Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Algebra Study AND teaching Higher ). Showing records 1 – 30 of 18849 total matches.

[1] [2] [3] [4] [5] … [629]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters


Oregon State University

1. Hocker, Krista Foltz. Student experiences in redesigned college algebra.

Degree: MS, Mathematics, 2014, Oregon State University

 Oregon State University redesigned the college algebra class to make group learning at least 50% of class time. Specifically, in two out of four class… (more)

Subjects/Keywords: Algebra  – Study and teaching (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hocker, K. F. (2014). Student experiences in redesigned college algebra. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51892

Chicago Manual of Style (16th Edition):

Hocker, Krista Foltz. “Student experiences in redesigned college algebra.” 2014. Masters Thesis, Oregon State University. Accessed August 14, 2020. http://hdl.handle.net/1957/51892.

MLA Handbook (7th Edition):

Hocker, Krista Foltz. “Student experiences in redesigned college algebra.” 2014. Web. 14 Aug 2020.

Vancouver:

Hocker KF. Student experiences in redesigned college algebra. [Internet] [Masters thesis]. Oregon State University; 2014. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1957/51892.

Council of Science Editors:

Hocker KF. Student experiences in redesigned college algebra. [Masters Thesis]. Oregon State University; 2014. Available from: http://hdl.handle.net/1957/51892


Oregon State University

2. Furuto, Michael. A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy.

Degree: PhD, Mathematics Education, 2013, Oregon State University

 Shifting demographics show America rapidly diversifying, yet research indicates that an alarming number of diverse students continue to struggle to meet learning outcomes of collegiate… (more)

Subjects/Keywords: Algebra  – Study and teaching (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Furuto, M. (2013). A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/38544

Chicago Manual of Style (16th Edition):

Furuto, Michael. “A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy.” 2013. Doctoral Dissertation, Oregon State University. Accessed August 14, 2020. http://hdl.handle.net/1957/38544.

MLA Handbook (7th Edition):

Furuto, Michael. “A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy.” 2013. Web. 14 Aug 2020.

Vancouver:

Furuto M. A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy. [Internet] [Doctoral dissertation]. Oregon State University; 2013. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1957/38544.

Council of Science Editors:

Furuto M. A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy. [Doctoral Dissertation]. Oregon State University; 2013. Available from: http://hdl.handle.net/1957/38544

3. Gibbons, Claire J. Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols.

Degree: MS, Mathematics, 2016, Oregon State University

 College Algebra is a prerequisite for calculus and is thus an important stepping stone in the careers of STEM-intending undergraduates. However, College Algebra has low… (more)

Subjects/Keywords: Undergraduate Mathematics; Algebra  – Study and teaching (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gibbons, C. J. (2016). Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/60045

Chicago Manual of Style (16th Edition):

Gibbons, Claire J. “Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols.” 2016. Masters Thesis, Oregon State University. Accessed August 14, 2020. http://hdl.handle.net/1957/60045.

MLA Handbook (7th Edition):

Gibbons, Claire J. “Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols.” 2016. Web. 14 Aug 2020.

Vancouver:

Gibbons CJ. Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols. [Internet] [Masters thesis]. Oregon State University; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1957/60045.

Council of Science Editors:

Gibbons CJ. Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols. [Masters Thesis]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/60045


Oregon State University

4. Morgan, Micheal E. The influence of vocationally-oriented applications on the achievement and attitude of community college algebra students.

Degree: PhD, Science Education, 1978, Oregon State University

 The purpose of this study was to analyze the effect of the use of vocationally - oriented applications on the achievement and attitude of community… (more)

Subjects/Keywords: Algebra  – Study and teaching (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morgan, M. E. (1978). The influence of vocationally-oriented applications on the achievement and attitude of community college algebra students. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/42980

Chicago Manual of Style (16th Edition):

Morgan, Micheal E. “The influence of vocationally-oriented applications on the achievement and attitude of community college algebra students.” 1978. Doctoral Dissertation, Oregon State University. Accessed August 14, 2020. http://hdl.handle.net/1957/42980.

MLA Handbook (7th Edition):

Morgan, Micheal E. “The influence of vocationally-oriented applications on the achievement and attitude of community college algebra students.” 1978. Web. 14 Aug 2020.

Vancouver:

Morgan ME. The influence of vocationally-oriented applications on the achievement and attitude of community college algebra students. [Internet] [Doctoral dissertation]. Oregon State University; 1978. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1957/42980.

Council of Science Editors:

Morgan ME. The influence of vocationally-oriented applications on the achievement and attitude of community college algebra students. [Doctoral Dissertation]. Oregon State University; 1978. Available from: http://hdl.handle.net/1957/42980


Oregon State University

5. Dean, Raven (Raven E.). Active Learning and the ALEKS Placement Test in College Algebra : An Observational Study.

Degree: MS, Mathematics, 2016, Oregon State University

 In 2012, a university in the north western United States began offering a redesigned college algebra class that had a greater emphasis on active learning.… (more)

Subjects/Keywords: Education; Algebra  – Study and teaching (Higher)  – Northwest, Pacific

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dean, R. (. E. ). (2016). Active Learning and the ALEKS Placement Test in College Algebra : An Observational Study. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/58518

Chicago Manual of Style (16th Edition):

Dean, Raven (Raven E ). “Active Learning and the ALEKS Placement Test in College Algebra : An Observational Study.” 2016. Masters Thesis, Oregon State University. Accessed August 14, 2020. http://hdl.handle.net/1957/58518.

MLA Handbook (7th Edition):

Dean, Raven (Raven E ). “Active Learning and the ALEKS Placement Test in College Algebra : An Observational Study.” 2016. Web. 14 Aug 2020.

Vancouver:

Dean R(E). Active Learning and the ALEKS Placement Test in College Algebra : An Observational Study. [Internet] [Masters thesis]. Oregon State University; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1957/58518.

Council of Science Editors:

Dean R(E). Active Learning and the ALEKS Placement Test in College Algebra : An Observational Study. [Masters Thesis]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/58518


Oregon State University

6. Burger, Lance D. Transfer and meta-cognitive intervention in conceptually non-isomorphic linear algebra problem settings.

Degree: PhD, Mathematics, 2008, Oregon State University

 This dissertation arose out of an awareness of difficulties undergraduate linear algebra students encounter when solving linear algebra problems from novel, non-isomorphic settings, even when… (more)

Subjects/Keywords: linear algebra; Algebras, Linear  – Study and teaching (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burger, L. D. (2008). Transfer and meta-cognitive intervention in conceptually non-isomorphic linear algebra problem settings. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/9046

Chicago Manual of Style (16th Edition):

Burger, Lance D. “Transfer and meta-cognitive intervention in conceptually non-isomorphic linear algebra problem settings.” 2008. Doctoral Dissertation, Oregon State University. Accessed August 14, 2020. http://hdl.handle.net/1957/9046.

MLA Handbook (7th Edition):

Burger, Lance D. “Transfer and meta-cognitive intervention in conceptually non-isomorphic linear algebra problem settings.” 2008. Web. 14 Aug 2020.

Vancouver:

Burger LD. Transfer and meta-cognitive intervention in conceptually non-isomorphic linear algebra problem settings. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1957/9046.

Council of Science Editors:

Burger LD. Transfer and meta-cognitive intervention in conceptually non-isomorphic linear algebra problem settings. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/9046


Central Connecticut State University

7. Dos Santos Malavaes, Fabiana. An Investigation of the Attitudes and Beliefs of Undergraduate Non-Mathematics Majors Toward Elementary and Intermediate Algebra by Gender and Race/Ethnicity.

Degree: Department of Mathematical Sciences, 2017, Central Connecticut State University

This study analyzed the attitudes and beliefs of non-mathematics major students enrolled in Elementary and Intermediate Algebra at Central Connecticut State University by gender and… (more)

Subjects/Keywords: College students – Attitudes.; Algebra – Study and teaching (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dos Santos Malavaes, F. (2017). An Investigation of the Attitudes and Beliefs of Undergraduate Non-Mathematics Majors Toward Elementary and Intermediate Algebra by Gender and Race/Ethnicity. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2394

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

Chicago Manual of Style (16th Edition):

Dos Santos Malavaes, Fabiana. “An Investigation of the Attitudes and Beliefs of Undergraduate Non-Mathematics Majors Toward Elementary and Intermediate Algebra by Gender and Race/Ethnicity.” 2017. Thesis, Central Connecticut State University. Accessed August 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2394.

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

MLA Handbook (7th Edition):

Dos Santos Malavaes, Fabiana. “An Investigation of the Attitudes and Beliefs of Undergraduate Non-Mathematics Majors Toward Elementary and Intermediate Algebra by Gender and Race/Ethnicity.” 2017. Web. 14 Aug 2020.

Vancouver:

Dos Santos Malavaes F. An Investigation of the Attitudes and Beliefs of Undergraduate Non-Mathematics Majors Toward Elementary and Intermediate Algebra by Gender and Race/Ethnicity. [Internet] [Thesis]. Central Connecticut State University; 2017. [cited 2020 Aug 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2394.

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

Council of Science Editors:

Dos Santos Malavaes F. An Investigation of the Attitudes and Beliefs of Undergraduate Non-Mathematics Majors Toward Elementary and Intermediate Algebra by Gender and Race/Ethnicity. [Thesis]. Central Connecticut State University; 2017. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2394

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


Portland State University

8. Yannotta, Mark Alan. Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course.

Degree: PhD, Mathematics and Statistics, 2016, Portland State University

  This dissertation consists of three related papers. The first paper, Rethinking mathematics bridge courses – An inquiry model for community colleges, introduces the activities of… (more)

Subjects/Keywords: Abstract algebra  – Study and teaching (Higher); Mathematics  – Study and teaching (Higher); Community college students; Higher Education; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yannotta, M. A. (2016). Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/3105

Chicago Manual of Style (16th Edition):

Yannotta, Mark Alan. “Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course.” 2016. Doctoral Dissertation, Portland State University. Accessed August 14, 2020. http://pdxscholar.library.pdx.edu/open_access_etds/3105.

MLA Handbook (7th Edition):

Yannotta, Mark Alan. “Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course.” 2016. Web. 14 Aug 2020.

Vancouver:

Yannotta MA. Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course. [Internet] [Doctoral dissertation]. Portland State University; 2016. [cited 2020 Aug 14]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3105.

Council of Science Editors:

Yannotta MA. Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course. [Doctoral Dissertation]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3105

9. Humbert, Michael P. Simplifying structurally comparable expressions.

Degree: 2013, SUNY College at Fredonia

 This study explores the connection between student understanding of arithmetic and algebra through the evaluation of numeric expressions and the simplification of structurally comparable algebraic… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Higher).; College students  – Education.; Algebra  – Study and teaching.; Arithmetic  – Study and teaching.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Humbert, M. P. (2013). Simplifying structurally comparable expressions. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/58406

Chicago Manual of Style (16th Edition):

Humbert, Michael P. “Simplifying structurally comparable expressions. ” 2013. Masters Thesis, SUNY College at Fredonia. Accessed August 14, 2020. http://hdl.handle.net/1951/58406.

MLA Handbook (7th Edition):

Humbert, Michael P. “Simplifying structurally comparable expressions. ” 2013. Web. 14 Aug 2020.

Vancouver:

Humbert MP. Simplifying structurally comparable expressions. [Internet] [Masters thesis]. SUNY College at Fredonia; 2013. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1951/58406.

Council of Science Editors:

Humbert MP. Simplifying structurally comparable expressions. [Masters Thesis]. SUNY College at Fredonia; 2013. Available from: http://hdl.handle.net/1951/58406


Texas State University – San Marcos

10. Westbrook, Thersa R. Evaluating the Effectiveness of Experiential Learning with Concrete-Representational-Abstract Instructional Technique in a College Statistics and Algebra Course.

Degree: PhD, Mathematics Education, 2011, Texas State University – San Marcos

 A student underprepared for college-level mathematics and requiring college algebra and statistics may need as many as three to six mathematics courses. College algebra is… (more)

Subjects/Keywords: College algebra; Statistics; Developmental mathematics; Experiential learning; Concrete-representational-abstract; CRA; Algebra – Study and teaching (Higher); Statistics – Study and teaching (Higher); Mathematical models – Study and teaching; Experiential learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Westbrook, T. R. (2011). Evaluating the Effectiveness of Experiential Learning with Concrete-Representational-Abstract Instructional Technique in a College Statistics and Algebra Course. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/2406

Chicago Manual of Style (16th Edition):

Westbrook, Thersa R. “Evaluating the Effectiveness of Experiential Learning with Concrete-Representational-Abstract Instructional Technique in a College Statistics and Algebra Course.” 2011. Doctoral Dissertation, Texas State University – San Marcos. Accessed August 14, 2020. https://digital.library.txstate.edu/handle/10877/2406.

MLA Handbook (7th Edition):

Westbrook, Thersa R. “Evaluating the Effectiveness of Experiential Learning with Concrete-Representational-Abstract Instructional Technique in a College Statistics and Algebra Course.” 2011. Web. 14 Aug 2020.

Vancouver:

Westbrook TR. Evaluating the Effectiveness of Experiential Learning with Concrete-Representational-Abstract Instructional Technique in a College Statistics and Algebra Course. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2011. [cited 2020 Aug 14]. Available from: https://digital.library.txstate.edu/handle/10877/2406.

Council of Science Editors:

Westbrook TR. Evaluating the Effectiveness of Experiential Learning with Concrete-Representational-Abstract Instructional Technique in a College Statistics and Algebra Course. [Doctoral Dissertation]. Texas State University – San Marcos; 2011. Available from: https://digital.library.txstate.edu/handle/10877/2406


Portland State University

11. Melhuish, Kathleen Mary. The Design and Validation of a Group Theory Concept Inventory.

Degree: PhD, Mathematics and Statistics, 2015, Portland State University

  Within undergraduate mathematics education, there are few validated instruments designed for large-scale usage. The Group Concept Inventory (GCI) was created as an instrument to… (more)

Subjects/Keywords: Group theory  – Mathematical models  – Research; Abstract algebra  – Study and teaching; Mathematics  – Study and teaching (Higher)  – Methodology; Algebra; Higher Education; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Melhuish, K. M. (2015). The Design and Validation of a Group Theory Concept Inventory. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/2490

Chicago Manual of Style (16th Edition):

Melhuish, Kathleen Mary. “The Design and Validation of a Group Theory Concept Inventory.” 2015. Doctoral Dissertation, Portland State University. Accessed August 14, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/2490.

MLA Handbook (7th Edition):

Melhuish, Kathleen Mary. “The Design and Validation of a Group Theory Concept Inventory.” 2015. Web. 14 Aug 2020.

Vancouver:

Melhuish KM. The Design and Validation of a Group Theory Concept Inventory. [Internet] [Doctoral dissertation]. Portland State University; 2015. [cited 2020 Aug 14]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2490.

Council of Science Editors:

Melhuish KM. The Design and Validation of a Group Theory Concept Inventory. [Doctoral Dissertation]. Portland State University; 2015. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2490


Northeastern University

12. Fleury, Jennifer. Outcomes in required college mathematics courses.

Degree: EdD, School of Education, 2016, Northeastern University

 The U.S. School of Education reports that college algebra has the highest failure and withdrawal rate among all postsecondary courses (Bonham & Boylan, 2011), with… (more)

Subjects/Keywords: assessment; college algebra; college mathematics; curriculum design; mathematics education; quantitative reasoning; Algebra; Study and teaching (Higher); Mathematics; Study and teaching (Higher); Curriculum planning; Curriculum change; Academic achievement; College attendance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fleury, J. (2016). Outcomes in required college mathematics courses. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237294

Chicago Manual of Style (16th Edition):

Fleury, Jennifer. “Outcomes in required college mathematics courses.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 14, 2020. http://hdl.handle.net/2047/D20237294.

MLA Handbook (7th Edition):

Fleury, Jennifer. “Outcomes in required college mathematics courses.” 2016. Web. 14 Aug 2020.

Vancouver:

Fleury J. Outcomes in required college mathematics courses. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2047/D20237294.

Council of Science Editors:

Fleury J. Outcomes in required college mathematics courses. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237294


Central Connecticut State University

13. Lanza, Laura C., 1984-. When Should Agebra 1 be Introduced? : A Longitudinal Study on When Students take Algebra 1 and its Impact on High School Mathematics Achievement.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

This longitudinal study serves to estimate the causal effects of taking Algebra 1 at different grade levels on mathematical achievement. In the district being observed,… (more)

Subjects/Keywords: Algebra – Study and teaching.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lanza, Laura C., 1. (2012). When Should Agebra 1 be Introduced? : A Longitudinal Study on When Students take Algebra 1 and its Impact on High School Mathematics Achievement. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1807

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

Chicago Manual of Style (16th Edition):

Lanza, Laura C., 1984-. “When Should Agebra 1 be Introduced? : A Longitudinal Study on When Students take Algebra 1 and its Impact on High School Mathematics Achievement.” 2012. Thesis, Central Connecticut State University. Accessed August 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1807.

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

MLA Handbook (7th Edition):

Lanza, Laura C., 1984-. “When Should Agebra 1 be Introduced? : A Longitudinal Study on When Students take Algebra 1 and its Impact on High School Mathematics Achievement.” 2012. Web. 14 Aug 2020.

Vancouver:

Lanza, Laura C. 1. When Should Agebra 1 be Introduced? : A Longitudinal Study on When Students take Algebra 1 and its Impact on High School Mathematics Achievement. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2020 Aug 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1807.

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

Council of Science Editors:

Lanza, Laura C. 1. When Should Agebra 1 be Introduced? : A Longitudinal Study on When Students take Algebra 1 and its Impact on High School Mathematics Achievement. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1807

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


Central Connecticut State University

14. Sherman, Diana Lynn, 1981-. The role of iconic representations in the acquisition of basic algebra skills.

Degree: Department of Mathematical Sciences, 2010, Central Connecticut State University

 This research focuses on the role of pictures in elementary mathematics, specifically algebra. The participants in the study were elementary algebra students in Math 099… (more)

Subjects/Keywords: Algebra – Study and teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sherman, Diana Lynn, 1. (2010). The role of iconic representations in the acquisition of basic algebra skills. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1302

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

Chicago Manual of Style (16th Edition):

Sherman, Diana Lynn, 1981-. “The role of iconic representations in the acquisition of basic algebra skills.” 2010. Thesis, Central Connecticut State University. Accessed August 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1302.

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

MLA Handbook (7th Edition):

Sherman, Diana Lynn, 1981-. “The role of iconic representations in the acquisition of basic algebra skills.” 2010. Web. 14 Aug 2020.

Vancouver:

Sherman, Diana Lynn 1. The role of iconic representations in the acquisition of basic algebra skills. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2020 Aug 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1302.

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

Council of Science Editors:

Sherman, Diana Lynn 1. The role of iconic representations in the acquisition of basic algebra skills. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1302

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


Simon Fraser University

15. Hammill, Lin. A comparative study of problem solving behaviours of average college algebra students working alone and in dyads.

Degree: 1996, Simon Fraser University

Subjects/Keywords: Algebra  – Study and teaching (Higher); Problem solving.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hammill, L. (1996). A comparative study of problem solving behaviours of average college algebra students working alone and in dyads. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/7149

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

Chicago Manual of Style (16th Edition):

Hammill, Lin. “A comparative study of problem solving behaviours of average college algebra students working alone and in dyads.” 1996. Thesis, Simon Fraser University. Accessed August 14, 2020. http://summit.sfu.ca/item/7149.

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

MLA Handbook (7th Edition):

Hammill, Lin. “A comparative study of problem solving behaviours of average college algebra students working alone and in dyads.” 1996. Web. 14 Aug 2020.

Vancouver:

Hammill L. A comparative study of problem solving behaviours of average college algebra students working alone and in dyads. [Internet] [Thesis]. Simon Fraser University; 1996. [cited 2020 Aug 14]. Available from: http://summit.sfu.ca/item/7149.

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

Council of Science Editors:

Hammill L. A comparative study of problem solving behaviours of average college algebra students working alone and in dyads. [Thesis]. Simon Fraser University; 1996. Available from: http://summit.sfu.ca/item/7149

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

16. Hammond, Ricardo S. Eliminate the substitution or substitute the elimination? .

Degree: 2013, SUNY College at Fredonia

 This research examines the different methods used for solving systems of equations, how those methods are taught, and how they can be applied to real… (more)

Subjects/Keywords: Algebra  – Study and teaching (Secondary).; Equations.; Algebra  – Problems, exercises, etc.; Mathematics  – Study and teaching.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hammond, R. S. (2013). Eliminate the substitution or substitute the elimination? . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/58414

Chicago Manual of Style (16th Edition):

Hammond, Ricardo S. “Eliminate the substitution or substitute the elimination? .” 2013. Masters Thesis, SUNY College at Fredonia. Accessed August 14, 2020. http://hdl.handle.net/1951/58414.

MLA Handbook (7th Edition):

Hammond, Ricardo S. “Eliminate the substitution or substitute the elimination? .” 2013. Web. 14 Aug 2020.

Vancouver:

Hammond RS. Eliminate the substitution or substitute the elimination? . [Internet] [Masters thesis]. SUNY College at Fredonia; 2013. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1951/58414.

Council of Science Editors:

Hammond RS. Eliminate the substitution or substitute the elimination? . [Masters Thesis]. SUNY College at Fredonia; 2013. Available from: http://hdl.handle.net/1951/58414


Portland State University

17. Johnson, Estrella Maria Salas. Establishing Foundations for Investigating Inquiry-Oriented Teaching.

Degree: PhD, Mathematics and Statistics, 2013, Portland State University

  The Teaching Abstract Algebra for Understanding (TAAFU) project was centered on an innovative abstract algebra curriculum and was designed to accomplish three main objectives:… (more)

Subjects/Keywords: Abstract Algebra  – Study and teaching; Experiential learning; Mathematics  – Study and teaching; Algebra; Education; Mathematics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, E. M. S. (2013). Establishing Foundations for Investigating Inquiry-Oriented Teaching. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/1102

Chicago Manual of Style (16th Edition):

Johnson, Estrella Maria Salas. “Establishing Foundations for Investigating Inquiry-Oriented Teaching.” 2013. Doctoral Dissertation, Portland State University. Accessed August 14, 2020. http://pdxscholar.library.pdx.edu/open_access_etds/1102.

MLA Handbook (7th Edition):

Johnson, Estrella Maria Salas. “Establishing Foundations for Investigating Inquiry-Oriented Teaching.” 2013. Web. 14 Aug 2020.

Vancouver:

Johnson EMS. Establishing Foundations for Investigating Inquiry-Oriented Teaching. [Internet] [Doctoral dissertation]. Portland State University; 2013. [cited 2020 Aug 14]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/1102.

Council of Science Editors:

Johnson EMS. Establishing Foundations for Investigating Inquiry-Oriented Teaching. [Doctoral Dissertation]. Portland State University; 2013. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/1102


University of North Texas

18. Elliott, Brett M. The Influence of an Interdisciplinary Course on Critical Thinking Skills.

Degree: 1999, University of North Texas

 The effect of an interdisciplinary algebra/science course on students' critical thinking skills was examined. A traditional college algebra course was used as a comparison group.… (more)

Subjects/Keywords: interdisciplinary courses; algebra; college students; critical thinking; Critical thinking.; Algebra  – Study and teaching (Higher); Science  – Study and teaching (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Elliott, B. M. (1999). The Influence of an Interdisciplinary Course on Critical Thinking Skills. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278389/

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

Chicago Manual of Style (16th Edition):

Elliott, Brett M. “The Influence of an Interdisciplinary Course on Critical Thinking Skills.” 1999. Thesis, University of North Texas. Accessed August 14, 2020. https://digital.library.unt.edu/ark:/67531/metadc278389/.

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

MLA Handbook (7th Edition):

Elliott, Brett M. “The Influence of an Interdisciplinary Course on Critical Thinking Skills.” 1999. Web. 14 Aug 2020.

Vancouver:

Elliott BM. The Influence of an Interdisciplinary Course on Critical Thinking Skills. [Internet] [Thesis]. University of North Texas; 1999. [cited 2020 Aug 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278389/.

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

Council of Science Editors:

Elliott BM. The Influence of an Interdisciplinary Course on Critical Thinking Skills. [Thesis]. University of North Texas; 1999. Available from: https://digital.library.unt.edu/ark:/67531/metadc278389/

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


University of Johannesburg

19. Richard, Kashi Bhavana. A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy.

Degree: 2012, University of Johannesburg

M.Tech.

Course evaluation and student feedback forms an important part of any quality assurance programme in education. Since the Master of Technology Degree in Homoeopathy… (more)

Subjects/Keywords: Homeopathy study and teaching (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Richard, K. B. (2012). A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4608

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

Chicago Manual of Style (16th Edition):

Richard, Kashi Bhavana. “A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy.” 2012. Thesis, University of Johannesburg. Accessed August 14, 2020. http://hdl.handle.net/10210/4608.

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

MLA Handbook (7th Edition):

Richard, Kashi Bhavana. “A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy.” 2012. Web. 14 Aug 2020.

Vancouver:

Richard KB. A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10210/4608.

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

Council of Science Editors:

Richard KB. A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/4608

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


University of Oklahoma

20. Turegun, Mikhail. A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation.

Degree: PhD, 2011, University of Oklahoma

 A detailed analysis of the students' responses is presented to reveal the range of students' conceptions. My findings suggest that, despite the very limited mathematical… (more)

Subjects/Keywords: Statistics – Study and teaching (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Turegun, M. (2011). A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318995

Chicago Manual of Style (16th Edition):

Turegun, Mikhail. “A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed August 14, 2020. http://hdl.handle.net/11244/318995.

MLA Handbook (7th Edition):

Turegun, Mikhail. “A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation.” 2011. Web. 14 Aug 2020.

Vancouver:

Turegun M. A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/11244/318995.

Council of Science Editors:

Turegun M. A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/318995


Columbia University

21. Donisan, Julius Romica. An Algebraic Opportunity to Develop Proving Ability.

Degree: 2020, Columbia University

 Set-based reasoning and conditional language are two critical components of deductive argumentation and facility with proof. The purpose of this qualitative study was to describe… (more)

Subjects/Keywords: Mathematics – Study and teaching; Education, Secondary; Algebra – Study and teaching; Logic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Donisan, J. R. (2020). An Algebraic Opportunity to Develop Proving Ability. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-ha83-p861

Chicago Manual of Style (16th Edition):

Donisan, Julius Romica. “An Algebraic Opportunity to Develop Proving Ability.” 2020. Doctoral Dissertation, Columbia University. Accessed August 14, 2020. https://doi.org/10.7916/d8-ha83-p861.

MLA Handbook (7th Edition):

Donisan, Julius Romica. “An Algebraic Opportunity to Develop Proving Ability.” 2020. Web. 14 Aug 2020.

Vancouver:

Donisan JR. An Algebraic Opportunity to Develop Proving Ability. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2020 Aug 14]. Available from: https://doi.org/10.7916/d8-ha83-p861.

Council of Science Editors:

Donisan JR. An Algebraic Opportunity to Develop Proving Ability. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-ha83-p861


University of North Texas

22. Hernandez, Celeste Peyton. Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics.

Degree: 1999, University of North Texas

 This study examined success rates and end-of-semester grades for three instructional methods used in developmental algebra and college algebra. The methods investigated were traditional lecture,… (more)

Subjects/Keywords: algebra; college students; higher education; Algebra  – Study and teaching (Higher).; Algebra  – Computer-assisted instruction.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hernandez, C. P. (1999). Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279244/

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

Chicago Manual of Style (16th Edition):

Hernandez, Celeste Peyton. “Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics.” 1999. Thesis, University of North Texas. Accessed August 14, 2020. https://digital.library.unt.edu/ark:/67531/metadc279244/.

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

MLA Handbook (7th Edition):

Hernandez, Celeste Peyton. “Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics.” 1999. Web. 14 Aug 2020.

Vancouver:

Hernandez CP. Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics. [Internet] [Thesis]. University of North Texas; 1999. [cited 2020 Aug 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279244/.

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

Council of Science Editors:

Hernandez CP. Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics. [Thesis]. University of North Texas; 1999. Available from: https://digital.library.unt.edu/ark:/67531/metadc279244/

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


Columbia University

23. Dituri, Philip Charles. Proof and Reasoning in Secondary School Algebra Textbooks.

Degree: 2013, Columbia University

 The purpose of this study was to determine the extent to which the modeling of deductive reasoning and proof-type thinking occurs in a mathematics course… (more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics – Study and teaching (Secondary); Algebra – Study and teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dituri, P. C. (2013). Proof and Reasoning in Secondary School Algebra Textbooks. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8KP88CG

Chicago Manual of Style (16th Edition):

Dituri, Philip Charles. “Proof and Reasoning in Secondary School Algebra Textbooks.” 2013. Doctoral Dissertation, Columbia University. Accessed August 14, 2020. https://doi.org/10.7916/D8KP88CG.

MLA Handbook (7th Edition):

Dituri, Philip Charles. “Proof and Reasoning in Secondary School Algebra Textbooks.” 2013. Web. 14 Aug 2020.

Vancouver:

Dituri PC. Proof and Reasoning in Secondary School Algebra Textbooks. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2020 Aug 14]. Available from: https://doi.org/10.7916/D8KP88CG.

Council of Science Editors:

Dituri PC. Proof and Reasoning in Secondary School Algebra Textbooks. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8KP88CG


University of Oklahoma

24. Koehn, Ronald. The Perceptions of Remedial Mathematics Students of Web-Based Instruction Supplemented With Instructor Presented Instruction.

Degree: PhD, 2012, University of Oklahoma

 As a result of this analysis, five main affects of computer-based instruction surfaced: the students felt they were able to work at their own pace,… (more)

Subjects/Keywords: Algebra – Web-based instruction; Mathematics – Remedial teaching; Algebra – Study and teaching (Secondary); College students – Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Koehn, R. (2012). The Perceptions of Remedial Mathematics Students of Web-Based Instruction Supplemented With Instructor Presented Instruction. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318635

Chicago Manual of Style (16th Edition):

Koehn, Ronald. “The Perceptions of Remedial Mathematics Students of Web-Based Instruction Supplemented With Instructor Presented Instruction.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed August 14, 2020. http://hdl.handle.net/11244/318635.

MLA Handbook (7th Edition):

Koehn, Ronald. “The Perceptions of Remedial Mathematics Students of Web-Based Instruction Supplemented With Instructor Presented Instruction.” 2012. Web. 14 Aug 2020.

Vancouver:

Koehn R. The Perceptions of Remedial Mathematics Students of Web-Based Instruction Supplemented With Instructor Presented Instruction. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/11244/318635.

Council of Science Editors:

Koehn R. The Perceptions of Remedial Mathematics Students of Web-Based Instruction Supplemented With Instructor Presented Instruction. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318635


Macquarie University

25. Tahir, Salma. The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school.

Degree: PhD, 2012, Macquarie University

"October, 2011"

Bibliography: p. 155-164.

Introduction  – Student difficulties in algebra  – Teaching approaches  – Methodology  – Results: the teachers  – Results: the students (phase… (more)

Subjects/Keywords: Algebra  – Study and teaching (Secondary); Mathematics  – Study and teaching (Secondary); Variables (Mathematics); algebra; secondary school; teaching approach; variable

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tahir, S. (2012). The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/204000

Chicago Manual of Style (16th Edition):

Tahir, Salma. “The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school.” 2012. Doctoral Dissertation, Macquarie University. Accessed August 14, 2020. http://hdl.handle.net/1959.14/204000.

MLA Handbook (7th Edition):

Tahir, Salma. “The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school.” 2012. Web. 14 Aug 2020.

Vancouver:

Tahir S. The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school. [Internet] [Doctoral dissertation]. Macquarie University; 2012. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1959.14/204000.

Council of Science Editors:

Tahir S. The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school. [Doctoral Dissertation]. Macquarie University; 2012. Available from: http://hdl.handle.net/1959.14/204000


University of North Texas

26. Karr, Rosemary McCroskey. Design, Development, and Implementation of a Computer-Based Graphics Presentation for the Undergraduate Teaching of Functions and Graphing.

Degree: 1996, University of North Texas

 The problems with which this study was concerned were threefold: (a) to design a computer-based graphics presentation on the topics of functions and graphing, (b)… (more)

Subjects/Keywords: graphing; computers; functions; Authorware; Macintosh; algebra; Algebra  – Study and teaching (Higher); Algebraic functions.; Algebra  – Graphic methods.; Computer graphics.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Karr, R. M. (1996). Design, Development, and Implementation of a Computer-Based Graphics Presentation for the Undergraduate Teaching of Functions and Graphing. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278093/

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

Chicago Manual of Style (16th Edition):

Karr, Rosemary McCroskey. “Design, Development, and Implementation of a Computer-Based Graphics Presentation for the Undergraduate Teaching of Functions and Graphing.” 1996. Thesis, University of North Texas. Accessed August 14, 2020. https://digital.library.unt.edu/ark:/67531/metadc278093/.

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

MLA Handbook (7th Edition):

Karr, Rosemary McCroskey. “Design, Development, and Implementation of a Computer-Based Graphics Presentation for the Undergraduate Teaching of Functions and Graphing.” 1996. Web. 14 Aug 2020.

Vancouver:

Karr RM. Design, Development, and Implementation of a Computer-Based Graphics Presentation for the Undergraduate Teaching of Functions and Graphing. [Internet] [Thesis]. University of North Texas; 1996. [cited 2020 Aug 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278093/.

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

Council of Science Editors:

Karr RM. Design, Development, and Implementation of a Computer-Based Graphics Presentation for the Undergraduate Teaching of Functions and Graphing. [Thesis]. University of North Texas; 1996. Available from: https://digital.library.unt.edu/ark:/67531/metadc278093/

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


University of Texas – Austin

27. Johnson, Laurence F. Relationship of performance in developmental mathematics to academic success in intermediate algebra.

Degree: PhD, Educational Administration, 1993, University of Texas – Austin

 The study explored the relationship between student academic performance in an exit-level, developmental mathematics course and subsequent academic performance in a college-level mathematics course. Using… (more)

Subjects/Keywords: Algebra study and teaching (higher); Mathematics study and teaching (higher); Prediction of scholastic success

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, L. F. (1993). Relationship of performance in developmental mathematics to academic success in intermediate algebra. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/8582

Chicago Manual of Style (16th Edition):

Johnson, Laurence F. “Relationship of performance in developmental mathematics to academic success in intermediate algebra.” 1993. Doctoral Dissertation, University of Texas – Austin. Accessed August 14, 2020. http://hdl.handle.net/2152/8582.

MLA Handbook (7th Edition):

Johnson, Laurence F. “Relationship of performance in developmental mathematics to academic success in intermediate algebra.” 1993. Web. 14 Aug 2020.

Vancouver:

Johnson LF. Relationship of performance in developmental mathematics to academic success in intermediate algebra. [Internet] [Doctoral dissertation]. University of Texas – Austin; 1993. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2152/8582.

Council of Science Editors:

Johnson LF. Relationship of performance in developmental mathematics to academic success in intermediate algebra. [Doctoral Dissertation]. University of Texas – Austin; 1993. Available from: http://hdl.handle.net/2152/8582


Texas Tech University

28. Strait, Glynna. A comparison of inductive and deductive teaching strategies utilizing graphing calculator capabilities.

Degree: 1993, Texas Tech University

 Predating the computer by centuries has been the art and language of mathematics and man's attempts to master its facts, skills, and concepts. This mastery… (more)

Subjects/Keywords: Learning  – Evaluation; Graphic calculators  – Study and teaching (Higher); Algebra  – Study and teaching (Higher)  – Texas

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Strait, G. (1993). A comparison of inductive and deductive teaching strategies utilizing graphing calculator capabilities. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/12233

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

Chicago Manual of Style (16th Edition):

Strait, Glynna. “A comparison of inductive and deductive teaching strategies utilizing graphing calculator capabilities.” 1993. Thesis, Texas Tech University. Accessed August 14, 2020. http://hdl.handle.net/2346/12233.

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

MLA Handbook (7th Edition):

Strait, Glynna. “A comparison of inductive and deductive teaching strategies utilizing graphing calculator capabilities.” 1993. Web. 14 Aug 2020.

Vancouver:

Strait G. A comparison of inductive and deductive teaching strategies utilizing graphing calculator capabilities. [Internet] [Thesis]. Texas Tech University; 1993. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2346/12233.

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

Council of Science Editors:

Strait G. A comparison of inductive and deductive teaching strategies utilizing graphing calculator capabilities. [Thesis]. Texas Tech University; 1993. Available from: http://hdl.handle.net/2346/12233

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

29. NC DOCKS at The University of North Carolina at Greensboro; Skinner, Sara Brame. Conceptual instruction in developmental algebra and its effect on student achievement and affect.

Degree: 1993, NC Docks

 The primary purpose of this research was to investigate differences in achievement of students of developmental algebra who received two different methods of instruction. The… (more)

Subjects/Keywords: Algebra $x Study and teaching (Higher); Academic achievement $x Evaluation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Skinner, S. B. (1993). Conceptual instruction in developmental algebra and its effect on student achievement and affect. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Skinner_uncg_9406699.PDF

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

Chicago Manual of Style (16th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Skinner, Sara Brame. “Conceptual instruction in developmental algebra and its effect on student achievement and affect.” 1993. Thesis, NC Docks. Accessed August 14, 2020. http://libres.uncg.edu/ir/uncg/f/Skinner_uncg_9406699.PDF.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Skinner, Sara Brame. “Conceptual instruction in developmental algebra and its effect on student achievement and affect.” 1993. Web. 14 Aug 2020.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Skinner SB. Conceptual instruction in developmental algebra and its effect on student achievement and affect. [Internet] [Thesis]. NC Docks; 1993. [cited 2020 Aug 14]. Available from: http://libres.uncg.edu/ir/uncg/f/Skinner_uncg_9406699.PDF.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Skinner SB. Conceptual instruction in developmental algebra and its effect on student achievement and affect. [Thesis]. NC Docks; 1993. Available from: http://libres.uncg.edu/ir/uncg/f/Skinner_uncg_9406699.PDF

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


Florida Atlantic University

30. Toussaint, Mario J. The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.

Degree: 2016, Florida Atlantic University

Summary: A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not… (more)

Subjects/Keywords: Action research in education.; Service learning.; Universities and colleges – Public services.; Teacher-student relationships.; Algebra – Study and teaching (Higher); Educational technology – Evaluation.; Motivation in education.; Academic achievement.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Toussaint, M. J. (2016). The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739

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

Chicago Manual of Style (16th Edition):

Toussaint, Mario J. “The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.” 2016. Thesis, Florida Atlantic University. Accessed August 14, 2020. http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739.

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

MLA Handbook (7th Edition):

Toussaint, Mario J. “The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.” 2016. Web. 14 Aug 2020.

Vancouver:

Toussaint MJ. The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University. [Internet] [Thesis]. Florida Atlantic University; 2016. [cited 2020 Aug 14]. Available from: http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739.

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

Council of Science Editors:

Toussaint MJ. The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University. [Thesis]. Florida Atlantic University; 2016. Available from: http://purl.flvc.org/fau/fd/FA00004739 ; (URL) http://purl.flvc.org/fau/fd/FA00004739

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

[1] [2] [3] [4] [5] … [629]

.