05 Dec 2019.

Vancouver:

Mohr MJ. An assessment of middle grades preservice teachers' mathematics knowledge for teaching. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1776.

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

Council of Science Editors:

Mohr MJ. An assessment of middle grades preservice teachers' mathematics knowledge for teaching. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1776

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

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