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Montana State University

1.
Mudzimiri, Rejoice.
A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary *mathematics* * teachers*.

Degree: PhD, College of Letters & Science, 2012, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1910

► The Technological Pedagogical Content Knowledge (TPACK) framework is a relatively new construct that offers a useful perspective from which to understand the development of pre-service…
(more)

Subjects/Keywords: Student teachers.; Mathematics teachers.

Record Details Similar Records

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

APA (6^{th} Edition):

Mudzimiri, R. (2012). A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1910

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

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Doctoral Dissertation, Montana State University. Accessed July 04, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1910.

MLA Handbook (7^{th} Edition):

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Web. 04 Jul 2020.

Vancouver:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Internet] [Doctoral dissertation]. Montana State University; 2012. [cited 2020 Jul 04]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910.

Council of Science Editors:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Doctoral Dissertation]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910

University of Aberdeen

2.
Martin, Helen.
Learning *mathematics* for teaching : an exploratory study of e-formative assessment within initial teacher education.

Degree: PhD, 2014, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452

► This study explores learning *mathematics* for teaching through a particular enactment of e-formative assessment, a series of six online study sessions. The data involved 173…
(more)

Subjects/Keywords: 370; Mathematics; Teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Martin, H. (2014). Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452

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

Martin, Helen. “Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed July 04, 2020. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452.

MLA Handbook (7^{th} Edition):

Martin, Helen. “Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education.” 2014. Web. 04 Jul 2020.

Vancouver:

Martin H. Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2020 Jul 04]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452.

Council of Science Editors:

Martin H. Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education. [Doctoral Dissertation]. University of Aberdeen; 2014. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452

Victoria University of Wellington

3.
Vaile, Shelley.
* Teachers*' beliefs about the teaching, learning and assessment of

Degree: 2018, Victoria University of Wellington

URL: http://hdl.handle.net/10063/7736

► *Teachers* in New Zealand are required to make judgments of students’ achievement in reading, writing and *mathematics* against the National Standards and to report these…
(more)

Subjects/Keywords: Teachers; Beliefs; Mathematics

Record Details Similar Records

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APA (6^{th} Edition):

Vaile, S. (2018). Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/7736

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

Vaile, Shelley. “Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments.” 2018. Masters Thesis, Victoria University of Wellington. Accessed July 04, 2020. http://hdl.handle.net/10063/7736.

MLA Handbook (7^{th} Edition):

Vaile, Shelley. “Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments.” 2018. Web. 04 Jul 2020.

Vancouver:

Vaile S. Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments. [Internet] [Masters thesis]. Victoria University of Wellington; 2018. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/10063/7736.

Council of Science Editors:

Vaile S. Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments. [Masters Thesis]. Victoria University of Wellington; 2018. Available from: http://hdl.handle.net/10063/7736

Montana State University

4.
Samuels, Shari Lynne.
The evolution of prospective elementary *teachers*' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices.

Degree: PhD, College of Letters & Science, 2015, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/9213

► The purpose of this research was to explore the evolution of prospective elementary *teachers*' competencies (in practices, knowledge, and attitudes); examine the relationships that occur…
(more)

Subjects/Keywords: Mathematics teachers.; Teachers Training of.; Mathematics Study and teaching.; Teachers Attitudes.

Record Details Similar Records

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

APA (6^{th} Edition):

Samuels, S. L. (2015). The evolution of prospective elementary teachers' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9213

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

Samuels, Shari Lynne. “The evolution of prospective elementary teachers' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices.” 2015. Doctoral Dissertation, Montana State University. Accessed July 04, 2020. https://scholarworks.montana.edu/xmlui/handle/1/9213.

MLA Handbook (7^{th} Edition):

Samuels, Shari Lynne. “The evolution of prospective elementary teachers' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices.” 2015. Web. 04 Jul 2020.

Vancouver:

Samuels SL. The evolution of prospective elementary teachers' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices. [Internet] [Doctoral dissertation]. Montana State University; 2015. [cited 2020 Jul 04]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9213.

Council of Science Editors:

Samuels SL. The evolution of prospective elementary teachers' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices. [Doctoral Dissertation]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9213

Columbia University

5.
Karrass, Margaret.
Diagrammatic Reasoning Skills of Pre-Service *Mathematics* * Teachers*.

Degree: 2012, Columbia University

URL: https://doi.org/10.7916/D8Z03G5W

► This study attempted to explore a possible relationship between diagrammatic reasoning and geometric knowledge of pre-service *mathematics* *teachers*. Diagrammatic reasoning skills, as a sequence of…
(more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics teachers; 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):

Karrass, M. (2012). Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8Z03G5W

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

Karrass, Margaret. “Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers.” 2012. Doctoral Dissertation, Columbia University. Accessed July 04, 2020. https://doi.org/10.7916/D8Z03G5W.

MLA Handbook (7^{th} Edition):

Karrass, Margaret. “Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers.” 2012. Web. 04 Jul 2020.

Vancouver:

Karrass M. Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Jul 04]. Available from: https://doi.org/10.7916/D8Z03G5W.

Council of Science Editors:

Karrass M. Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8Z03G5W

Columbia University

6.
Karrass, Margaret.
Diagrammatic Reasoning Skills of Pre-Service *Mathematics* * Teachers*.

Degree: 2012, Columbia University

URL: https://doi.org/10.7916/D8PK0P5M

► This study attempted to explore a possible relationship between diagrammatic reasoning and geometric knowledge of pre-service *mathematics* *teachers*. Diagrammatic reasoning skills, as a sequence of…
(more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics teachers; Mathematics teachers – Training of

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Karrass, M. (2012). Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8PK0P5M

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

Karrass, Margaret. “Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers.” 2012. Doctoral Dissertation, Columbia University. Accessed July 04, 2020. https://doi.org/10.7916/D8PK0P5M.

MLA Handbook (7^{th} Edition):

Karrass, Margaret. “Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers.” 2012. Web. 04 Jul 2020.

Vancouver:

Karrass M. Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Jul 04]. Available from: https://doi.org/10.7916/D8PK0P5M.

Council of Science Editors:

Karrass M. Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8PK0P5M

University of Zambia

7.
Kaliba, Michelo.
Perceptions of heads of departments and *mathematics* *teachers* towards teaching and learning of *mathematics* using problem solving methods in a lesson study cycle
.

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4950

► *Mathematics* *teachers* in Zambia are involved in the teaching and learning of *mathematics* using the problem solving method. The purpose of the study was to…
(more)

Subjects/Keywords: Teachers – Zambia Mathematics – teachers of – Zambia

Record Details Similar Records

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

APA (6^{th} Edition):

Kaliba, M. (2016). Perceptions of heads of departments and mathematics teachers towards teaching and learning of mathematics using problem solving methods in a lesson study cycle . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4950

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):

Kaliba, Michelo. “Perceptions of heads of departments and mathematics teachers towards teaching and learning of mathematics using problem solving methods in a lesson study cycle .” 2016. Thesis, University of Zambia. Accessed July 04, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/4950.

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

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Kaliba, Michelo. “Perceptions of heads of departments and mathematics teachers towards teaching and learning of mathematics using problem solving methods in a lesson study cycle .” 2016. Web. 04 Jul 2020.

Vancouver:

Kaliba M. Perceptions of heads of departments and mathematics teachers towards teaching and learning of mathematics using problem solving methods in a lesson study cycle . [Internet] [Thesis]. University of Zambia; 2016. [cited 2020 Jul 04]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4950.

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

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kaliba M. Perceptions of heads of departments and mathematics teachers towards teaching and learning of mathematics using problem solving methods in a lesson study cycle . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4950

Not specified: Masters Thesis or Doctoral Dissertation

University of Oklahoma

8.
Harper, Mary Ellen.
Influence of a Non-traditional *Mathematics* Content Course on Preservice *Teachers*' Beliefs.

Degree: PhD, 2012, University of Oklahoma

URL: http://hdl.handle.net/11244/318973

► A continued and ongoing call for improvement and change in *mathematics* teaching and learning suggests a need for re-visioning the ways in which *mathematics* *teachers*…
(more)

Subjects/Keywords: Mathematics teachers – Training of; Student teachers – Attitudes

Record Details Similar Records

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

APA (6^{th} Edition):

Harper, M. E. (2012). Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318973

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

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed July 04, 2020. http://hdl.handle.net/11244/318973.

MLA Handbook (7^{th} Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Web. 04 Jul 2020.

Vancouver:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/11244/318973.

Council of Science Editors:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318973

University of Georgia

9.
Bismarck, Stephen.
* Mathematics* teacher roles when using technology: understanding the roles of facilitator and mediator.

Degree: PhD, Mathematics Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd

► Investigating the effect technology has on the secondary *mathematics* classroom instruction has been a growing topic in *mathematics* education since calculators and computers became readily…
(more)

Subjects/Keywords: in-service mathematics teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Bismarck, S. (2009). Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd

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

Bismarck, Stephen. “Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator.” 2009. Doctoral Dissertation, University of Georgia. Accessed July 04, 2020. http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd.

MLA Handbook (7^{th} Edition):

Bismarck, Stephen. “Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator.” 2009. Web. 04 Jul 2020.

Vancouver:

Bismarck S. Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Jul 04]. Available from: http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd.

Council of Science Editors:

Bismarck S. Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd

University of Georgia

10.
Hallman, Allyson.
Preservice elementary *teachers*' use of mathematical discussion in the implementation of problem-solving tasks.

Degree: PhD, Mathematics Education, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd

► Engaging in mathematical communication holds promise for student learning, but focusing teaching practice on mathematical discourse is challenging. Teacher education has been shown to have…
(more)

Subjects/Keywords: Preservice elementary mathematics teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Hallman, A. (2011). Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd

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

Hallman, Allyson. “Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.” 2011. Doctoral Dissertation, University of Georgia. Accessed July 04, 2020. http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd.

MLA Handbook (7^{th} Edition):

Hallman, Allyson. “Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.” 2011. Web. 04 Jul 2020.

Vancouver:

Hallman A. Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jul 04]. Available from: http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd.

Council of Science Editors:

Hallman A. Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd

University of Alberta

11.
Cooke, Stuart Wesley.
A study of the relationship between selected teacher
characteristics and student achievement in traditional and modern
*mathematics*.

Degree: MEd, 1966, University of Alberta

URL: https://era.library.ualberta.ca/files/1g05ff025

Subjects/Keywords: Mathematics teachers.

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Cooke, S. W. (1966). A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/1g05ff025

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

Cooke, Stuart Wesley. “A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics.” 1966. Masters Thesis, University of Alberta. Accessed July 04, 2020. https://era.library.ualberta.ca/files/1g05ff025.

MLA Handbook (7^{th} Edition):

Cooke, Stuart Wesley. “A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics.” 1966. Web. 04 Jul 2020.

Vancouver:

Cooke SW. A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics. [Internet] [Masters thesis]. University of Alberta; 1966. [cited 2020 Jul 04]. Available from: https://era.library.ualberta.ca/files/1g05ff025.

Council of Science Editors:

Cooke SW. A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics. [Masters Thesis]. University of Alberta; 1966. Available from: https://era.library.ualberta.ca/files/1g05ff025

Oregon State University

12.
Freeman, Barbara L.
Effects of a written intervention on the state anxiety of new *mathematics* * teachers*.

Degree: PhD, Mathematics Education, 1990, Oregon State University

URL: http://hdl.handle.net/1957/37100

► The goal of the research project was to assess the effect of a written intervention on the state anxiety of new *mathematics* *teachers*. Twenty-eight beginning…
(more)

Subjects/Keywords: Mathematics teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Freeman, B. L. (1990). Effects of a written intervention on the state anxiety of new mathematics teachers. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/37100

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

Freeman, Barbara L. “Effects of a written intervention on the state anxiety of new mathematics teachers.” 1990. Doctoral Dissertation, Oregon State University. Accessed July 04, 2020. http://hdl.handle.net/1957/37100.

MLA Handbook (7^{th} Edition):

Freeman, Barbara L. “Effects of a written intervention on the state anxiety of new mathematics teachers.” 1990. Web. 04 Jul 2020.

Vancouver:

Freeman BL. Effects of a written intervention on the state anxiety of new mathematics teachers. [Internet] [Doctoral dissertation]. Oregon State University; 1990. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/1957/37100.

Council of Science Editors:

Freeman BL. Effects of a written intervention on the state anxiety of new mathematics teachers. [Doctoral Dissertation]. Oregon State University; 1990. Available from: http://hdl.handle.net/1957/37100

University of KwaZulu-Natal

13.
[No author].
Links between content knowledge and practice in a *mathematics* teacher education course.

Degree: Education, 2009, University of KwaZulu-Natal

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

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

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

Record Details Similar Records

❌

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

APA (6^{th} Edition):

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

Not specified: Masters Thesis or Doctoral Dissertation

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

author], [No. “Links between content knowledge and practice in a mathematics teacher education course. ” 2009. Thesis, University of KwaZulu-Natal. Accessed July 04, 2020. http://hdl.handle.net/10413/1133.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

author], [No. “Links between content knowledge and practice in a mathematics teacher education course. ” 2009. Web. 04 Jul 2020.

Vancouver:

author] [. Links between content knowledge and practice in a mathematics teacher education course. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/10413/1133.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

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

Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

14.
Sun, Li.
Characterizing Teachable Moments in Classrooms of Experienced *Mathematics* * Teachers*.

Degree: EdD, Curriculum and Instruction, 2015, University of Houston

URL: http://hdl.handle.net/10657/1801

► It has been widely agreed upon within the *mathematics* education community that there are important moments within a *mathematics* lesson that a teacher needs to…
(more)

Subjects/Keywords: Teachable moments; Experienced mathematics teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Sun, L. (2015). Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1801

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

Sun, Li. “Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers.” 2015. Doctoral Dissertation, University of Houston. Accessed July 04, 2020. http://hdl.handle.net/10657/1801.

MLA Handbook (7^{th} Edition):

Sun, Li. “Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers.” 2015. Web. 04 Jul 2020.

Vancouver:

Sun L. Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/10657/1801.

Council of Science Editors:

Sun L. Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1801

15. Adams, Steven H. Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin.

Degree: 2018, University of Wisconsin – Stout

URL: http://digital.library.wisc.edu/1793/79747 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018adamss.pdf

► The purpose of this study was to understand the factors that have prevented the 34 school districts in Northwest Wisconsin from offering nontraditional math courses.…
(more)

Subjects/Keywords: Mathematics; Technical education; Teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Adams, S. H. (2018). Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin. (Thesis). University of Wisconsin – Stout. Retrieved from http://digital.library.wisc.edu/1793/79747 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018adamss.pdf

Not specified: Masters Thesis or Doctoral Dissertation

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

Adams, Steven H. “Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin.” 2018. Thesis, University of Wisconsin – Stout. Accessed July 04, 2020. http://digital.library.wisc.edu/1793/79747 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018adamss.pdf.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Adams, Steven H. “Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin.” 2018. Web. 04 Jul 2020.

Vancouver:

Adams SH. Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin. [Internet] [Thesis]. University of Wisconsin – Stout; 2018. [cited 2020 Jul 04]. Available from: http://digital.library.wisc.edu/1793/79747 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018adamss.pdf.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adams SH. Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin. [Thesis]. University of Wisconsin – Stout; 2018. Available from: http://digital.library.wisc.edu/1793/79747 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018adamss.pdf

Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

16.
Mathison, Heather Renee.
Implementing professional development: a case study of *mathematics* *teachers* using inquiry in the classroom context.

Degree: PhD, College of Letters & Science, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1804

► A body of research supports the use of inquiry-based instruction in science and its use has been advocated in *mathematics*, but mathematical inquiry remains ill…
(more)

Subjects/Keywords: Mathematics teachers.; Career development.

Record Details Similar Records

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APA (6^{th} Edition):

Mathison, H. R. (2011). Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1804

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

Mathison, Heather Renee. “Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context.” 2011. Doctoral Dissertation, Montana State University. Accessed July 04, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1804.

MLA Handbook (7^{th} Edition):

Mathison, Heather Renee. “Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context.” 2011. Web. 04 Jul 2020.

Vancouver:

Mathison HR. Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context. [Internet] [Doctoral dissertation]. Montana State University; 2011. [cited 2020 Jul 04]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1804.

Council of Science Editors:

Mathison HR. Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context. [Doctoral Dissertation]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1804

University of Aberdeen

17.
Martin, Helen.
Learning *mathematics* for teaching.

Degree: School of Education., 2014, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210704 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210704&custom_att_2=simple_viewer

Subjects/Keywords: Mathematics; Teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Martin, H. (2014). Learning mathematics for teaching. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210704 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210704&custom_att_2=simple_viewer

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

Martin, Helen. “Learning mathematics for teaching.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed July 04, 2020. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210704 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210704&custom_att_2=simple_viewer.

MLA Handbook (7^{th} Edition):

Martin, Helen. “Learning mathematics for teaching.” 2014. Web. 04 Jul 2020.

Vancouver:

Martin H. Learning mathematics for teaching. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2020 Jul 04]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210704 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210704&custom_att_2=simple_viewer.

Council of Science Editors:

Martin H. Learning mathematics for teaching. [Doctoral Dissertation]. University of Aberdeen; 2014. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210704 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210704&custom_att_2=simple_viewer

The Ohio State University

18.
Evans, John James.
A critical analysis of procedures for evaluating student
*teachers* in secondary * mathematics*.

Degree: PhD, Graduate School, 1953, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965

Subjects/Keywords: Mathematics; Mathematics; Teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Evans, J. J. (1953). A critical analysis of procedures for evaluating student teachers in secondary mathematics. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965

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

Evans, John James. “A critical analysis of procedures for evaluating student teachers in secondary mathematics.” 1953. Doctoral Dissertation, The Ohio State University. Accessed July 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965.

MLA Handbook (7^{th} Edition):

Evans, John James. “A critical analysis of procedures for evaluating student teachers in secondary mathematics.” 1953. Web. 04 Jul 2020.

Vancouver:

Evans JJ. A critical analysis of procedures for evaluating student teachers in secondary mathematics. [Internet] [Doctoral dissertation]. The Ohio State University; 1953. [cited 2020 Jul 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965.

Council of Science Editors:

Evans JJ. A critical analysis of procedures for evaluating student teachers in secondary mathematics. [Doctoral Dissertation]. The Ohio State University; 1953. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965

University of Johannesburg

19.
Reddy, Inbavathee.
* Mathematics* and its application in the physical world.

Degree: 2009, University of Johannesburg

URL: http://hdl.handle.net/10210/2010

►

M.Ed.

The method used in the classroom is thought to have an effect on the learners learning the purpose/use of *mathematics* in their environment. Many…
(more)

Subjects/Keywords: mathematics teachers; mathematics study and teaching

Record Details Similar Records

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APA (6^{th} Edition):

Reddy, I. (2009). Mathematics and its application in the physical world. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2010

Not specified: Masters Thesis or Doctoral Dissertation

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

Reddy, Inbavathee. “Mathematics and its application in the physical world.” 2009. Thesis, University of Johannesburg. Accessed July 04, 2020. http://hdl.handle.net/10210/2010.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Reddy, Inbavathee. “Mathematics and its application in the physical world.” 2009. Web. 04 Jul 2020.

Vancouver:

Reddy I. Mathematics and its application in the physical world. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/10210/2010.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reddy I. Mathematics and its application in the physical world. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2010

Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

20.
Munakasaka, Chikuba.
Reflective Practice: Studying changes in a *Mathematics* Teacher's Classroom Practice
.

Degree: 2012, University of Zambia

URL: http://hdl.handle.net/123456789/1902

► This study investigated a *mathematics* school teacher changing his classroom practice through reflective practice. The study, which was in the form of action research, was…
(more)

Subjects/Keywords: Mathematics Teachers; Mathematics – Study and teaching

Record Details Similar Records

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APA (6^{th} Edition):

Munakasaka, C. (2012). Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1902

Not specified: Masters Thesis or Doctoral Dissertation

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

Munakasaka, Chikuba. “Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice .” 2012. Thesis, University of Zambia. Accessed July 04, 2020. http://hdl.handle.net/123456789/1902.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Munakasaka, Chikuba. “Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice .” 2012. Web. 04 Jul 2020.

Vancouver:

Munakasaka C. Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice . [Internet] [Thesis]. University of Zambia; 2012. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/123456789/1902.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Munakasaka C. Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1902

Not specified: Masters Thesis or Doctoral Dissertation

University of Florida

21.
Apraiz, Kristen L.
The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School *Teachers* Beliefs about *Mathematics* Instruction.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

URL: https://ufdc.ufl.edu/UFE0046939

► The purpose of this study was to determine the extent to which elementary prospective *teachers* beliefs about *mathematics* instruction change as a result of participating…
(more)

Subjects/Keywords: Classrooms; College mathematics; Learning; Letter writing; Mathematics; Mathematics education; Mathematics teachers; Preservice teachers; Students; Teachers; beliefs – mathematics – preservice

Record Details Similar Records

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

APA (6^{th} Edition):

Apraiz, K. L. (2014). The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0046939

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

Apraiz, Kristen L. “The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.” 2014. Doctoral Dissertation, University of Florida. Accessed July 04, 2020. https://ufdc.ufl.edu/UFE0046939.

MLA Handbook (7^{th} Edition):

Apraiz, Kristen L. “The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.” 2014. Web. 04 Jul 2020.

Vancouver:

Apraiz KL. The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2020 Jul 04]. Available from: https://ufdc.ufl.edu/UFE0046939.

Council of Science Editors:

Apraiz KL. The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. [Doctoral Dissertation]. University of Florida; 2014. Available from: https://ufdc.ufl.edu/UFE0046939

Columbia University

22.
Sudarsanan, Shalini Thirumulpad.
Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring *Teachers* to Teach *Mathematics* Under the New Standards of Today?.

Degree: 2015, Columbia University

URL: https://doi.org/10.7916/D8MC8XVT

► The purpose of this study is to determine how well traditional elementary preparation programs and alternative elementary certification programs are perceived by teacher candidates, to…
(more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics – Study and teaching (Elementary); Mathematics teachers; 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):

Sudarsanan, S. T. (2015). Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8MC8XVT

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

Sudarsanan, Shalini Thirumulpad. “Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?.” 2015. Doctoral Dissertation, Columbia University. Accessed July 04, 2020. https://doi.org/10.7916/D8MC8XVT.

MLA Handbook (7^{th} Edition):

Sudarsanan, Shalini Thirumulpad. “Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?.” 2015. Web. 04 Jul 2020.

Vancouver:

Sudarsanan ST. Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2020 Jul 04]. Available from: https://doi.org/10.7916/D8MC8XVT.

Council of Science Editors:

Sudarsanan ST. Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8MC8XVT

Nelson Mandela Metropolitan University

23.
Botha, Adele.
An intervention for enhancing the *mathematics* teaching practices of grade four *teachers* in the Nelson Mandela Metropolitan area.

Degree: PhD, Faculty of Education, 2011, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/d1008176

► *Mathematics* is regarded as a driving force in economies worldwide. The performance of South African learners in *mathematics* over the past decade has highlighted that…
(more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics; Mathematics – Handbooks, manuals, etc; Mathematics teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Botha, A. (2011). An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1008176

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

Botha, Adele. “An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area.” 2011. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed July 04, 2020. http://hdl.handle.net/10948/d1008176.

MLA Handbook (7^{th} Edition):

Botha, Adele. “An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area.” 2011. Web. 04 Jul 2020.

Vancouver:

Botha A. An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2011. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/10948/d1008176.

Council of Science Editors:

Botha A. An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2011. Available from: http://hdl.handle.net/10948/d1008176

Massey University

24.
Alsaleh, Fatimah Ibrahim.
Preparedness to teach : the perceptions of Saudi female pre-service *mathematics* * teachers*.

Degree: PhD, Education, 2019, Massey University

URL: http://hdl.handle.net/10179/14975

► Being well prepared and experiencing a sense of preparedness for teaching is a key learning outcome of any initial teacher education (ITE) program. In order…
(more)

Subjects/Keywords: Mathematics teachers; Training of; Saudi Arabia; Student teachers; Attitudes; Women teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Alsaleh, F. I. (2019). Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14975

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

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Doctoral Dissertation, Massey University. Accessed July 04, 2020. http://hdl.handle.net/10179/14975.

MLA Handbook (7^{th} Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Web. 04 Jul 2020.

Vancouver:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/10179/14975.

Council of Science Editors:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Doctoral Dissertation]. Massey University; 2019. Available from: http://hdl.handle.net/10179/14975

Columbia University

25.
Johannsdottir, Bjorg.
The Mathematical Content Knowledge of Prospective *Teachers* in Iceland.

Degree: 2013, Columbia University

URL: https://doi.org/10.7916/D8FX7HP6

► This study focused on the mathematical content knowledge of prospective *teachers* in Iceland. The sample was 38 students in the School of Education at the…
(more)

Subjects/Keywords: Mathematics – Study and teaching; Teachers – Training of; 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):

Johannsdottir, B. (2013). The Mathematical Content Knowledge of Prospective Teachers in Iceland. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8FX7HP6

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

Johannsdottir, Bjorg. “The Mathematical Content Knowledge of Prospective Teachers in Iceland.” 2013. Doctoral Dissertation, Columbia University. Accessed July 04, 2020. https://doi.org/10.7916/D8FX7HP6.

MLA Handbook (7^{th} Edition):

Johannsdottir, Bjorg. “The Mathematical Content Knowledge of Prospective Teachers in Iceland.” 2013. Web. 04 Jul 2020.

Vancouver:

Johannsdottir B. The Mathematical Content Knowledge of Prospective Teachers in Iceland. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2020 Jul 04]. Available from: https://doi.org/10.7916/D8FX7HP6.

Council of Science Editors:

Johannsdottir B. The Mathematical Content Knowledge of Prospective Teachers in Iceland. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8FX7HP6

Texas Tech University

26.
Eagle, Diane.
Influencing preservice middle-school *teachers*' beliefs on *mathematics*-specific technology use in *mathematics* instruction: the effects of a technology-based capstone *mathematics* course.

Degree: Mathematics, 2000, Texas Tech University

URL: http://hdl.handle.net/2346/14751

► This study was designed to determine the effect of a laboratory-based *mathematics* course on pre-service *teachers*' beliefs toward the use of graphing calculators, computer algebra…
(more)

Subjects/Keywords: Student teachers; Mathematics; Mathematics teachers

Record Details Similar Records

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APA (6^{th} Edition):

Eagle, D. (2000). Influencing preservice middle-school teachers' beliefs on mathematics-specific technology use in mathematics instruction: the effects of a technology-based capstone mathematics course. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/14751

Not specified: Masters Thesis or Doctoral Dissertation

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

Eagle, Diane. “Influencing preservice middle-school teachers' beliefs on mathematics-specific technology use in mathematics instruction: the effects of a technology-based capstone mathematics course.” 2000. Thesis, Texas Tech University. Accessed July 04, 2020. http://hdl.handle.net/2346/14751.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Eagle, Diane. “Influencing preservice middle-school teachers' beliefs on mathematics-specific technology use in mathematics instruction: the effects of a technology-based capstone mathematics course.” 2000. Web. 04 Jul 2020.

Vancouver:

Eagle D. Influencing preservice middle-school teachers' beliefs on mathematics-specific technology use in mathematics instruction: the effects of a technology-based capstone mathematics course. [Internet] [Thesis]. Texas Tech University; 2000. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/2346/14751.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eagle D. Influencing preservice middle-school teachers' beliefs on mathematics-specific technology use in mathematics instruction: the effects of a technology-based capstone mathematics course. [Thesis]. Texas Tech University; 2000. Available from: http://hdl.handle.net/2346/14751

Not specified: Masters Thesis or Doctoral Dissertation

University of Florida

27.
Bae, Jungah.
Exploring Teacher Implementation of Reform-Oriented *Mathematics* Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2014, University of Florida

URL: https://ufdc.ufl.edu/UFE0047016

► A secondary analysis of the Early Childhood Longitudinal Study Kindergarten (ECLS-K) data set was conducted to investigate early *mathematics* learning within the context of reform-oriented…
(more)

Subjects/Keywords: Classrooms; Educational research; Learning; Mathematical variables; Mathematics; Mathematics education; Mathematics teachers; Self concept; Students; Teachers; implementation – instruction – mathematics – reform – teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Bae, J. (2014). Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0047016

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

Bae, Jungah. “Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99.” 2014. Doctoral Dissertation, University of Florida. Accessed July 04, 2020. https://ufdc.ufl.edu/UFE0047016.

MLA Handbook (7^{th} Edition):

Bae, Jungah. “Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99.” 2014. Web. 04 Jul 2020.

Vancouver:

Bae J. Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2020 Jul 04]. Available from: https://ufdc.ufl.edu/UFE0047016.

Council of Science Editors:

Bae J. Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99. [Doctoral Dissertation]. University of Florida; 2014. Available from: https://ufdc.ufl.edu/UFE0047016

Columbia University

28.
Rosenfeld, Deborah.
Fostering Confidence and Competence in Early Childhood *Mathematics* * Teachers*.

Degree: 2012, Columbia University

URL: https://doi.org/10.7916/D8JH3T5G

► This study aimed to increase efficacy for teaching *mathematics* in pre-service early childhood *teachers* through the presentation of five video lessons on topics in early…
(more)

Subjects/Keywords: Educational psychology; Early childhood education; Mathematics – Study and teaching; Mathematics teachers; 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):

Rosenfeld, D. (2012). Fostering Confidence and Competence in Early Childhood Mathematics Teachers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8JH3T5G

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

Rosenfeld, Deborah. “Fostering Confidence and Competence in Early Childhood Mathematics Teachers.” 2012. Doctoral Dissertation, Columbia University. Accessed July 04, 2020. https://doi.org/10.7916/D8JH3T5G.

MLA Handbook (7^{th} Edition):

Rosenfeld, Deborah. “Fostering Confidence and Competence in Early Childhood Mathematics Teachers.” 2012. Web. 04 Jul 2020.

Vancouver:

Rosenfeld D. Fostering Confidence and Competence in Early Childhood Mathematics Teachers. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Jul 04]. Available from: https://doi.org/10.7916/D8JH3T5G.

Council of Science Editors:

Rosenfeld D. Fostering Confidence and Competence in Early Childhood Mathematics Teachers. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8JH3T5G

Virginia Commonwealth University

29.
Nunnally, Heather.
Elementary *Teachers*' Definitions and Usage of Inquiry-Based *Mathematics* Instruction.

Degree: PhD, Education, 2019, Virginia Commonwealth University

URL: https://doi.org/10.25772/FT09-WG85 ; https://scholarscompass.vcu.edu/etd/5744

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

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

Record Details Similar Records

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

APA (6^{th} Edition):

Nunnally, H. (2019). Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/FT09-WG85 ; https://scholarscompass.vcu.edu/etd/5744

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

Nunnally, Heather. “Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 04, 2020. https://doi.org/10.25772/FT09-WG85 ; https://scholarscompass.vcu.edu/etd/5744.

MLA Handbook (7^{th} Edition):

Nunnally, Heather. “Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction.” 2019. Web. 04 Jul 2020.

Vancouver:

Nunnally H. Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2020 Jul 04]. Available from: https://doi.org/10.25772/FT09-WG85 ; https://scholarscompass.vcu.edu/etd/5744.

Council of Science Editors:

Nunnally H. Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction. [Doctoral Dissertation]. Virginia Commonwealth University; 2019. Available from: https://doi.org/10.25772/FT09-WG85 ; https://scholarscompass.vcu.edu/etd/5744

University of Florida

30.
Stripling, Christopher T.
Effects of *Mathematics* Integration on Mathematical Ability and Efficacy of Preservice * Teachers*.

Degree: PhD, Agricultural Education and Communication, 2012, University of Florida

URL: https://ufdc.ufl.edu/UFE0043943

► The purpose of this study was to determine the effects of *mathematics* teaching and integration strategies (MTIS) on preservice agriculture *teachers*' *mathematics* ability, personal *mathematics*…
(more)

Subjects/Keywords: Agricultural education; Agriculture; College mathematics; Education; Educational research; Mathematics; Mathematics education; Mathematics teachers; Preservice teachers; Teaching methods; agriculture – mathematics – preservice

Record Details Similar Records

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

APA (6^{th} Edition):

Stripling, C. T. (2012). Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0043943

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

Stripling, Christopher T. “Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers.” 2012. Doctoral Dissertation, University of Florida. Accessed July 04, 2020. https://ufdc.ufl.edu/UFE0043943.

MLA Handbook (7^{th} Edition):

Stripling, Christopher T. “Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers.” 2012. Web. 04 Jul 2020.

Vancouver:

Stripling CT. Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2020 Jul 04]. Available from: https://ufdc.ufl.edu/UFE0043943.

Council of Science Editors:

Stripling CT. Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers. [Doctoral Dissertation]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0043943