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63 total matches.

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- 2015 – 2019 (16)
- 2010 – 2014 (38)
- 2005 – 2009 (19)

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- University of Toronto (40)
- Kansas State University (23)

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University of Toronto

1. Li, Xiang. On the Logarithimic Calculus and Sidorenko's Conjecture.

Degree: 2011, University of Toronto

URL: http://hdl.handle.net/1807/31311

►

We study a type of calculus for proving inequalities between subgraph densities which is based on Jensen's inequality for the logarithmic function. As a demonstration… (more)

Subjects/Keywords: Combinatorics; Probability; 0280

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APA (6^{th} Edition):

Li, X. (2011). On the Logarithimic Calculus and Sidorenko's Conjecture. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/31311

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

Li, Xiang. “On the Logarithimic Calculus and Sidorenko's Conjecture.” 2011. Masters Thesis, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/31311.

MLA Handbook (7^{th} Edition):

Li, Xiang. “On the Logarithimic Calculus and Sidorenko's Conjecture.” 2011. Web. 20 Apr 2019.

Vancouver:

Li X. On the Logarithimic Calculus and Sidorenko's Conjecture. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/31311.

Council of Science Editors:

Li X. On the Logarithimic Calculus and Sidorenko's Conjecture. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31311

2. Ostapyuk, Nina. Analysis on an online placement exam for college algebra.

Degree: MS, Department of Mathematics, 2009, Kansas State University

URL: http://hdl.handle.net/2097/2358

► An online placement exam was administered to 2800 entering freshmen, 700 of whom enrolled in College Algebra during the succeeding Fall semester. Problems on the…
(more)

Subjects/Keywords: Algebra; Placement; Education, Mathematics (0280)

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APA (6^{th} Edition):

Ostapyuk, N. (2009). Analysis on an online placement exam for college algebra. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/2358

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

Ostapyuk, Nina. “Analysis on an online placement exam for college algebra.” 2009. Masters Thesis, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/2358.

MLA Handbook (7^{th} Edition):

Ostapyuk, Nina. “Analysis on an online placement exam for college algebra.” 2009. Web. 20 Apr 2019.

Vancouver:

Ostapyuk N. Analysis on an online placement exam for college algebra. [Internet] [Masters thesis]. Kansas State University; 2009. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/2358.

Council of Science Editors:

Ostapyuk N. Analysis on an online placement exam for college algebra. [Masters Thesis]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/2358

University of Toronto

3. Ramírez, Mario Leonardo Morfin. Grassmann Dynamics.

Degree: 2010, University of Toronto

URL: http://hdl.handle.net/1807/26213

►

The present work is divided in two parts. The first is concerned with the dynamics on the Grassmann manifold of k-dimensional subvector spaces of an… (more)

Subjects/Keywords: Real Dynamical Systems; Grassmannian; 0280

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APA (6^{th} Edition):

Ramírez, M. L. M. (2010). Grassmann Dynamics. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/26213

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

Ramírez, Mario Leonardo Morfin. “Grassmann Dynamics.” 2010. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/26213.

MLA Handbook (7^{th} Edition):

Ramírez, Mario Leonardo Morfin. “Grassmann Dynamics.” 2010. Web. 20 Apr 2019.

Vancouver:

Ramírez MLM. Grassmann Dynamics. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/26213.

Council of Science Editors:

Ramírez MLM. Grassmann Dynamics. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/26213

University of Toronto

4. Zietara, Sandra. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.

Degree: 2016, University of Toronto

URL: http://hdl.handle.net/1807/72843

►

This study examined the transition from secondary to post-secondary mathematics, through the investigation of first-year and second-year calculus courses. Voluntary participants from a second-year calculus… (more)

Subjects/Keywords: Calculus; Post-secondary; Secondary; Transition; 0280

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APA (6^{th} Edition):

Zietara, S. (2016). Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72843

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

Zietara, Sandra. “Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.” 2016. Masters Thesis, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/72843.

MLA Handbook (7^{th} Edition):

Zietara, Sandra. “Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.” 2016. Web. 20 Apr 2019.

Vancouver:

Zietara S. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/72843.

Council of Science Editors:

Zietara S. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72843

University of Toronto

5. Wonnacott, Vanessa. Teaching Mathematics for Social Justice and its Effects on Affluent Students.

Degree: 2011, University of Toronto

URL: http://hdl.handle.net/1807/27371

►

There is a crisis in mathematics education (National Research Council, 1989). This crisis has caused stakeholders to question the purpose of mathematics education. Teaching mathematics… (more)

Subjects/Keywords: social justice; mathematics; social agency; 0727; 0280

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APA (6^{th} Edition):

Wonnacott, V. (2011). Teaching Mathematics for Social Justice and its Effects on Affluent Students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/27371

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

Wonnacott, Vanessa. “Teaching Mathematics for Social Justice and its Effects on Affluent Students.” 2011. Masters Thesis, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/27371.

MLA Handbook (7^{th} Edition):

Wonnacott, Vanessa. “Teaching Mathematics for Social Justice and its Effects on Affluent Students.” 2011. Web. 20 Apr 2019.

Vancouver:

Wonnacott V. Teaching Mathematics for Social Justice and its Effects on Affluent Students. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/27371.

Council of Science Editors:

Wonnacott V. Teaching Mathematics for Social Justice and its Effects on Affluent Students. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27371

6. Hu, Dehui. Understanding introductory students’ application of integrals in physics from multiple perspectives.

Degree: PhD, Department of Physics, 2013, Kansas State University

URL: http://hdl.handle.net/2097/16190

► Calculus is used across many physics topics from introductory to upper-division level college courses. The concepts of differentiation and integration are important tools for solving…
(more)

Subjects/Keywords: Problem solving; Mathematics; Integration; Mathematics Education (0280)

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APA (6^{th} Edition):

Hu, D. (2013). Understanding introductory students’ application of integrals in physics from multiple perspectives. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/16190

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

Hu, Dehui. “Understanding introductory students’ application of integrals in physics from multiple perspectives.” 2013. Doctoral Dissertation, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/16190.

MLA Handbook (7^{th} Edition):

Hu, Dehui. “Understanding introductory students’ application of integrals in physics from multiple perspectives.” 2013. Web. 20 Apr 2019.

Vancouver:

Hu D. Understanding introductory students’ application of integrals in physics from multiple perspectives. [Internet] [Doctoral dissertation]. Kansas State University; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/16190.

Council of Science Editors:

Hu D. Understanding introductory students’ application of integrals in physics from multiple perspectives. [Doctoral Dissertation]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/16190

Kansas State University

7. Ye, Xiaojin. Grading criteria of college algebra teachers.

Degree: MS, Department of Mathematics, 2011, Kansas State University

URL: http://hdl.handle.net/2097/11998

► The purpose of my research is to identify what features of a graph are important for college teachers with the intention of eventually developing a…
(more)

Subjects/Keywords: Grading; Graph; iPad; Algebra; Mathematics Education (0280)

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APA (6^{th} Edition):

Ye, X. (2011). Grading criteria of college algebra teachers. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/11998

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

Ye, Xiaojin. “Grading criteria of college algebra teachers.” 2011. Masters Thesis, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/11998.

MLA Handbook (7^{th} Edition):

Ye, Xiaojin. “Grading criteria of college algebra teachers.” 2011. Web. 20 Apr 2019.

Vancouver:

Ye X. Grading criteria of college algebra teachers. [Internet] [Masters thesis]. Kansas State University; 2011. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/11998.

Council of Science Editors:

Ye X. Grading criteria of college algebra teachers. [Masters Thesis]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/11998

University of Toronto

8. Aslemand, Asal. Undergraduate Social Sciences Students' Attitudes Toward Statistics.

Degree: PhD, 2018, University of Toronto

URL: http://hdl.handle.net/1807/82943

► This study investigated the changes in undergraduate social sciences students’ attitudes toward statistics in an introductory statistics course for social science students. The relationships between…
(more)

Subjects/Keywords: Attitudes; Social Sciences; Statistical Literacy; Undergraduates; 0280

Record Details Similar Records

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APA (6^{th} Edition):

Aslemand, A. (2018). Undergraduate Social Sciences Students' Attitudes Toward Statistics. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/82943

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

Aslemand, Asal. “Undergraduate Social Sciences Students' Attitudes Toward Statistics.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/82943.

MLA Handbook (7^{th} Edition):

Aslemand, Asal. “Undergraduate Social Sciences Students' Attitudes Toward Statistics.” 2018. Web. 20 Apr 2019.

Vancouver:

Aslemand A. Undergraduate Social Sciences Students' Attitudes Toward Statistics. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/82943.

Council of Science Editors:

Aslemand A. Undergraduate Social Sciences Students' Attitudes Toward Statistics. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/82943

University of Toronto

9. Wang, Zhaoyun. Investigating Mathematics Teachers' Knowledge for Teaching and Their Learning Trajectories.

Degree: PhD, 2017, University of Toronto

URL: http://hdl.handle.net/1807/79503

► This study investigated three secondary mathematics teachers’ knowledge for teaching and their learning trajectories from their own schooling through their establishment as experienced teachers in…
(more)

Subjects/Keywords: Learning trejectories; Mathematics teachers' knowledge; 0280

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APA (6^{th} Edition):

Wang, Z. (2017). Investigating Mathematics Teachers' Knowledge for Teaching and Their Learning Trajectories. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79503

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

Wang, Zhaoyun. “Investigating Mathematics Teachers' Knowledge for Teaching and Their Learning Trajectories.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/79503.

MLA Handbook (7^{th} Edition):

Wang, Zhaoyun. “Investigating Mathematics Teachers' Knowledge for Teaching and Their Learning Trajectories.” 2017. Web. 20 Apr 2019.

Vancouver:

Wang Z. Investigating Mathematics Teachers' Knowledge for Teaching and Their Learning Trajectories. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/79503.

Council of Science Editors:

Wang Z. Investigating Mathematics Teachers' Knowledge for Teaching and Their Learning Trajectories. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79503

University of Toronto

10. Decker, Colin. When do Systematic Gains Uniquely Determine the Number of Marriages between Different Types in the Choo-Siow matching model? Sufficient Conditions for a Unique Equilibrium.

Degree: 2010, University of Toronto

URL: http://hdl.handle.net/1807/26322

►

In a transferable utility context, Choo and Siow (2006) introduced a competitive model of the marriage market with gumbel distributed stochastic part, and derived its… (more)

Subjects/Keywords: Matching; Gumbel; Choo-Siow; Equilibrium; Uniqueness; Existence; 0280

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APA (6^{th} Edition):

Decker, C. (2010). When do Systematic Gains Uniquely Determine the Number of Marriages between Different Types in the Choo-Siow matching model? Sufficient Conditions for a Unique Equilibrium. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/26322

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

Decker, Colin. “When do Systematic Gains Uniquely Determine the Number of Marriages between Different Types in the Choo-Siow matching model? Sufficient Conditions for a Unique Equilibrium.” 2010. Masters Thesis, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/26322.

MLA Handbook (7^{th} Edition):

Decker, Colin. “When do Systematic Gains Uniquely Determine the Number of Marriages between Different Types in the Choo-Siow matching model? Sufficient Conditions for a Unique Equilibrium.” 2010. Web. 20 Apr 2019.

Vancouver:

Decker C. When do Systematic Gains Uniquely Determine the Number of Marriages between Different Types in the Choo-Siow matching model? Sufficient Conditions for a Unique Equilibrium. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/26322.

Council of Science Editors:

Decker C. When do Systematic Gains Uniquely Determine the Number of Marriages between Different Types in the Choo-Siow matching model? Sufficient Conditions for a Unique Equilibrium. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/26322

University of Toronto

11. Henhaffer, J. Lori. Selecting and Implementing Rich Mathematics Tasks in the Middle School.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/67934

►

This collective case study of two middle school mathematics teachers examines how teachers select and implement rich mathematics tasks. The research revealed that these two… (more)

Subjects/Keywords: mathematics tasks; middle school math; rich tasks; 0280

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APA (6^{th} Edition):

Henhaffer, J. L. (2014). Selecting and Implementing Rich Mathematics Tasks in the Middle School. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67934

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

Henhaffer, J Lori. “Selecting and Implementing Rich Mathematics Tasks in the Middle School.” 2014. Masters Thesis, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/67934.

MLA Handbook (7^{th} Edition):

Henhaffer, J Lori. “Selecting and Implementing Rich Mathematics Tasks in the Middle School.” 2014. Web. 20 Apr 2019.

Vancouver:

Henhaffer JL. Selecting and Implementing Rich Mathematics Tasks in the Middle School. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/67934.

Council of Science Editors:

Henhaffer JL. Selecting and Implementing Rich Mathematics Tasks in the Middle School. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67934

University of Toronto

12. Costa, Stacy Alexandra. Math Discourse in a Grade 2 Knowledge Building Classroom.

Degree: 2017, University of Toronto

URL: http://hdl.handle.net/1807/77774

►

The goal of this study was to examine grade two Math Talk in geometry within a Knowledge Building community engaged in both face-to-face and computer-mediated… (more)

Subjects/Keywords: Geometry; Knowledge Building; Math Talk; Online Discourse; 0280

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APA (6^{th} Edition):

Costa, S. A. (2017). Math Discourse in a Grade 2 Knowledge Building Classroom. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/77774

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

Costa, Stacy Alexandra. “Math Discourse in a Grade 2 Knowledge Building Classroom.” 2017. Masters Thesis, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/77774.

MLA Handbook (7^{th} Edition):

Costa, Stacy Alexandra. “Math Discourse in a Grade 2 Knowledge Building Classroom.” 2017. Web. 20 Apr 2019.

Vancouver:

Costa SA. Math Discourse in a Grade 2 Knowledge Building Classroom. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/77774.

Council of Science Editors:

Costa SA. Math Discourse in a Grade 2 Knowledge Building Classroom. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77774

Kansas State University

13. McNaney, Danielle. Student response to mathematical concepts in context.

Degree: MS, Department of Mathematics, 2009, Kansas State University

URL: http://hdl.handle.net/2097/1645

► In recent years motivation research has emerged as an area of interest within educational research. Increasing student achievement is not the only aspect of education…
(more)

Subjects/Keywords: Motivation; Mathematics in context; Student attitude; Affect; Education, Mathematics (0280)

Record Details Similar Records

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APA (6^{th} Edition):

McNaney, D. (2009). Student response to mathematical concepts in context. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/1645

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

McNaney, Danielle. “Student response to mathematical concepts in context.” 2009. Masters Thesis, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/1645.

MLA Handbook (7^{th} Edition):

McNaney, Danielle. “Student response to mathematical concepts in context.” 2009. Web. 20 Apr 2019.

Vancouver:

McNaney D. Student response to mathematical concepts in context. [Internet] [Masters thesis]. Kansas State University; 2009. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/1645.

Council of Science Editors:

McNaney D. Student response to mathematical concepts in context. [Masters Thesis]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1645

Kansas State University

14. Manspeaker, Rachel Bechtel. Using data mining to differentiate instruction in college algebra.

Degree: PhD, Department of Mathematics, 2011, Kansas State University

URL: http://hdl.handle.net/2097/8542

► The main objective of the study is to identify the general characteristics of groups within a typical Studio College Algebra class and then adapt aspects…
(more)

Subjects/Keywords: Data mining; Math education; Clustering; Mathematics Education (0280)

Record Details Similar Records

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APA (6^{th} Edition):

Manspeaker, R. B. (2011). Using data mining to differentiate instruction in college algebra. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/8542

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

Manspeaker, Rachel Bechtel. “Using data mining to differentiate instruction in college algebra.” 2011. Doctoral Dissertation, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/8542.

MLA Handbook (7^{th} Edition):

Manspeaker, Rachel Bechtel. “Using data mining to differentiate instruction in college algebra.” 2011. Web. 20 Apr 2019.

Vancouver:

Manspeaker RB. Using data mining to differentiate instruction in college algebra. [Internet] [Doctoral dissertation]. Kansas State University; 2011. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/8542.

Council of Science Editors:

Manspeaker RB. Using data mining to differentiate instruction in college algebra. [Doctoral Dissertation]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/8542

15. Moore, Todd. What calculus do students learn after calculus?.

Degree: PhD, Department of Mathematics, 2012, Kansas State University

URL: http://hdl.handle.net/2097/14090

► Engineering majors and Mathematics Education majors are two groups that take the basic, core Mathematics classes. Whereas Engineering majors go on to apply this mathematics…
(more)

Subjects/Keywords: Back transfer; Apos theory; Mathematics (0405); Mathematics Education (0280)

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APA (6^{th} Edition):

Moore, T. (2012). What calculus do students learn after calculus?. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/14090

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

Moore, Todd. “What calculus do students learn after calculus?.” 2012. Doctoral Dissertation, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/14090.

MLA Handbook (7^{th} Edition):

Moore, Todd. “What calculus do students learn after calculus?.” 2012. Web. 20 Apr 2019.

Vancouver:

Moore T. What calculus do students learn after calculus?. [Internet] [Doctoral dissertation]. Kansas State University; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/14090.

Council of Science Editors:

Moore T. What calculus do students learn after calculus?. [Doctoral Dissertation]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/14090

16. Natarajan, Rekha. Application and analysis of just in time teaching methods in a calculus course.

Degree: PhD, Department of Mathematics, 2012, Kansas State University

URL: http://hdl.handle.net/2097/14957

► "Just In Time Teaching" (JiTT) is a teaching practice that utilizes web based technology to collect information about students' background knowledge prior to attending lecture.…
(more)

Subjects/Keywords: Just in time teaching calculus; Mathematics Education (0280)

Record Details Similar Records

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APA (6^{th} Edition):

Natarajan, R. (2012). Application and analysis of just in time teaching methods in a calculus course. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/14957

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

Natarajan, Rekha. “Application and analysis of just in time teaching methods in a calculus course.” 2012. Doctoral Dissertation, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/14957.

MLA Handbook (7^{th} Edition):

Natarajan, Rekha. “Application and analysis of just in time teaching methods in a calculus course.” 2012. Web. 20 Apr 2019.

Vancouver:

Natarajan R. Application and analysis of just in time teaching methods in a calculus course. [Internet] [Doctoral dissertation]. Kansas State University; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/14957.

Council of Science Editors:

Natarajan R. Application and analysis of just in time teaching methods in a calculus course. [Doctoral Dissertation]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/14957

University of Toronto

17. Beatty, Ruth. Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change.

Degree: 2010, University of Toronto

URL: http://hdl.handle.net/1807/26347

►

The purpose of this study, based on the third year of a three-year research study, was to examine Grade 6 students’ previously developed abilities to… (more)

Subjects/Keywords: Elementary Mathematics Education; Patterning and Early Algebra; Linear Relationships; 0524; 0280

Record Details Similar Records

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APA (6^{th} Edition):

Beatty, R. (2010). Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/26347

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

Beatty, Ruth. “Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change.” 2010. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/26347.

MLA Handbook (7^{th} Edition):

Beatty, Ruth. “Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change.” 2010. Web. 20 Apr 2019.

Vancouver:

Beatty R. Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/26347.

Council of Science Editors:

Beatty R. Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/26347

University of Toronto

18. Kim, Genie. Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action.

Degree: PhD, 2017, University of Toronto

URL: http://hdl.handle.net/1807/79016

► Currently, Inquiry-Based Learning (IBL) has become the central focus and method of delivery to support mathematics learning, especially within elementary schools in Ontario. Through undertaking…
(more)

Subjects/Keywords: elementary teacher; Inquiry-based learning; mathematics; pedagogy; teaching; 0280

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APA (6^{th} Edition):

Kim, G. (2017). Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79016

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

Kim, Genie. “Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/79016.

MLA Handbook (7^{th} Edition):

Kim, Genie. “Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action.” 2017. Web. 20 Apr 2019.

Vancouver:

Kim G. Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/79016.

Council of Science Editors:

Kim G. Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79016

University of Toronto

19. Kam, Mimi. Fostering Students' Mathematics Communication in Measurement: A Grade 3 Teacher's Perceptions and Practices.

Degree: PhD, 2017, University of Toronto

URL: http://hdl.handle.net/1807/79024

► This study explores and describes the teaching perceptions and practices of a Grade 3 teacher as she attempts to foster students’ mathematics communication skills in…
(more)

Subjects/Keywords: area; elementary mathematics education; mathematics communication; perimeter; 0280

Record Details Similar Records

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APA (6^{th} Edition):

Kam, M. (2017). Fostering Students' Mathematics Communication in Measurement: A Grade 3 Teacher's Perceptions and Practices. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79024

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

Kam, Mimi. “Fostering Students' Mathematics Communication in Measurement: A Grade 3 Teacher's Perceptions and Practices.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/79024.

MLA Handbook (7^{th} Edition):

Kam, Mimi. “Fostering Students' Mathematics Communication in Measurement: A Grade 3 Teacher's Perceptions and Practices.” 2017. Web. 20 Apr 2019.

Vancouver:

Kam M. Fostering Students' Mathematics Communication in Measurement: A Grade 3 Teacher's Perceptions and Practices. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/79024.

Council of Science Editors:

Kam M. Fostering Students' Mathematics Communication in Measurement: A Grade 3 Teacher's Perceptions and Practices. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79024

University of Toronto

20. Yan, Xiaoheng. Key Ideas In Proof In Undergraduate Mathematics Classrooms.

Degree: PhD, 2017, University of Toronto

URL: http://hdl.handle.net/1807/79527

► The mathematics education literature reveals an ongoing interest in fostering the ability of students to construct and reconstruct proofs. One promising tool to this end…
(more)

Subjects/Keywords: Key idea; Mathematical proof; Proof reconstruction; Undergraduate mathematics; 0280

Record Details Similar Records

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APA (6^{th} Edition):

Yan, X. (2017). Key Ideas In Proof In Undergraduate Mathematics Classrooms. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79527

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

Yan, Xiaoheng. “Key Ideas In Proof In Undergraduate Mathematics Classrooms.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/79527.

MLA Handbook (7^{th} Edition):

Yan, Xiaoheng. “Key Ideas In Proof In Undergraduate Mathematics Classrooms.” 2017. Web. 20 Apr 2019.

Vancouver:

Yan X. Key Ideas In Proof In Undergraduate Mathematics Classrooms. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/79527.

Council of Science Editors:

Yan X. Key Ideas In Proof In Undergraduate Mathematics Classrooms. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79527

University of Toronto

21. Tepylo, Diane Ruth Hobenshield. Examining Changes in Spatialized Geometry Knowledge for Teaching as Early Years Teachers Participate in Adapted Lesson Study.

Degree: PhD, 2017, University of Toronto

URL: http://hdl.handle.net/1807/80712

► Background: Research suggests there is a crucial need for improved teaching of geometry and spatial reasoning in early years classrooms; however, limited teacher knowledge of…
(more)

Subjects/Keywords: Geometry; Lesson Study; Professional Development; Spatial Reasoning; Teacher Learning; 0280

Record Details Similar Records

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APA (6^{th} Edition):

Tepylo, D. R. H. (2017). Examining Changes in Spatialized Geometry Knowledge for Teaching as Early Years Teachers Participate in Adapted Lesson Study. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80712

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

Tepylo, Diane Ruth Hobenshield. “Examining Changes in Spatialized Geometry Knowledge for Teaching as Early Years Teachers Participate in Adapted Lesson Study.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/80712.

MLA Handbook (7^{th} Edition):

Tepylo, Diane Ruth Hobenshield. “Examining Changes in Spatialized Geometry Knowledge for Teaching as Early Years Teachers Participate in Adapted Lesson Study.” 2017. Web. 20 Apr 2019.

Vancouver:

Tepylo DRH. Examining Changes in Spatialized Geometry Knowledge for Teaching as Early Years Teachers Participate in Adapted Lesson Study. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/80712.

Council of Science Editors:

Tepylo DRH. Examining Changes in Spatialized Geometry Knowledge for Teaching as Early Years Teachers Participate in Adapted Lesson Study. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80712

University of Toronto

22. Walters, Robert. Investigating the Combined Impact of Cognitively Guided Instruction and Backward Design model in Mathematics on Teachers of Grade 3 students.

Degree: PhD, 2018, University of Toronto

URL: http://hdl.handle.net/1807/89872

► This study investigated the effectiveness of combining the Backward Design model and Cognitively Guided Instruction (CGI) in elementary school mathematics classrooms. The study employs a…
(more)

Subjects/Keywords: Backward Design; CGI; Grade 3; Mathematics; Student Achievement; Teacher Performance; 0280

Record Details Similar Records

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

APA (6^{th} Edition):

Walters, R. (2018). Investigating the Combined Impact of Cognitively Guided Instruction and Backward Design model in Mathematics on Teachers of Grade 3 students. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89872

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

Walters, Robert. “Investigating the Combined Impact of Cognitively Guided Instruction and Backward Design model in Mathematics on Teachers of Grade 3 students.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/89872.

MLA Handbook (7^{th} Edition):

Walters, Robert. “Investigating the Combined Impact of Cognitively Guided Instruction and Backward Design model in Mathematics on Teachers of Grade 3 students.” 2018. Web. 20 Apr 2019.

Vancouver:

Walters R. Investigating the Combined Impact of Cognitively Guided Instruction and Backward Design model in Mathematics on Teachers of Grade 3 students. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/89872.

Council of Science Editors:

Walters R. Investigating the Combined Impact of Cognitively Guided Instruction and Backward Design model in Mathematics on Teachers of Grade 3 students. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89872

23. Bengo, Priscilla. Mathematics Coaching to Improve Teaching Practice: The Experiences of Mathematics Teachers and Coaches.

Degree: 2013, University of Toronto

URL: http://hdl.handle.net/1807/35168

►

The purpose of the study is to determine how coaching can be used effectively to improve instruction and student achievement while exploring teachers’ specific emotions… (more)

Subjects/Keywords: Teacher Emotions; Mathematics; 0280

Record Details Similar Records

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

APA (6^{th} Edition):

Bengo, P. (2013). Mathematics Coaching to Improve Teaching Practice: The Experiences of Mathematics Teachers and Coaches. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35168

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

Bengo, Priscilla. “Mathematics Coaching to Improve Teaching Practice: The Experiences of Mathematics Teachers and Coaches.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/35168.

MLA Handbook (7^{th} Edition):

Bengo, Priscilla. “Mathematics Coaching to Improve Teaching Practice: The Experiences of Mathematics Teachers and Coaches.” 2013. Web. 20 Apr 2019.

Vancouver:

Bengo P. Mathematics Coaching to Improve Teaching Practice: The Experiences of Mathematics Teachers and Coaches. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/35168.

Council of Science Editors:

Bengo P. Mathematics Coaching to Improve Teaching Practice: The Experiences of Mathematics Teachers and Coaches. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35168

24. Arian, Hamidreza. Financial Engineering of the Stochastic Correlation in Credit Risk Models.

Degree: 2012, University of Toronto

URL: http://hdl.handle.net/1807/33798

►

The main objective of this thesis is to implement stochastic correlation into the existing structural credit risk models. There are two stochastic models suggested for… (more)

Subjects/Keywords: Financial Engineering; Mathematics; 0280

Record Details Similar Records

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

APA (6^{th} Edition):

Arian, H. (2012). Financial Engineering of the Stochastic Correlation in Credit Risk Models. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/33798

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

Arian, Hamidreza. “Financial Engineering of the Stochastic Correlation in Credit Risk Models.” 2012. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/33798.

MLA Handbook (7^{th} Edition):

Arian, Hamidreza. “Financial Engineering of the Stochastic Correlation in Credit Risk Models.” 2012. Web. 20 Apr 2019.

Vancouver:

Arian H. Financial Engineering of the Stochastic Correlation in Credit Risk Models. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/33798.

Council of Science Editors:

Arian H. Financial Engineering of the Stochastic Correlation in Credit Risk Models. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33798

University of Toronto

25. Jao, Limin. Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher.

Degree: 2009, University of Toronto

URL: http://hdl.handle.net/1807/18101

►

This study examined how an elementary teacher fostered student mathematical understanding and the strategies that she used to help students learn mathematical concepts. A case… (more)

Subjects/Keywords: Mathematics education; Elementary education; Professional development; Construction of knowledge; Teaching strategies; 0280

Record Details Similar Records

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

APA (6^{th} Edition):

Jao, L. (2009). Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18101

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

Jao, Limin. “Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher.” 2009. Masters Thesis, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/18101.

MLA Handbook (7^{th} Edition):

Jao, Limin. “Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher.” 2009. Web. 20 Apr 2019.

Vancouver:

Jao L. Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/18101.

Council of Science Editors:

Jao L. Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18101

University of Toronto

26. Bennett, Sarah. Benefits and Challenges of Teacher Professional Learning in a Mathematics Intervention Study in the Early Years (JK-Grade 2).

Degree: 2016, University of Toronto

URL: http://hdl.handle.net/1807/72706

►

Research shows spatial reasoning and an early start to mathematics are key predictors of later school success. This thesis explores educator learning in a professional… (more)

Subjects/Keywords: early years math; intervention study; JK-Grade 2; Ontario; professional learning; spatial reasoning; 0280

Record Details Similar Records

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

APA (6^{th} Edition):

Bennett, S. (2016). Benefits and Challenges of Teacher Professional Learning in a Mathematics Intervention Study in the Early Years (JK-Grade 2). (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72706

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

Bennett, Sarah. “Benefits and Challenges of Teacher Professional Learning in a Mathematics Intervention Study in the Early Years (JK-Grade 2).” 2016. Masters Thesis, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/72706.

MLA Handbook (7^{th} Edition):

Bennett, Sarah. “Benefits and Challenges of Teacher Professional Learning in a Mathematics Intervention Study in the Early Years (JK-Grade 2).” 2016. Web. 20 Apr 2019.

Vancouver:

Bennett S. Benefits and Challenges of Teacher Professional Learning in a Mathematics Intervention Study in the Early Years (JK-Grade 2). [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/72706.

Council of Science Editors:

Bennett S. Benefits and Challenges of Teacher Professional Learning in a Mathematics Intervention Study in the Early Years (JK-Grade 2). [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72706

27. Cousino, Andrew. Using Bayesian learning to classify college algebra students by understanding in real-time.

Degree: PhD, Department of Mathematics, 2013, Kansas State University

URL: http://hdl.handle.net/2097/15630

► The goal of this work is to provide instructors with detailed information about their classes at each assignment during the term. The information is both…
(more)

Subjects/Keywords: Data mining; Mathematics education; Applied mathematics; Applied Mathematics (0364); Information Science (0723); Mathematics Education (0280)

Record Details Similar Records

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

APA (6^{th} Edition):

Cousino, A. (2013). Using Bayesian learning to classify college algebra students by understanding in real-time. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/15630

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

Cousino, Andrew. “Using Bayesian learning to classify college algebra students by understanding in real-time.” 2013. Doctoral Dissertation, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/15630.

MLA Handbook (7^{th} Edition):

Cousino, Andrew. “Using Bayesian learning to classify college algebra students by understanding in real-time.” 2013. Web. 20 Apr 2019.

Vancouver:

Cousino A. Using Bayesian learning to classify college algebra students by understanding in real-time. [Internet] [Doctoral dissertation]. Kansas State University; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/15630.

Council of Science Editors:

Cousino A. Using Bayesian learning to classify college algebra students by understanding in real-time. [Doctoral Dissertation]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/15630

Kansas State University

28. Weber, William J. Jr. Effects of requiring students to meet high expectation levels within an on-line homework environment.

Degree: PhD, Curriculum and Instruction Programs, 2010, Kansas State University

URL: http://hdl.handle.net/2097/4100

► On-line homework is becoming a larger part of mathematics classrooms each year. Thus, ways to maximize the effectiveness of on-line homework for both students and…
(more)

Subjects/Keywords: On-line homework; Math; Clustering; High expectations; Education, Curriculum and Instruction (0727); Education, Mathematics (0280)

Record Details Similar Records

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

APA (6^{th} Edition):

Weber, W. J. J. (2010). Effects of requiring students to meet high expectation levels within an on-line homework environment. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/4100

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

Weber, William J Jr. “Effects of requiring students to meet high expectation levels within an on-line homework environment.” 2010. Doctoral Dissertation, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/4100.

MLA Handbook (7^{th} Edition):

Weber, William J Jr. “Effects of requiring students to meet high expectation levels within an on-line homework environment.” 2010. Web. 20 Apr 2019.

Vancouver:

Weber WJJ. Effects of requiring students to meet high expectation levels within an on-line homework environment. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/4100.

Council of Science Editors:

Weber WJJ. Effects of requiring students to meet high expectation levels within an on-line homework environment. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/4100

University of Toronto

29. Don, Gunawardena Egodawatte Arachchige. Secondary School Students’ Misconceptions in Algebra.

Degree: 2011, University of Toronto

URL: http://hdl.handle.net/1807/29712

►

This study investigated secondary school students’ errors and misconceptions in algebra with a view to expose the nature and origin of those errors and to… (more)

Subjects/Keywords: Secondary mathematics; Curriculum and instruction; Measurement; Misconceptions; Algebra; Problem Solving; 0280; 0533; 0288; 0727

Record Details Similar Records

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

APA (6^{th} Edition):

Don, G. E. A. (2011). Secondary School Students’ Misconceptions in Algebra. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29712

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

Don, Gunawardena Egodawatte Arachchige. “Secondary School Students’ Misconceptions in Algebra.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/29712.

MLA Handbook (7^{th} Edition):

Don, Gunawardena Egodawatte Arachchige. “Secondary School Students’ Misconceptions in Algebra.” 2011. Web. 20 Apr 2019.

Vancouver:

Don GEA. Secondary School Students’ Misconceptions in Algebra. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/29712.

Council of Science Editors:

Don GEA. Secondary School Students’ Misconceptions in Algebra. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29712

University of Toronto

30. Dookie, Lesley. Examining Marginalizing Acts of Social Positioning in Mathematical Group Work: Towards a Better Understanding of how Microaggressions and Stereotype Threat Unfold in Intergroup Interactions.

Degree: PhD, 2015, University of Toronto

URL: http://hdl.handle.net/1807/70926

► Mathematics learning is documented as being racialized and gendered. Power dynamics between students from various social groups can become particularly problematic during collaborative group work…
(more)

Subjects/Keywords: collagorative group work; identity; mathematics education; social positioning theory; sociocultural theory; video research methods; 0280

Record Details Similar Records

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

APA (6^{th} Edition):

Dookie, L. (2015). Examining Marginalizing Acts of Social Positioning in Mathematical Group Work: Towards a Better Understanding of how Microaggressions and Stereotype Threat Unfold in Intergroup Interactions. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70926

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

Dookie, Lesley. “Examining Marginalizing Acts of Social Positioning in Mathematical Group Work: Towards a Better Understanding of how Microaggressions and Stereotype Threat Unfold in Intergroup Interactions.” 2015. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/70926.

MLA Handbook (7^{th} Edition):

Dookie, Lesley. “Examining Marginalizing Acts of Social Positioning in Mathematical Group Work: Towards a Better Understanding of how Microaggressions and Stereotype Threat Unfold in Intergroup Interactions.” 2015. Web. 20 Apr 2019.

Vancouver:

Dookie L. Examining Marginalizing Acts of Social Positioning in Mathematical Group Work: Towards a Better Understanding of how Microaggressions and Stereotype Threat Unfold in Intergroup Interactions. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/70926.

Council of Science Editors:

Dookie L. Examining Marginalizing Acts of Social Positioning in Mathematical Group Work: Towards a Better Understanding of how Microaggressions and Stereotype Threat Unfold in Intergroup Interactions. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70926