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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

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13786

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

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

URL: http://hdl.handle.net/10150/344451

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/2027.42/89643

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

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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/2027.42/77702

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

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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digital.library.txstate.edu/handle/10877/6070

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://purl.galileo.usg.edu/uga_etd/allen_shelly_m_201005_phd

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/1969.6/5625

► 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)

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: http://hdl.handle.net/1957/57928

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39758

► 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

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: https://tigerprints.clemson.edu/all_dissertations/817

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/11299/177108

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digital.library.unt.edu/ark:/67531/metadc177211/

► 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

Record Details Similar Records

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

APA (6^{th} 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/

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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/.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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/.

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/

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

URL: http://hdl.handle.net/2027.42/145790

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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)

URL: http://hdl.handle.net/10442/hedi/46255

► 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

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: http://hdl.handle.net/2142/16771

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://repository.asu.edu/items/18685

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/1928/25803

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://scholars.unh.edu/dissertation/2216

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://repository.asu.edu/items/34777

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/10413/15545

► 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.

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: https://digitalcommons.kennesaw.edu/etd/432

► 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 (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: http://repository.asu.edu/items/9097

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2455&context=etd

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://www.escholarship.org/uc/item/8484s8zf

► 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

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/10394/1148

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: http://purl.galileo.usg.edu/uga_etd/park_soonhye_200508_phd

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1776

► 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 Details Similar Records

❌

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

Not specified: Masters Thesis or Doctoral Dissertation