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:(Conceptual Understanding). Showing records 1 – 30 of 107 total matches.

[1] [2] [3] [4]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters


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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Elstak, Iwan Rene. “College students’ understanding of rational exponents: a teaching experiment.” 2007. Doctoral Dissertation, The Ohio State University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186505864.

MLA Handbook (7th Edition):

Elstak, Iwan Rene. “College students’ understanding of rational exponents: a teaching experiment.” 2007. Web. 24 Mar 2019.

Vancouver:

Elstak IR. College students’ understanding of rational exponents: a teaching experiment. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Zaslofsky, Anne. “Using Measures of Mathematics to Predict Response to Supplemental Intervention.” 2015. Doctoral Dissertation, University of Minnesota. Accessed March 24, 2019. http://hdl.handle.net/11299/175697.

MLA Handbook (7th Edition):

Zaslofsky, Anne. “Using Measures of Mathematics to Predict Response to Supplemental Intervention.” 2015. Web. 24 Mar 2019.

Vancouver:

Zaslofsky A. Using Measures of Mathematics to Predict Response to Supplemental Intervention. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Mar 24]. 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. https://scholarworks.gsu.edu/mse_diss/37.

MLA Handbook (7th Edition):

Gitonga, Isaac. “UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS.” 2016. Web. 24 Mar 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 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Swanson, David C. “Improving the understanding of chemical equilibrium in second semester general chemistry students.” 2011. Masters Thesis, California State University – Sacramento. Accessed March 24, 2019. http://hdl.handle.net/10211.9/1385.

MLA Handbook (7th Edition):

Swanson, David C. “Improving the understanding of chemical equilibrium in second semester general chemistry students.” 2011. Web. 24 Mar 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 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Donnelly, Robyn Claire Annabel. “Gender differences in undergraduate students' performance, perception and participation in physics.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed March 24, 2019. http://hdl.handle.net/1842/9968.

MLA Handbook (7th Edition):

Donnelly, Robyn Claire Annabel. “Gender differences in undergraduate students' performance, perception and participation in physics.” 2014. Web. 24 Mar 2019.

Vancouver:

Donnelly RCA. Gender differences in undergraduate students' performance, perception and participation in physics. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2019 Mar 24]. 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

 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)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Arbogast, Christian. “Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques.” 2016. Masters Thesis, Oregon State University. Accessed March 24, 2019. http://hdl.handle.net/1957/58551.

MLA Handbook (7th Edition):

Arbogast, Christian. “Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques.” 2016. Web. 24 Mar 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 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. etd-07032012-113855 ; https://digitalcommons.lsu.edu/gradschool_theses/1953.

MLA Handbook (7th Edition):

Dyer, Sarah Claire. “Improving middle school math achievement using a web-based program and extended written tasks.” 2012. Web. 24 Mar 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 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Lorson, Amanda. “The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer.” 2011. Thesis, Bucknell University. Accessed March 24, 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 (7th Edition):

Lorson, Amanda. “The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer.” 2011. Web. 24 Mar 2019.

Vancouver:

Lorson A. The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer. [Internet] [Thesis]. Bucknell University; 2011. [cited 2019 Mar 24]. 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

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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. etd-10092009-162534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/431.

MLA Handbook (7th 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. 24 Mar 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 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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):

Ferreira, Annalize. “Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira .” 2014. Thesis, North-West University. Accessed March 24, 2019. http://hdl.handle.net/10394/15224.

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

MLA Handbook (7th Edition):

Ferreira, Annalize. “Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira .” 2014. Web. 24 Mar 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 Mar 24]. Available from: http://hdl.handle.net/10394/15224.

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

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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. https://scholarworks.uno.edu/td/1114.

MLA Handbook (7th 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. 24 Mar 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 Mar 24]. 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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Thesis, Texas A&M University. Accessed March 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

MLA Handbook (7th Edition):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Web. 24 Mar 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 Mar 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

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

13. Joffrion, Heather Kyle. Conceptual and procedural understanding of algebra concepts in the middle grades.

Degree: 2007, Texas A&M University

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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):

Joffrion, Heather Kyle. “Conceptual and procedural understanding of algebra concepts in the middle grades.” 2007. Thesis, Texas A&M University. Accessed March 24, 2019. http://hdl.handle.net/1969.1/4961.

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

MLA Handbook (7th Edition):

Joffrion, Heather Kyle. “Conceptual and procedural understanding of algebra concepts in the middle grades.” 2007. Web. 24 Mar 2019.

Vancouver:

Joffrion HK. Conceptual and procedural understanding of algebra concepts in the middle grades. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1969.1/4961.

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

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

  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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Rivera-Reyes, Presentacion. “Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work.” 2015. Doctoral Dissertation, Utah State University. Accessed March 24, 2019. https://digitalcommons.usu.edu/etd/4616.

MLA Handbook (7th Edition):

Rivera-Reyes, Presentacion. “Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work.” 2015. Web. 24 Mar 2019.

Vancouver:

Rivera-Reyes P. Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2019 Mar 24]. 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

  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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. https://scholarworks.gsu.edu/msit_diss/79.

MLA Handbook (7th Edition):

de Castro, Christopher H. “Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom.” 2011. Web. 24 Mar 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 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. http://hdl.handle.net/10500/19959.

MLA Handbook (7th 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. 24 Mar 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 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. http://hdl.handle.net/10500/21804.

MLA Handbook (7th 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. 24 Mar 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 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. http://stars.library.ucf.edu/etd/4140.

MLA Handbook (7th Edition):

Maguhn, Jessica. “Fostering Teacher's Conceptual Understanding Of Ordering, Adding, And Subtracting Fractions Through School-based Professional Development.” 2009. Web. 24 Mar 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 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Moore, Jacob Preston. “Promoting Conceptual Understanding via Adaptive Concept Maps.” 2013. Doctoral Dissertation, Virginia Tech. Accessed March 24, 2019. http://hdl.handle.net/10919/23678.

MLA Handbook (7th Edition):

Moore, Jacob Preston. “Promoting Conceptual Understanding via Adaptive Concept Maps.” 2013. Web. 24 Mar 2019.

Vancouver:

Moore JP. Promoting Conceptual Understanding via Adaptive Concept Maps. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Plaxco, David Bryant. “Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 24, 2019. http://hdl.handle.net/10919/56587.

MLA Handbook (7th Edition):

Plaxco, David Bryant. “Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra.” 2015. Web. 24 Mar 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 Mar 24]. 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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665431.

MLA Handbook (7th 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. 24 Mar 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 Mar 24]. 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Wild, Tiffany Ann. “Students' with Visual Impairments Conceptions of Causes of Seasonal Change.” 2008. Doctoral Dissertation, The Ohio State University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217635372.

MLA Handbook (7th Edition):

Wild, Tiffany Ann. “Students' with Visual Impairments Conceptions of Causes of Seasonal Change.” 2008. Web. 24 Mar 2019.

Vancouver:

Wild TA. Students' with Visual Impairments Conceptions of Causes of Seasonal Change. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Mar 24]. 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

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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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):

Larsson, Andreas. “Embodied Understanding in Computer Programming : A semiotic analysis of metaphors used in programming.” 2018. Thesis, Linköping University. Accessed March 24, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147283.

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

MLA Handbook (7th Edition):

Larsson, Andreas. “Embodied Understanding in Computer Programming : A semiotic analysis of metaphors used in programming.” 2018. Web. 24 Mar 2019.

Vancouver:

Larsson A. Embodied Understanding in Computer Programming : A semiotic analysis of metaphors used in programming. [Internet] [Thesis]. Linköping University; 2018. [cited 2019 Mar 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147283.

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

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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. http://hdl.handle.net/10500/19569.

MLA Handbook (7th Edition):

Mukono, Shadrick. “Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions.” 2015. Web. 24 Mar 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 Mar 24]. 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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):

Smith, Andrew. “STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually.” 2018. Thesis, Kennesaw State University. Accessed March 24, 2019. https://digitalcommons.kennesaw.edu/seceddoc_etd/12.

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

MLA Handbook (7th Edition):

Smith, Andrew. “STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually.” 2018. Web. 24 Mar 2019.

Vancouver:

Smith A. STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Mar 24]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/12.

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

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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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):

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 March 24, 2019. http://hdl.handle.net/1969.1/152592.

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

MLA Handbook (7th 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. 24 Mar 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 Mar 24]. Available from: http://hdl.handle.net/1969.1/152592.

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

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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 March 24, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327.

MLA Handbook (7th Edition):

Liu, Kun-shia. “Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction.” 2012. Web. 24 Mar 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 Mar 24]. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Arkwright, Ashlie Beals. “Fourth and Eighth Grade Students' Conceptions of Energy Flow through Ecosystems.” 2014. Doctoral Dissertation, University of Kentucky. Accessed March 24, 2019. http://uknowledge.uky.edu/edsc_etds/3.

MLA Handbook (7th Edition):

Arkwright, Ashlie Beals. “Fourth and Eighth Grade Students' Conceptions of Energy Flow through Ecosystems.” 2014. Web. 24 Mar 2019.

Vancouver:

Arkwright AB. Fourth and Eighth Grade Students' Conceptions of Energy Flow through Ecosystems. [Internet] [Doctoral dissertation]. University of Kentucky; 2014. [cited 2019 Mar 24]. 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

  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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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):

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 March 24, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35519.

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

MLA Handbook (7th 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. 24 Mar 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 Mar 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35519.

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

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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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):

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 March 24, 2019. http://www.escholarship.org/uc/item/28x558qx.

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

MLA Handbook (7th 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. 24 Mar 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 Mar 24]. Available from: http://www.escholarship.org/uc/item/28x558qx.

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

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

[1] [2] [3] [4]

.