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The Ohio State University

1.
Elstak, Iwan Rene.
College students’ *understanding* of rational exponents: a
teaching experiment.

Degree: PhD, Teaching and Learning, 2007, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186505864

► The study examines the *understanding* college students have of the concept of rational and negative exponents and the justifications for their notions of exponents. Pre-…
(more)

Subjects/Keywords: Exponents, decimal exponents; Conceptual understanding

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

APA (6^{th} Edition):

Elstak, I. R. (2007). College students’ understanding of rational exponents: a teaching experiment. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1186505864

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

Elstak, Iwan Rene. “College students’ understanding of rational exponents: a teaching experiment.” 2007. Doctoral Dissertation, The Ohio State University. Accessed April 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186505864.

MLA Handbook (7^{th} Edition):

Elstak, Iwan Rene. “College students’ understanding of rational exponents: a teaching experiment.” 2007. Web. 25 Apr 2019.

Vancouver:

Elstak IR. College students’ understanding of rational exponents: a teaching experiment. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Apr 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186505864.

Council of Science Editors:

Elstak IR. College students’ understanding of rational exponents: a teaching experiment. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186505864

University of Minnesota

2. Zaslofsky, Anne. Using Measures of Mathematics to Predict Response to Supplemental Intervention.

Degree: PhD, Educational Psychology, 2015, University of Minnesota

URL: http://hdl.handle.net/11299/175697

► The method for correctly identifying and intervening with students who are not meeting grade level expectations has varied. Historically, an approach relying on underlying cognitive…
(more)

Subjects/Keywords: Conceptual Understanding; Education; Mathematics

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APA (6^{th} Edition):

Zaslofsky, A. (2015). Using Measures of Mathematics to Predict Response to Supplemental Intervention. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175697

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

Zaslofsky, Anne. “Using Measures of Mathematics to Predict Response to Supplemental Intervention.” 2015. Doctoral Dissertation, University of Minnesota. Accessed April 25, 2019. http://hdl.handle.net/11299/175697.

MLA Handbook (7^{th} Edition):

Zaslofsky, Anne. “Using Measures of Mathematics to Predict Response to Supplemental Intervention.” 2015. Web. 25 Apr 2019.

Vancouver:

Zaslofsky A. Using Measures of Mathematics to Predict Response to Supplemental Intervention. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/11299/175697.

Council of Science Editors:

Zaslofsky A. Using Measures of Mathematics to Predict Response to Supplemental Intervention. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175697

Georgia State University

3.
Gitonga, Isaac.
UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN *UNDERSTANDING* ALGEBRAIC CONCEPTS.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

URL: https://scholarworks.gsu.edu/mse_diss/37

► The study employed Ernest (2006) Theory of Semiotic Systems to investigate the use of and exposure to multiple representations in a 10th grade algebra…
(more)

Subjects/Keywords: Representations; Multiple representations; Pseudo-Conceptual understanding; Conceptual understanding; Semiotic systems

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

APA (6^{th} Edition):

Gitonga, I. (2016). UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/37

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

Gitonga, Isaac. “UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS.” 2016. Doctoral Dissertation, Georgia State University. Accessed April 25, 2019. https://scholarworks.gsu.edu/mse_diss/37.

MLA Handbook (7^{th} Edition):

Gitonga, Isaac. “UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS.” 2016. Web. 25 Apr 2019.

Vancouver:

Gitonga I. UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Apr 25]. Available from: https://scholarworks.gsu.edu/mse_diss/37.

Council of Science Editors:

Gitonga I. UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/37

California State University – Sacramento

4.
Swanson, David C.
Improving the *understanding* of chemical equilibrium in second semester general chemistry students.

Degree: MS, Chemistry, 2011, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1385

► The concept of chemical equilibrium is central to the *understanding* of chemistry, and is widely viewed as the most difficult topic to master in the…
(more)

Subjects/Keywords: Conceptual understanding; Misconceptions; Constructivism; Chemical equilibrium

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APA (6^{th} Edition):

Swanson, D. C. (2011). Improving the understanding of chemical equilibrium in second semester general chemistry students. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1385

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

Swanson, David C. “Improving the understanding of chemical equilibrium in second semester general chemistry students.” 2011. Masters Thesis, California State University – Sacramento. Accessed April 25, 2019. http://hdl.handle.net/10211.9/1385.

MLA Handbook (7^{th} Edition):

Swanson, David C. “Improving the understanding of chemical equilibrium in second semester general chemistry students.” 2011. Web. 25 Apr 2019.

Vancouver:

Swanson DC. Improving the understanding of chemical equilibrium in second semester general chemistry students. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10211.9/1385.

Council of Science Editors:

Swanson DC. Improving the understanding of chemical equilibrium in second semester general chemistry students. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1385

University of Edinburgh

5. Donnelly, Robyn Claire Annabel. Gender differences in undergraduate students' performance, perception and participation in physics.

Degree: PhD, 2014, University of Edinburgh

URL: http://hdl.handle.net/1842/9968

► Research has been undertaken to obtain a thorough *understanding* of the existence and degree of gender disparity in students' participation and performance in introductory university…
(more)

Subjects/Keywords: 378.1; physics education; gender; conceptual understanding

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APA (6^{th} Edition):

Donnelly, R. C. A. (2014). Gender differences in undergraduate students' performance, perception and participation in physics. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/9968

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

Donnelly, Robyn Claire Annabel. “Gender differences in undergraduate students' performance, perception and participation in physics.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed April 25, 2019. http://hdl.handle.net/1842/9968.

MLA Handbook (7^{th} Edition):

Donnelly, Robyn Claire Annabel. “Gender differences in undergraduate students' performance, perception and participation in physics.” 2014. Web. 25 Apr 2019.

Vancouver:

Donnelly RCA. Gender differences in undergraduate students' performance, perception and participation in physics. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1842/9968.

Council of Science Editors:

Donnelly RCA. Gender differences in undergraduate students' performance, perception and participation in physics. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/9968

Oregon State University

6.
Arbogast, Christian.
Assessing Student *Conceptual* *Understanding* : Supplementing Deductive Coding with Natural Language Processing Techniques.

Degree: MS, Mechanical Engineering, 2016, Oregon State University

URL: http://hdl.handle.net/1957/58551

► Assessing student *conceptual* *understanding* is a valuable method for gauging specific student learning outcomes but can be difficult and time consuming to measure. This research…
(more)

Subjects/Keywords: Conceptual Understanding; Natural language processing (Computer science)

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

APA (6^{th} Edition):

Arbogast, C. (2016). Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/58551

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

Arbogast, Christian. “Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques.” 2016. Masters Thesis, Oregon State University. Accessed April 25, 2019. http://hdl.handle.net/1957/58551.

MLA Handbook (7^{th} Edition):

Arbogast, Christian. “Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques.” 2016. Web. 25 Apr 2019.

Vancouver:

Arbogast C. Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques. [Internet] [Masters thesis]. Oregon State University; 2016. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1957/58551.

Council of Science Editors:

Arbogast C. Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques. [Masters Thesis]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/58551

Louisiana State University

7. Dyer, Sarah Claire. Improving middle school math achievement using a web-based program and extended written tasks.

Degree: MNS, Physical Sciences and Mathematics, 2012, Louisiana State University

URL: etd-07032012-113855 ; https://digitalcommons.lsu.edu/gradschool_theses/1953

► This thesis outlines a dual-intensity approach using a web-based program, MyMathLab, for procedural fluency and, in parallel, extended written tasks for helping students improve their…
(more)

Subjects/Keywords: dual intensity; conceptual understanding; procedural fluency

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APA (6^{th} Edition):

Dyer, S. C. (2012). Improving middle school math achievement using a web-based program and extended written tasks. (Masters Thesis). Louisiana State University. Retrieved from etd-07032012-113855 ; https://digitalcommons.lsu.edu/gradschool_theses/1953

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

Dyer, Sarah Claire. “Improving middle school math achievement using a web-based program and extended written tasks.” 2012. Masters Thesis, Louisiana State University. Accessed April 25, 2019. etd-07032012-113855 ; https://digitalcommons.lsu.edu/gradschool_theses/1953.

MLA Handbook (7^{th} Edition):

Dyer, Sarah Claire. “Improving middle school math achievement using a web-based program and extended written tasks.” 2012. Web. 25 Apr 2019.

Vancouver:

Dyer SC. Improving middle school math achievement using a web-based program and extended written tasks. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 Apr 25]. Available from: etd-07032012-113855 ; https://digitalcommons.lsu.edu/gradschool_theses/1953.

Council of Science Editors:

Dyer SC. Improving middle school math achievement using a web-based program and extended written tasks. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07032012-113855 ; https://digitalcommons.lsu.edu/gradschool_theses/1953

Bucknell University

8.
Lorson, Amanda.
The Effect of Grade Point Average on Undergraduates' *Understanding* of Heat Transfer.

Degree: 2011, Bucknell University

URL: https://digitalcommons.bucknell.edu/masters_theses/66

► Engineering students continue to develop and show misconceptions due to prior knowledge and experiences (Miller, Streveler, Olds, Chi, Nelson, & Geist, 2007). Misconceptions have been…
(more)

Subjects/Keywords: heat transfer; misconception; conceptual understanding; Education

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APA (6^{th} Edition):

Lorson, A. (2011). The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer. (Thesis). Bucknell University. Retrieved from https://digitalcommons.bucknell.edu/masters_theses/66

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

Not specified: Masters Thesis or Doctoral Dissertation

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

Lorson, Amanda. “The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer.” 2011. Thesis, Bucknell University. Accessed April 25, 2019. https://digitalcommons.bucknell.edu/masters_theses/66.

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

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Lorson, Amanda. “The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer.” 2011. Web. 25 Apr 2019.

Vancouver:

Lorson A. The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer. [Internet] [Thesis]. Bucknell University; 2011. [cited 2019 Apr 25]. Available from: https://digitalcommons.bucknell.edu/masters_theses/66.

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

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lorson A. The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer. [Thesis]. Bucknell University; 2011. Available from: https://digitalcommons.bucknell.edu/masters_theses/66

Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

9.
Ellis, Jennifer Tennille Pinder.
Assessing the development of high school chemistry students' *conceptual* and visual *understanding* of dimensional analysis via supplemental use of a proprietary interactive software program.

Degree: PhD, Education, 2009, Louisiana State University

URL: etd-10092009-162534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/431

► This study was designed to evaluate the effects of the proprietary science education software, “Conversionoes,” on students' *conceptual* and visual *understanding* of dimensional analysis. The…
(more)

Subjects/Keywords: Conceptual Understanding; Technology-Mediated Learning; Visual Understanding; Chemical Education; Dimensional Analysis; Human Constructivisim

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APA (6^{th} Edition):

Ellis, J. T. P. (2009). Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10092009-162534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/431

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

Ellis, Jennifer Tennille Pinder. “Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program.” 2009. Doctoral Dissertation, Louisiana State University. Accessed April 25, 2019. etd-10092009-162534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/431.

MLA Handbook (7^{th} Edition):

Ellis, Jennifer Tennille Pinder. “Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program.” 2009. Web. 25 Apr 2019.

Vancouver:

Ellis JTP. Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 Apr 25]. Available from: etd-10092009-162534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/431.

Council of Science Editors:

Ellis JTP. Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-10092009-162534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/431

North-West University

10. Ferreira, Annalize. Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/15224

► The topic of students’ application of *conceptual* knowledge in physics is constantly being researched. It is a common occurrence that students are able to solve…
(more)

Subjects/Keywords: Conceptual knowledge; Conceptual understanding; Context of problem; Direction of motion; Naïve knowledge; Variation theory

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APA (6^{th} Edition):

Ferreira, A. (2014). Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15224

Not specified: Masters Thesis or Doctoral Dissertation

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

Ferreira, Annalize. “Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira .” 2014. Thesis, North-West University. Accessed April 25, 2019. http://hdl.handle.net/10394/15224.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Ferreira, Annalize. “Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira .” 2014. Web. 25 Apr 2019.

Vancouver:

Ferreira A. Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira . [Internet] [Thesis]. North-West University; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10394/15224.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferreira A. Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/15224

Not specified: Masters Thesis or Doctoral Dissertation

University of New Orleans

11.
Philippi, Kristen Haber.
An Examination of Student *Understanding* of the Use of Models in Science and *Conceptual* *Understanding* of Electricity and Magnetism.

Degree: PhD, Curriculum and Instruction, 2010, University of New Orleans

URL: https://scholarworks.uno.edu/td/1114

► The purpose of this study is to inform instruction by increasing the body of knowledge regarding the relationship between college physics students' knowledge about models…
(more)

Subjects/Keywords: Conceptual Understanding; Education; Electricity; Magnetism; Model Analysis; Models; Physics; Science

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APA (6^{th} Edition):

Philippi, K. H. (2010). An Examination of Student Understanding of the Use of Models in Science and Conceptual Understanding of Electricity and Magnetism. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1114

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

Philippi, Kristen Haber. “An Examination of Student Understanding of the Use of Models in Science and Conceptual Understanding of Electricity and Magnetism.” 2010. Doctoral Dissertation, University of New Orleans. Accessed April 25, 2019. https://scholarworks.uno.edu/td/1114.

MLA Handbook (7^{th} Edition):

Philippi, Kristen Haber. “An Examination of Student Understanding of the Use of Models in Science and Conceptual Understanding of Electricity and Magnetism.” 2010. Web. 25 Apr 2019.

Vancouver:

Philippi KH. An Examination of Student Understanding of the Use of Models in Science and Conceptual Understanding of Electricity and Magnetism. [Internet] [Doctoral dissertation]. University of New Orleans; 2010. [cited 2019 Apr 25]. Available from: https://scholarworks.uno.edu/td/1114.

Council of Science Editors:

Philippi KH. An Examination of Student Understanding of the Use of Models in Science and Conceptual Understanding of Electricity and Magnetism. [Doctoral Dissertation]. University of New Orleans; 2010. Available from: https://scholarworks.uno.edu/td/1114

Texas A&M University

12.
Ross, Amanda Ann.
The effects of constructivist teaching approaches on middle school students' algebraic * understanding*.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1777

► The goal in mathematics has shifted towards an emphasis on both procedural knowledge and *conceptual* *understanding*. The importance of gaining procedural knowledge and *conceptual* *understanding*…
(more)

Subjects/Keywords: Procedural knowledge; Conceptual understanding; Representation; Constructivist teaching approaches; Engagement

Record Details Similar Records

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

APA (6^{th} Edition):

Ross, A. A. (2009). The effects of constructivist teaching approaches on middle school students' algebraic understanding. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1777

Not specified: Masters Thesis or Doctoral Dissertation

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

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1777.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Web. 25 Apr 2019.

Vancouver:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777

Not specified: Masters Thesis or Doctoral Dissertation

13.
Joffrion, Heather Kyle.
* Conceptual* and procedural

Degree: 2007, Texas A&M University

URL: http://hdl.handle.net/1969.1/4961

► In this study, the balance between *conceptual* and procedural teaching and its effect on the development of algebraic reasoning was examined. Participants included two seventh…
(more)

Subjects/Keywords: pre-algebra; conceptual understanding

…classroom emphases on *conceptual* *understanding* and/or procedural knowledge of linear
algebra… …a teacher emphasizes *conceptual* *understanding*
of solving equations and the amount of… …equations?
2. How does the degree to which a teacher emphasizes *conceptual* *understanding*
and the… …emphasizes *conceptual* *understanding*
and the amount of emphasis placed on procedural knowledge… …4. How does the degree to which a teacher emphasizes *conceptual* *understanding*
and the…

Record Details Similar Records

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

APA (6^{th} Edition):

Joffrion, H. K. (2007). Conceptual and procedural understanding of algebra concepts in the middle grades. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4961

Not specified: Masters Thesis or Doctoral Dissertation

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

Joffrion, Heather Kyle. “Conceptual and procedural understanding of algebra concepts in the middle grades.” 2007. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/4961.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Joffrion, Heather Kyle. “Conceptual and procedural understanding of algebra concepts in the middle grades.” 2007. Web. 25 Apr 2019.

Vancouver:

Joffrion HK. Conceptual and procedural understanding of algebra concepts in the middle grades. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/4961.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Joffrion HK. Conceptual and procedural understanding of algebra concepts in the middle grades. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/4961

Not specified: Masters Thesis or Doctoral Dissertation

Utah State University

14.
Rivera-Reyes, Presentacion.
Students' Task Interpretation and *Conceptual* *Understanding* in Electronics Laboratory Work.

Degree: PhD, Engineering and Technology Education, 2015, Utah State University

URL: https://digitalcommons.usu.edu/etd/4616

► Task interpretation is a critical first step in the process of self-regulated learning and a key determinant of the goals students set while learning…
(more)

Subjects/Keywords: Conceptual Understanding; Electronics; Laboratory; Self-regulated learning; Task interpretation; Engineering Education

Record Details Similar Records

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

APA (6^{th} Edition):

Rivera-Reyes, P. (2015). Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4616

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

Rivera-Reyes, Presentacion. “Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work.” 2015. Doctoral Dissertation, Utah State University. Accessed April 25, 2019. https://digitalcommons.usu.edu/etd/4616.

MLA Handbook (7^{th} Edition):

Rivera-Reyes, Presentacion. “Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work.” 2015. Web. 25 Apr 2019.

Vancouver:

Rivera-Reyes P. Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2019 Apr 25]. Available from: https://digitalcommons.usu.edu/etd/4616.

Council of Science Editors:

Rivera-Reyes P. Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4616

Georgia State University

15.
de Castro, Christopher H.
Assessing the Impact of Computer Programming in *Understanding* Limits and Derivatives in a Secondary Mathematics Classroom.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2011, Georgia State University

URL: https://scholarworks.gsu.edu/msit_diss/79

► This study explored the development of student’s *conceptual* *understanding* of limit and derivative when specific computational tools were utilized. Fourteen students from a secondary…
(more)

Subjects/Keywords: Programming; Limits; Derivatives; Pair Programming; Conceptual Understanding; Calculus; Education

Record Details Similar Records

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

APA (6^{th} Edition):

de Castro, C. H. (2011). Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/79

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

de Castro, Christopher H. “Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom.” 2011. Doctoral Dissertation, Georgia State University. Accessed April 25, 2019. https://scholarworks.gsu.edu/msit_diss/79.

MLA Handbook (7^{th} Edition):

de Castro, Christopher H. “Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom.” 2011. Web. 25 Apr 2019.

Vancouver:

de Castro CH. Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Apr 25]. Available from: https://scholarworks.gsu.edu/msit_diss/79.

Council of Science Editors:

de Castro CH. Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/msit_diss/79

University of South Africa

16. Kaundjwa, Abed Osmund Tashiya. Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia.

Degree: 2015, University of South Africa

URL: http://hdl.handle.net/10500/19959

► The study investigated the influence of Process Oriented Guided Inquiry Learning Approach (POGIL) on Science Foundation students’ achievements in stoichiometry versus traditional lecture centered pedagogy.…
(more)

Subjects/Keywords: Foundation chemistry; Stoichiometry; Science Foundation; POGIL; Conceptual understanding; Constructivist perspectives

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

APA (6^{th} Edition):

Kaundjwa, A. O. T. (2015). Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19959

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

Kaundjwa, Abed Osmund Tashiya. “Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia.” 2015. Masters Thesis, University of South Africa. Accessed April 25, 2019. http://hdl.handle.net/10500/19959.

MLA Handbook (7^{th} Edition):

Kaundjwa, Abed Osmund Tashiya. “Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia.” 2015. Web. 25 Apr 2019.

Vancouver:

Kaundjwa AOT. Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10500/19959.

Council of Science Editors:

Kaundjwa AOT. Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19959

University of South Africa

17. Mutsvangwa, Sekesai Bridget. The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province.

Degree: 2016, University of South Africa

URL: http://hdl.handle.net/10500/21804

► The main purpose of the research was to investigate the influence of scientific calculators on Grade 8 South African learner's *understanding* of fractions in learning…
(more)

Subjects/Keywords: Scientific calculator; Fraction; Learning; Performance; Learners; Conceptual understanding

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

APA (6^{th} Edition):

Mutsvangwa, S. B. (2016). The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21804

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

Mutsvangwa, Sekesai Bridget. “The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province.” 2016. Masters Thesis, University of South Africa. Accessed April 25, 2019. http://hdl.handle.net/10500/21804.

MLA Handbook (7^{th} Edition):

Mutsvangwa, Sekesai Bridget. “The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province.” 2016. Web. 25 Apr 2019.

Vancouver:

Mutsvangwa SB. The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10500/21804.

Council of Science Editors:

Mutsvangwa SB. The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21804

University of Central Florida

18.
Maguhn, Jessica.
Fostering Teacher's *Conceptual* *Understanding* Of Ordering, Adding, And Subtracting Fractions Through School-based Professional Development.

Degree: 2009, University of Central Florida

URL: http://stars.library.ucf.edu/etd/4140

► In an attempt to examine my practice of providing conceptually-based professional development on fractions to fifth grade teachers, I conducted a series of four one…
(more)

Subjects/Keywords: Education; Professional Development; Fractions; Conceptual Understanding; Education; Science and Mathematics Education

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

APA (6^{th} Edition):

Maguhn, J. (2009). Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-based Professional Development. (Masters Thesis). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/4140

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

Maguhn, Jessica. “Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-based Professional Development.” 2009. Masters Thesis, University of Central Florida. Accessed April 25, 2019. http://stars.library.ucf.edu/etd/4140.

MLA Handbook (7^{th} Edition):

Maguhn, Jessica. “Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-based Professional Development.” 2009. Web. 25 Apr 2019.

Vancouver:

Maguhn J. Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-based Professional Development. [Internet] [Masters thesis]. University of Central Florida; 2009. [cited 2019 Apr 25]. Available from: http://stars.library.ucf.edu/etd/4140.

Council of Science Editors:

Maguhn J. Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-based Professional Development. [Masters Thesis]. University of Central Florida; 2009. Available from: http://stars.library.ucf.edu/etd/4140

Virginia Tech

19.
Moore, Jacob Preston.
Promoting *Conceptual* *Understanding* via Adaptive Concept Maps.

Degree: PhD, Engineering Education, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/23678

► The purpose of this study is to explore the feasibility and effectiveness of a scalable concept map based navigation system for a digital textbook. A…
(more)

Subjects/Keywords: Engineering Education; Conceptual Understanding; Digital Textbook; Concept Map; Information Visualization

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

APA (6^{th} Edition):

Moore, J. P. (2013). Promoting Conceptual Understanding via Adaptive Concept Maps. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23678

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

Moore, Jacob Preston. “Promoting Conceptual Understanding via Adaptive Concept Maps.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 25, 2019. http://hdl.handle.net/10919/23678.

MLA Handbook (7^{th} Edition):

Moore, Jacob Preston. “Promoting Conceptual Understanding via Adaptive Concept Maps.” 2013. Web. 25 Apr 2019.

Vancouver:

Moore JP. Promoting Conceptual Understanding via Adaptive Concept Maps. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10919/23678.

Council of Science Editors:

Moore JP. Promoting Conceptual Understanding via Adaptive Concept Maps. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23678

Virginia Tech

20.
Plaxco, David Bryant.
Relating *Understanding* of Inverse and Identity to Engagement in Proof in Abstract Algebra.

Degree: PhD, Mathematics, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/56587

► In this research, I set out to elucidate the relationships that might exist between students' *conceptual* *understanding* upon which they draw in their proof activity.…
(more)

Subjects/Keywords: Mathematical Proof; Conceptual Understanding; Abstract Algebra; Undergraduate Mathematics Education

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

APA (6^{th} Edition):

Plaxco, D. B. (2015). Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56587

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

Plaxco, David Bryant. “Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 25, 2019. http://hdl.handle.net/10919/56587.

MLA Handbook (7^{th} Edition):

Plaxco, David Bryant. “Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra.” 2015. Web. 25 Apr 2019.

Vancouver:

Plaxco DB. Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10919/56587.

Council of Science Editors:

Plaxco DB. Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56587

University of Bath

21. Govindswamy Sunder, Sudha. Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates.

Degree: Thesis (EdD), 2016, University of Bath

URL: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665431

► Through a singular case study, this research enquiry seeks to explore teacher perceptions about the development of a concept-based curriculum program (called as the *Conceptual*…
(more)

Subjects/Keywords: 375; curriculum recontextualization,; teacher perceptions.; teaching for conceptual understanding

Record Details Similar Records

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

APA (6^{th} Edition):

Govindswamy Sunder, S. (2016). Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates. (Doctoral Dissertation). University of Bath. Retrieved from https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665431

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

Govindswamy Sunder, Sudha. “Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates.” 2016. Doctoral Dissertation, University of Bath. Accessed April 25, 2019. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665431.

MLA Handbook (7^{th} Edition):

Govindswamy Sunder, Sudha. “Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates.” 2016. Web. 25 Apr 2019.

Vancouver:

Govindswamy Sunder S. Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates. [Internet] [Doctoral dissertation]. University of Bath; 2016. [cited 2019 Apr 25]. Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665431.

Council of Science Editors:

Govindswamy Sunder S. Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates. [Doctoral Dissertation]. University of Bath; 2016. Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665431

The Ohio State University

22. Wild, Tiffany Ann. Students' with Visual Impairments Conceptions of Causes of Seasonal Change.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2008, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217635372

► The purpose of this qualitative study was to understand and describe the misconceptions that may exist among students with visual impairments and instructional techniques…
(more)

Subjects/Keywords: Education; Science Education; Special Education; Teaching; visual impairment; blind; conceptual change; conceptual understanding; science education; seasons

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

APA (6^{th} Edition):

Wild, T. A. (2008). Students' with Visual Impairments Conceptions of Causes of Seasonal Change. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1217635372

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

Wild, Tiffany Ann. “Students' with Visual Impairments Conceptions of Causes of Seasonal Change.” 2008. Doctoral Dissertation, The Ohio State University. Accessed April 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217635372.

MLA Handbook (7^{th} Edition):

Wild, Tiffany Ann. “Students' with Visual Impairments Conceptions of Causes of Seasonal Change.” 2008. Web. 25 Apr 2019.

Vancouver:

Wild TA. Students' with Visual Impairments Conceptions of Causes of Seasonal Change. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Apr 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217635372.

Council of Science Editors:

Wild TA. Students' with Visual Impairments Conceptions of Causes of Seasonal Change. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217635372

Linköping University

23.
Larsson, Andreas.
Embodied *Understanding* in Computer Programming : A semiotic analysis of metaphors used in programming.

Degree: Teaching and Learning, 2018, Linköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147283

►

Language can be seen as a bridge between the way we think and our actions. From a social semiotic, language becomes a resource with… (more)

Subjects/Keywords: Embodied Cognition; Computer Programming; Computer Science; Conceptual understanding; Conceptual metaphors; Social Semiotics; Qualitative analysis; Pedagogical Work; Pedagogiskt arbete

Record Details Similar Records

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

APA (6^{th} Edition):

Larsson, A. (2018). Embodied Understanding in Computer Programming : A semiotic analysis of metaphors used in programming. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147283

Not specified: Masters Thesis or Doctoral Dissertation

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

Larsson, Andreas. “Embodied Understanding in Computer Programming : A semiotic analysis of metaphors used in programming.” 2018. Thesis, Linköping University. Accessed April 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147283.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Larsson, Andreas. “Embodied Understanding in Computer Programming : A semiotic analysis of metaphors used in programming.” 2018. Web. 25 Apr 2019.

Vancouver:

Larsson A. Embodied Understanding in Computer Programming : A semiotic analysis of metaphors used in programming. [Internet] [Thesis]. Linköping University; 2018. [cited 2019 Apr 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147283.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Larsson A. Embodied Understanding in Computer Programming : A semiotic analysis of metaphors used in programming. [Thesis]. Linköping University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147283

Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

24. Mukono, Shadrick. Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions.

Degree: 2015, University of South Africa

URL: http://hdl.handle.net/10500/19569

► The study constituted an investigation for concept images and mathematical reasoning of Grade 11 learners on the concepts of reflection, translation and stretch of functions.…
(more)

Subjects/Keywords: Concept images; Mathematical thinking; Mathematical reasoning; Coherence of concept images; Conceptual understanding; Conceptual representations; Function; Functional representation; Transformation; Transformations of functions

Record Details Similar Records

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

APA (6^{th} Edition):

Mukono, S. (2015). Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19569

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

Mukono, Shadrick. “Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions.” 2015. Doctoral Dissertation, University of South Africa. Accessed April 25, 2019. http://hdl.handle.net/10500/19569.

MLA Handbook (7^{th} Edition):

Mukono, Shadrick. “Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions.” 2015. Web. 25 Apr 2019.

Vancouver:

Mukono S. Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10500/19569.

Council of Science Editors:

Mukono S. Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19569

Kennesaw State University

25. Smith, Andrew. STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually.

Degree: Doctor of Education in Secondary Education, Education, 2018, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/seceddoc_etd/12

► The purpose of this research study was to examine both qualitatively and quantitatively the difference in *conceptual* *understanding* of logarithms of students participating in…
(more)

Subjects/Keywords: algebra; chemistry; conceptual understanding; covariational reasoning; secondary education; transfer; Science and Mathematics Education

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

APA (6^{th} Edition):

Smith, A. (2018). STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/12

Not specified: Masters Thesis or Doctoral Dissertation

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

Smith, Andrew. “STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually.” 2018. Thesis, Kennesaw State University. Accessed April 25, 2019. https://digitalcommons.kennesaw.edu/seceddoc_etd/12.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Smith, Andrew. “STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually.” 2018. Web. 25 Apr 2019.

Vancouver:

Smith A. STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Apr 25]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/12.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith A. STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/12

Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

26. Head, Mary Jane. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152592

► My intent in this study was to investigate computer simulations as an instructional approach for high school physics English Language Learners (ELLs). Comparison-group research was…
(more)

Subjects/Keywords: Newton's Third Law; English Language Learners; Conceptual Understanding; Computer Simulations; Hands-on Laboratory Investigations

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

APA (6^{th} Edition):

Head, M. J. (2014). Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152592

Not specified: Masters Thesis or Doctoral Dissertation

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

Head, Mary Jane. “Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.” 2014. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/152592.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Head, Mary Jane. “Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.” 2014. Web. 25 Apr 2019.

Vancouver:

Head MJ. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/152592.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Head MJ. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152592

Not specified: Masters Thesis or Doctoral Dissertation

NSYSU

27. Liu, Kun-shia. Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction.

Degree: PhD, Education, 2012, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327

► This study aims to develop assessment which measures learning progressions for important scientific concepts such as oxidation-reduction (redox) and to identify studentsâ zone of proximal…
(more)

Subjects/Keywords: zone of proximal development; learning progression; oxidation-reduction; conceptual understanding; Rasch measurement

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

APA (6^{th} Edition):

Liu, K. (2012). Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327

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

Liu, Kun-shia. “Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction.” 2012. Doctoral Dissertation, NSYSU. Accessed April 25, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327.

MLA Handbook (7^{th} Edition):

Liu, Kun-shia. “Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction.” 2012. Web. 25 Apr 2019.

Vancouver:

Liu K. Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction. [Internet] [Doctoral dissertation]. NSYSU; 2012. [cited 2019 Apr 25]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327.

Council of Science Editors:

Liu K. Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction. [Doctoral Dissertation]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327

University of Kentucky

28. Arkwright, Ashlie Beals. Fourth and Eighth Grade Students' Conceptions of Energy Flow through Ecosystems.

Degree: 2014, University of Kentucky

URL: http://uknowledge.uky.edu/edsc_etds/3

► This mixed methods status study examined 32 fourth grade students’ *conceptual* understandings of energy flow through ecosystems prior to instruction and 40 eighth grade students’…
(more)

Subjects/Keywords: Elementary School; Middle School; Energy Flow; Interactions in Ecosystems; Conceptual Understanding; Science and Mathematics Education

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

APA (6^{th} Edition):

Arkwright, A. B. (2014). Fourth and Eighth Grade Students' Conceptions of Energy Flow through Ecosystems. (Doctoral Dissertation). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsc_etds/3

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

Arkwright, Ashlie Beals. “Fourth and Eighth Grade Students' Conceptions of Energy Flow through Ecosystems.” 2014. Doctoral Dissertation, University of Kentucky. Accessed April 25, 2019. http://uknowledge.uky.edu/edsc_etds/3.

MLA Handbook (7^{th} Edition):

Arkwright, Ashlie Beals. “Fourth and Eighth Grade Students' Conceptions of Energy Flow through Ecosystems.” 2014. Web. 25 Apr 2019.

Vancouver:

Arkwright AB. Fourth and Eighth Grade Students' Conceptions of Energy Flow through Ecosystems. [Internet] [Doctoral dissertation]. University of Kentucky; 2014. [cited 2019 Apr 25]. Available from: http://uknowledge.uky.edu/edsc_etds/3.

Council of Science Editors:

Arkwright AB. Fourth and Eighth Grade Students' Conceptions of Energy Flow through Ecosystems. [Doctoral Dissertation]. University of Kentucky; 2014. Available from: http://uknowledge.uky.edu/edsc_etds/3

29. Abdulrasul, Zahraa. Variabelbegreppet i matematik : En kvalitativ studie om hur variabelbegreppet sammankopplas med andra matematiskaområden såsom algebraiska uttryck iundervisningen för årskurs 4-6.

Degree: Teacher Education, 2018, Södertörn University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35519

► The aim of this study is to investigate how elementary school teachers use *conceptual* *understanding* in the teaching of the variable concept, namely, how…
(more)

Subjects/Keywords: Variables; conceptual understanding; procedural; representations.; Variabler; konceptuell förståelse; procedurer; representationer.; Educational Sciences; Utbildningsvetenskap

Record Details Similar Records

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

APA (6^{th} Edition):

Abdulrasul, Z. (2018). Variabelbegreppet i matematik : En kvalitativ studie om hur variabelbegreppet sammankopplas med andra matematiskaområden såsom algebraiska uttryck iundervisningen för årskurs 4-6. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35519

Not specified: Masters Thesis or Doctoral Dissertation

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

Abdulrasul, Zahraa. “Variabelbegreppet i matematik : En kvalitativ studie om hur variabelbegreppet sammankopplas med andra matematiskaområden såsom algebraiska uttryck iundervisningen för årskurs 4-6.” 2018. Thesis, Södertörn University. Accessed April 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35519.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Abdulrasul, Zahraa. “Variabelbegreppet i matematik : En kvalitativ studie om hur variabelbegreppet sammankopplas med andra matematiskaområden såsom algebraiska uttryck iundervisningen för årskurs 4-6.” 2018. Web. 25 Apr 2019.

Vancouver:

Abdulrasul Z. Variabelbegreppet i matematik : En kvalitativ studie om hur variabelbegreppet sammankopplas med andra matematiskaområden såsom algebraiska uttryck iundervisningen för årskurs 4-6. [Internet] [Thesis]. Södertörn University; 2018. [cited 2019 Apr 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35519.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Abdulrasul Z. Variabelbegreppet i matematik : En kvalitativ studie om hur variabelbegreppet sammankopplas med andra matematiskaområden såsom algebraiska uttryck iundervisningen för årskurs 4-6. [Thesis]. Södertörn University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35519

Not specified: Masters Thesis or Doctoral Dissertation

UCLA

30. Okamoto, Yoshiko. The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school.

Degree: Education, 2015, UCLA

URL: http://www.escholarship.org/uc/item/28x558qx

► This study employed a mixed-methods design to examine the implementation process and impact of a six-week number talk intervention during the advisory period with sixth-grade…
(more)

Subjects/Keywords: Education; Mathematics education; Middle school education; conceptual understanding; intervention; mathematics education; middle school; number talks

Record Details Similar Records

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

APA (6^{th} Edition):

Okamoto, Y. (2015). The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/28x558qx

Not specified: Masters Thesis or Doctoral Dissertation

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

Okamoto, Yoshiko. “The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school.” 2015. Thesis, UCLA. Accessed April 25, 2019. http://www.escholarship.org/uc/item/28x558qx.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Okamoto, Yoshiko. “The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school.” 2015. Web. 25 Apr 2019.

Vancouver:

Okamoto Y. The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Apr 25]. Available from: http://www.escholarship.org/uc/item/28x558qx.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Okamoto Y. The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/28x558qx

Not specified: Masters Thesis or Doctoral Dissertation