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- 2010 – 2014 (81)
- 2005 – 2009 (42)

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- Penn State University (11)
- Utah State University (11)
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University of Georgia

1.
Wagner, Patricia Anne.
The *math* wars: communities of meaning within the critics of school mathematics reforms.

Degree: PhD, Mathematics Education, 2014, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/wagner_patricia_a_201408_phd

► Over the course of United States history, there have been numerous attempts to reform school mathematics in order to increase student achievement. Although the methods…
(more)

Subjects/Keywords: Math Wars

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APA (6^{th} Edition):

Wagner, P. A. (2014). The math wars: communities of meaning within the critics of school mathematics reforms. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wagner_patricia_a_201408_phd

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

Wagner, Patricia Anne. “The math wars: communities of meaning within the critics of school mathematics reforms.” 2014. Doctoral Dissertation, University of Georgia. Accessed August 19, 2019. http://purl.galileo.usg.edu/uga_etd/wagner_patricia_a_201408_phd.

MLA Handbook (7^{th} Edition):

Wagner, Patricia Anne. “The math wars: communities of meaning within the critics of school mathematics reforms.” 2014. Web. 19 Aug 2019.

Vancouver:

Wagner PA. The math wars: communities of meaning within the critics of school mathematics reforms. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Aug 19]. Available from: http://purl.galileo.usg.edu/uga_etd/wagner_patricia_a_201408_phd.

Council of Science Editors:

Wagner PA. The math wars: communities of meaning within the critics of school mathematics reforms. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/wagner_patricia_a_201408_phd

University of Georgia

2. Robinson, Kelly Coleen. A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties.

Degree: PhD, Education (School Psychology), 2005, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/robinson_kelly_c_200512_phd

► This study analyzed, via Structural Equation Modeling (SEM) the contribution of auditory long-term memory, auditory working memory, and reasoning to mathematics calculation and mathematics reasoning…
(more)

Subjects/Keywords: Math Math Achievement

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APA (6^{th} Edition):

Robinson, K. C. (2005). A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/robinson_kelly_c_200512_phd

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

Robinson, Kelly Coleen. “A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties.” 2005. Doctoral Dissertation, University of Georgia. Accessed August 19, 2019. http://purl.galileo.usg.edu/uga_etd/robinson_kelly_c_200512_phd.

MLA Handbook (7^{th} Edition):

Robinson, Kelly Coleen. “A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties.” 2005. Web. 19 Aug 2019.

Vancouver:

Robinson KC. A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Aug 19]. Available from: http://purl.galileo.usg.edu/uga_etd/robinson_kelly_c_200512_phd.

Council of Science Editors:

Robinson KC. A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/robinson_kelly_c_200512_phd

3. Quick, Nancy. Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model.

Degree: PhD, Child, Family and School Psychology, 2013, U of Denver

URL: https://digitalcommons.du.edu/etd/531

► Author: Nancy Quick Title: Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model…
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Subjects/Keywords: math; nonverbal; rti; spatial temporal

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APA (6^{th} Edition):

Quick, N. (2013). Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/531

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

Quick, Nancy. “Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model.” 2013. Doctoral Dissertation, U of Denver. Accessed August 19, 2019. https://digitalcommons.du.edu/etd/531.

MLA Handbook (7^{th} Edition):

Quick, Nancy. “Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model.” 2013. Web. 19 Aug 2019.

Vancouver:

Quick N. Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model. [Internet] [Doctoral dissertation]. U of Denver; 2013. [cited 2019 Aug 19]. Available from: https://digitalcommons.du.edu/etd/531.

Council of Science Editors:

Quick N. Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model. [Doctoral Dissertation]. U of Denver; 2013. Available from: https://digitalcommons.du.edu/etd/531

Penn State University

4.
Davis, Alice Marie.
THE EFFECT OF ENHANCED *MATH* IN.

Degree: PhD, Workforce Education and Development, 2008, Penn State University

URL: https://etda.libraries.psu.edu/catalog/9365

► ABSTRACT This study, which was modeled after the *Math*-in-CTE Project (Hyslop, 2007), was intended to provide career and technical education (CTE) professionals important information about…
(more)

Subjects/Keywords: cosmetology math integration; contextual learning

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

APA (6^{th} Edition):

Davis, A. M. (2008). THE EFFECT OF ENHANCED MATH IN. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9365

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

Davis, Alice Marie. “THE EFFECT OF ENHANCED MATH IN.” 2008. Doctoral Dissertation, Penn State University. Accessed August 19, 2019. https://etda.libraries.psu.edu/catalog/9365.

MLA Handbook (7^{th} Edition):

Davis, Alice Marie. “THE EFFECT OF ENHANCED MATH IN.” 2008. Web. 19 Aug 2019.

Vancouver:

Davis AM. THE EFFECT OF ENHANCED MATH IN. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Aug 19]. Available from: https://etda.libraries.psu.edu/catalog/9365.

Council of Science Editors:

Davis AM. THE EFFECT OF ENHANCED MATH IN. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/9365

Louisiana State University

5.
Sullivan, Julia Elizabeth Paxton.
Developmental *Math* Education: The Bermuda Triangle of Student Success – Many Enter, but Few Succeed.

Degree: PhD, Education, 2016, Louisiana State University

URL: etd-08042016-163916 ; https://digitalcommons.lsu.edu/gradschool_dissertations/458

► This study employed a quantitative design to evaluate the effectiveness of developmental *math* and the predictors of student success in developmental *math* for a period…
(more)

Subjects/Keywords: developmental math education; community college

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APA (6^{th} Edition):

Sullivan, J. E. P. (2016). Developmental Math Education: The Bermuda Triangle of Student Success – Many Enter, but Few Succeed. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-08042016-163916 ; https://digitalcommons.lsu.edu/gradschool_dissertations/458

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

Sullivan, Julia Elizabeth Paxton. “Developmental Math Education: The Bermuda Triangle of Student Success – Many Enter, but Few Succeed.” 2016. Doctoral Dissertation, Louisiana State University. Accessed August 19, 2019. etd-08042016-163916 ; https://digitalcommons.lsu.edu/gradschool_dissertations/458.

MLA Handbook (7^{th} Edition):

Sullivan, Julia Elizabeth Paxton. “Developmental Math Education: The Bermuda Triangle of Student Success – Many Enter, but Few Succeed.” 2016. Web. 19 Aug 2019.

Vancouver:

Sullivan JEP. Developmental Math Education: The Bermuda Triangle of Student Success – Many Enter, but Few Succeed. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2019 Aug 19]. Available from: etd-08042016-163916 ; https://digitalcommons.lsu.edu/gradschool_dissertations/458.

Council of Science Editors:

Sullivan JEP. Developmental Math Education: The Bermuda Triangle of Student Success – Many Enter, but Few Succeed. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-08042016-163916 ; https://digitalcommons.lsu.edu/gradschool_dissertations/458

Mississippi State University

6.
Mong, Michael.
EVALUATION OF THE EFFECTS OF THE *MATH* TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING.

Degree: PhD, Counseling and Educational Psychology, 2008, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/ ;

► The purpose of this study was to empirically evaluate the effects of the *Math* to Mastery intervention package in a school setting. The participants in…
(more)

Subjects/Keywords: math intervention

Record Details Similar Records

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APA (6^{th} Edition):

Mong, M. (2008). EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/ ;

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

Mong, Michael. “EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING.” 2008. Doctoral Dissertation, Mississippi State University. Accessed August 19, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/ ;.

MLA Handbook (7^{th} Edition):

Mong, Michael. “EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING.” 2008. Web. 19 Aug 2019.

Vancouver:

Mong M. EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING. [Internet] [Doctoral dissertation]. Mississippi State University; 2008. [cited 2019 Aug 19]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/ ;.

Council of Science Editors:

Mong M. EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING. [Doctoral Dissertation]. Mississippi State University; 2008. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/ ;

University of Miami

7. Salinas, Alejandra. Investing in our Teachers: What Focus of Professional Development Leads to the Highest Student Gains in Mathematics Achievement?.

Degree: PhD, Teaching and Learning (Education), 2010, University of Miami

URL: https://scholarlyrepository.miami.edu/oa_dissertations/393

► The purpose of this meta-analysis was to better understand the relationship between the substantive-content focus of professional development for inservice teachers of mathematics and…
(more)

Subjects/Keywords: Professional Development; Elementary; Math Achievement

Record Details Similar Records

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APA (6^{th} Edition):

Salinas, A. (2010). Investing in our Teachers: What Focus of Professional Development Leads to the Highest Student Gains in Mathematics Achievement?. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/393

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

Salinas, Alejandra. “Investing in our Teachers: What Focus of Professional Development Leads to the Highest Student Gains in Mathematics Achievement?.” 2010. Doctoral Dissertation, University of Miami. Accessed August 19, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/393.

MLA Handbook (7^{th} Edition):

Salinas, Alejandra. “Investing in our Teachers: What Focus of Professional Development Leads to the Highest Student Gains in Mathematics Achievement?.” 2010. Web. 19 Aug 2019.

Vancouver:

Salinas A. Investing in our Teachers: What Focus of Professional Development Leads to the Highest Student Gains in Mathematics Achievement?. [Internet] [Doctoral dissertation]. University of Miami; 2010. [cited 2019 Aug 19]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/393.

Council of Science Editors:

Salinas A. Investing in our Teachers: What Focus of Professional Development Leads to the Highest Student Gains in Mathematics Achievement?. [Doctoral Dissertation]. University of Miami; 2010. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/393

University of Miami

8. Sweeney, Carly Mara. The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving.

Degree: PhD, Teaching and Learning (Education), 2010, University of Miami

URL: https://scholarlyrepository.miami.edu/oa_dissertations/433

► The purpose of this study was to investigate the metacognitive functioning of students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students…
(more)

Subjects/Keywords: Math; Learning Disabilities; Metacognition

Record Details Similar Records

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APA (6^{th} Edition):

Sweeney, C. M. (2010). The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/433

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

Sweeney, Carly Mara. “The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving.” 2010. Doctoral Dissertation, University of Miami. Accessed August 19, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/433.

MLA Handbook (7^{th} Edition):

Sweeney, Carly Mara. “The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving.” 2010. Web. 19 Aug 2019.

Vancouver:

Sweeney CM. The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving. [Internet] [Doctoral dissertation]. University of Miami; 2010. [cited 2019 Aug 19]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/433.

Council of Science Editors:

Sweeney CM. The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving. [Doctoral Dissertation]. University of Miami; 2010. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/433

University of Minnesota

9. Pulles, Sandra. The Comparative Effects of Dyad Mathematics Interventions on Improving Multiplication Proficiency.

Degree: PhD, Educational Psychology, 2016, University of Minnesota

URL: http://hdl.handle.net/11299/182184

► Proficiency in mathematics across the United States has become an area of concern as performance on state accountability tests continues to demonstrate that less than…
(more)

Subjects/Keywords: Classwide Math Interventions; Multiplication Proficiency

Record Details Similar Records

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APA (6^{th} Edition):

Pulles, S. (2016). The Comparative Effects of Dyad Mathematics Interventions on Improving Multiplication Proficiency. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182184

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

Pulles, Sandra. “The Comparative Effects of Dyad Mathematics Interventions on Improving Multiplication Proficiency.” 2016. Doctoral Dissertation, University of Minnesota. Accessed August 19, 2019. http://hdl.handle.net/11299/182184.

MLA Handbook (7^{th} Edition):

Pulles, Sandra. “The Comparative Effects of Dyad Mathematics Interventions on Improving Multiplication Proficiency.” 2016. Web. 19 Aug 2019.

Vancouver:

Pulles S. The Comparative Effects of Dyad Mathematics Interventions on Improving Multiplication Proficiency. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11299/182184.

Council of Science Editors:

Pulles S. The Comparative Effects of Dyad Mathematics Interventions on Improving Multiplication Proficiency. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182184

Mississippi State University

10.
Miller, Marylyn Woods.
The utility of immediate and delayed feedback within the *Math* to Mastery Intervention Package in a school setting.

Degree: PhD, Leadership and Foundations, 2014, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10272014-161546/ ;

► The purpose of this study was to use a single *subject* research design to examine the effects of immediate feedback and delayed feedback within…
(more)

Subjects/Keywords: math intervention package; delayed feedback; immediate feedback; math to mastery; adminstration

Record Details Similar Records

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APA (6^{th} Edition):

Miller, M. W. (2014). The utility of immediate and delayed feedback within the Math to Mastery Intervention Package in a school setting. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10272014-161546/ ;

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

Miller, Marylyn Woods. “The utility of immediate and delayed feedback within the Math to Mastery Intervention Package in a school setting.” 2014. Doctoral Dissertation, Mississippi State University. Accessed August 19, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10272014-161546/ ;.

MLA Handbook (7^{th} Edition):

Miller, Marylyn Woods. “The utility of immediate and delayed feedback within the Math to Mastery Intervention Package in a school setting.” 2014. Web. 19 Aug 2019.

Vancouver:

Miller MW. The utility of immediate and delayed feedback within the Math to Mastery Intervention Package in a school setting. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2019 Aug 19]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10272014-161546/ ;.

Council of Science Editors:

Miller MW. The utility of immediate and delayed feedback within the Math to Mastery Intervention Package in a school setting. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10272014-161546/ ;

Vanderbilt University

11. Namkung, Min. Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions.

Degree: PhD, Special Education, 2014, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-05282014-125537/ ;

► The purpose of the present study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade…
(more)

Subjects/Keywords: whole numbers; fractions; cognitive predictors; math difficulties; math learning disabilities

Record Details Similar Records

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APA (6^{th} Edition):

Namkung, M. (2014). Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-05282014-125537/ ;

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

Namkung, Min. “Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed August 19, 2019. http://etd.library.vanderbilt.edu/available/etd-05282014-125537/ ;.

MLA Handbook (7^{th} Edition):

Namkung, Min. “Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions.” 2014. Web. 19 Aug 2019.

Vancouver:

Namkung M. Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Aug 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-05282014-125537/ ;.

Council of Science Editors:

Namkung M. Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-05282014-125537/ ;

Utah State University

12. Lewis, Matthew. Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students.

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

URL: https://digitalcommons.usu.edu/etd/5219

► In addition to the memorization, algorithmic skills and vocabulary which is the default focus in many mathematics classrooms, professional mathematicians are expected to creatively…
(more)

Subjects/Keywords: Bio-math; Math Education; Labs; Experiential Learning; Mathematics

Record Details Similar Records

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

APA (6^{th} Edition):

Lewis, M. (2016). Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5219

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

Lewis, Matthew. “Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students.” 2016. Doctoral Dissertation, Utah State University. Accessed August 19, 2019. https://digitalcommons.usu.edu/etd/5219.

MLA Handbook (7^{th} Edition):

Lewis, Matthew. “Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students.” 2016. Web. 19 Aug 2019.

Vancouver:

Lewis M. Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students. [Internet] [Doctoral dissertation]. Utah State University; 2016. [cited 2019 Aug 19]. Available from: https://digitalcommons.usu.edu/etd/5219.

Council of Science Editors:

Lewis M. Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students. [Doctoral Dissertation]. Utah State University; 2016. Available from: https://digitalcommons.usu.edu/etd/5219

University of South Carolina

13.
Wright, Emma Kate C.
Understanding *Math* Anxiety in Children: Deciphering the Contribution of *Math* Achievement, Working Memory, and General Anxiety.

Degree: PhD, Psychology, 2017, University of South Carolina

URL: https://scholarcommons.sc.edu/etd/4249

► Children with learning disabilities frequently have comorbid anxiety, with some experiencing *Math* Anxiety (MA). Presently, research on MA in children with a *math* learning…
(more)

Subjects/Keywords: Psychology; School Psychology; Social and Behavioral Sciences; Math Anxiety; Math Achievement

Record Details Similar Records

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APA (6^{th} Edition):

Wright, E. K. C. (2017). Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4249

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

Wright, Emma Kate C. “Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety.” 2017. Doctoral Dissertation, University of South Carolina. Accessed August 19, 2019. https://scholarcommons.sc.edu/etd/4249.

MLA Handbook (7^{th} Edition):

Wright, Emma Kate C. “Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety.” 2017. Web. 19 Aug 2019.

Vancouver:

Wright EKC. Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Aug 19]. Available from: https://scholarcommons.sc.edu/etd/4249.

Council of Science Editors:

Wright EKC. Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4249

University of Michigan

14.
Ibrahim, Amira.
The Influence of Individual Differences in *Math* Anxiety on Learning Novel Mathematics Content.

Degree: PhD, Education & Psychology, 2018, University of Michigan

URL: http://hdl.handle.net/2027.42/145947

► Women are vastly underrepresented in science, technology, engineering, and mathematics careers, and one contributing factor is *math* anxiety. Previous research finds that *math* anxiety is…
(more)

Subjects/Keywords: math learning; study strategies; math anxiety; Psychology; Social Sciences

Record Details Similar Records

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

APA (6^{th} Edition):

Ibrahim, A. (2018). The Influence of Individual Differences in Math Anxiety on Learning Novel Mathematics Content. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/145947

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

Ibrahim, Amira. “The Influence of Individual Differences in Math Anxiety on Learning Novel Mathematics Content.” 2018. Doctoral Dissertation, University of Michigan. Accessed August 19, 2019. http://hdl.handle.net/2027.42/145947.

MLA Handbook (7^{th} Edition):

Ibrahim, Amira. “The Influence of Individual Differences in Math Anxiety on Learning Novel Mathematics Content.” 2018. Web. 19 Aug 2019.

Vancouver:

Ibrahim A. The Influence of Individual Differences in Math Anxiety on Learning Novel Mathematics Content. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2027.42/145947.

Council of Science Editors:

Ibrahim A. The Influence of Individual Differences in Math Anxiety on Learning Novel Mathematics Content. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/145947

Louisiana State University

15. Meng, Lingqi. The indigenous culture of school mathematics in China and the United States: a comparative study of teachers' understanding of constructivism.

Degree: PhD, Education, 2009, Louisiana State University

URL: etd-08112009-145503 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3502

► This study aimed to explore how the indigenous (national) culture of teaching and learning mediates teachers’ understandings of constructivism in China and the U.S. Thirty…
(more)

Subjects/Keywords: math reform; culture; constructivism; comparative study

Record Details Similar Records

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APA (6^{th} Edition):

Meng, L. (2009). The indigenous culture of school mathematics in China and the United States: a comparative study of teachers' understanding of constructivism. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-08112009-145503 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3502

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

Meng, Lingqi. “The indigenous culture of school mathematics in China and the United States: a comparative study of teachers' understanding of constructivism.” 2009. Doctoral Dissertation, Louisiana State University. Accessed August 19, 2019. etd-08112009-145503 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3502.

MLA Handbook (7^{th} Edition):

Meng, Lingqi. “The indigenous culture of school mathematics in China and the United States: a comparative study of teachers' understanding of constructivism.” 2009. Web. 19 Aug 2019.

Vancouver:

Meng L. The indigenous culture of school mathematics in China and the United States: a comparative study of teachers' understanding of constructivism. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 Aug 19]. Available from: etd-08112009-145503 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3502.

Council of Science Editors:

Meng L. The indigenous culture of school mathematics in China and the United States: a comparative study of teachers' understanding of constructivism. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-08112009-145503 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3502

University of Miami

16.
Zhang, Qiuying.
The Relationship between Academic Self-concept and *Math* Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence.

Degree: PhD, Teaching and Learning (Education), 2016, University of Miami

URL: https://scholarlyrepository.miami.edu/oa_dissertations/1730

► Academic self-concept has been extensively studied in terms of its relationship with academic achievement. The existing research has portrayed three theoretical models for this relationship:…
(more)

Subjects/Keywords: Academic self-concept; math achievement; learning disabilities

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APA (6^{th} Edition):

Zhang, Q. (2016). The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1730

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

Zhang, Qiuying. “The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence.” 2016. Doctoral Dissertation, University of Miami. Accessed August 19, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1730.

MLA Handbook (7^{th} Edition):

Zhang, Qiuying. “The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence.” 2016. Web. 19 Aug 2019.

Vancouver:

Zhang Q. The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence. [Internet] [Doctoral dissertation]. University of Miami; 2016. [cited 2019 Aug 19]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1730.

Council of Science Editors:

Zhang Q. The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence. [Doctoral Dissertation]. University of Miami; 2016. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1730

17. Leker, Lindsey. Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study.

Degree: PhD, Educational Foundations & Research, 2017, University of North Dakota

URL: https://commons.und.edu/theses/2266

► Stereotype threat is a widely researched phenomenon shown to impact performance in testing and evaluation situations (Katz, Roberts, & Robinson, 1965; Steele & Aronson,…
(more)

Subjects/Keywords: math education; science education; STEM; stereotype threat

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APA (6^{th} Edition):

Leker, L. (2017). Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2266

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

Leker, Lindsey. “Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed August 19, 2019. https://commons.und.edu/theses/2266.

MLA Handbook (7^{th} Edition):

Leker, Lindsey. “Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study.” 2017. Web. 19 Aug 2019.

Vancouver:

Leker L. Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Aug 19]. Available from: https://commons.und.edu/theses/2266.

Council of Science Editors:

Leker L. Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2266

University of Minnesota

18. Nelson, Gena. The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis.

Degree: PhD, Educational Psychology, 2017, University of Minnesota

URL: http://hdl.handle.net/11299/201136

► The purpose of this meta-analysis was to examine the effectiveness of early numeracy interventions for young students, including students with disabilities or those at-risk for…
(more)

Subjects/Keywords: intervention; kindergarten; math; meta-analysis; numeracy; preschool

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APA (6^{th} Edition):

Nelson, G. (2017). The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201136

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

Nelson, Gena. “The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis.” 2017. Doctoral Dissertation, University of Minnesota. Accessed August 19, 2019. http://hdl.handle.net/11299/201136.

MLA Handbook (7^{th} Edition):

Nelson, Gena. “The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis.” 2017. Web. 19 Aug 2019.

Vancouver:

Nelson G. The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11299/201136.

Council of Science Editors:

Nelson G. The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/201136

University of Notre Dame

19. Tom Edgar. Dominance and regularity in Coxeter groups</h1>.

Degree: PhD, Mathematics, 2009, University of Notre Dame

URL: https://curate.nd.edu/show/wm117m03w68

► The main purpose of this thesis is to generalize many of the results of Dyer, [18]. Dyer introduces a large family of finite state…
(more)

Subjects/Keywords: math; Coxeter groups; group theory; algebra

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APA (6^{th} Edition):

Edgar, T. (2009). Dominance and regularity in Coxeter groups</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/wm117m03w68

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

Edgar, Tom. “Dominance and regularity in Coxeter groups</h1>.” 2009. Doctoral Dissertation, University of Notre Dame. Accessed August 19, 2019. https://curate.nd.edu/show/wm117m03w68.

MLA Handbook (7^{th} Edition):

Edgar, Tom. “Dominance and regularity in Coxeter groups</h1>.” 2009. Web. 19 Aug 2019.

Vancouver:

Edgar T. Dominance and regularity in Coxeter groups</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2009. [cited 2019 Aug 19]. Available from: https://curate.nd.edu/show/wm117m03w68.

Council of Science Editors:

Edgar T. Dominance and regularity in Coxeter groups</h1>. [Doctoral Dissertation]. University of Notre Dame; 2009. Available from: https://curate.nd.edu/show/wm117m03w68

Kent State University

20. Todaro, Rachael Danielle. INVESTIGATING THE ROLE OF EXAMPLE TYPE IN INTERLEAVED PRACTICE.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2019, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1553608483262968

► The purpose of this study was to investigate the effects of example type, presentation type, and working memory on learning *math* procedures. Contextual, concrete, or…
(more)

Subjects/Keywords: Educational Psychology; Interleaving; math practice; learning

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APA (6^{th} Edition):

Todaro, R. D. (2019). INVESTIGATING THE ROLE OF EXAMPLE TYPE IN INTERLEAVED PRACTICE. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1553608483262968

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

Todaro, Rachael Danielle. “INVESTIGATING THE ROLE OF EXAMPLE TYPE IN INTERLEAVED PRACTICE.” 2019. Doctoral Dissertation, Kent State University. Accessed August 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1553608483262968.

MLA Handbook (7^{th} Edition):

Todaro, Rachael Danielle. “INVESTIGATING THE ROLE OF EXAMPLE TYPE IN INTERLEAVED PRACTICE.” 2019. Web. 19 Aug 2019.

Vancouver:

Todaro RD. INVESTIGATING THE ROLE OF EXAMPLE TYPE IN INTERLEAVED PRACTICE. [Internet] [Doctoral dissertation]. Kent State University; 2019. [cited 2019 Aug 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1553608483262968.

Council of Science Editors:

Todaro RD. INVESTIGATING THE ROLE OF EXAMPLE TYPE IN INTERLEAVED PRACTICE. [Doctoral Dissertation]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1553608483262968

University of Iowa

21.
Finn, Kelly Frances.
A survey of college *math* professors' reported instructional strategies in courses in which prospective teachers enroll.

Degree: PhD, Education, 2010, University of Iowa

URL: https://ir.uiowa.edu/etd/499

This study is survey research on the reported instructional strategies of college mathematics professors. I modified an Approaches to Teaching Inventory (ATI-R) that contained likert scale, demographic and rank order items in order to characterize the instructional strategies of college math professors.
*Advisors/Committee Members: Colvin, Carolyn (supervisor).*

Subjects/Keywords: College math professors; Instructional strategies; Education

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

APA (6^{th} Edition):

Finn, K. F. (2010). A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/499

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

Finn, Kelly Frances. “A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll.” 2010. Doctoral Dissertation, University of Iowa. Accessed August 19, 2019. https://ir.uiowa.edu/etd/499.

MLA Handbook (7^{th} Edition):

Finn, Kelly Frances. “A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll.” 2010. Web. 19 Aug 2019.

Vancouver:

Finn KF. A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll. [Internet] [Doctoral dissertation]. University of Iowa; 2010. [cited 2019 Aug 19]. Available from: https://ir.uiowa.edu/etd/499.

Council of Science Editors:

Finn KF. A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll. [Doctoral Dissertation]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/499

Utah State University

22. Van Wagoner, Kathryn. College Student Perceptions of Secondary Teacher Influence on the Development of Mathematical Identity.

Degree: PhD, Education, 2015, Utah State University

URL: https://digitalcommons.usu.edu/etd/4604

► This phenomenological study explored how college students’ perceptions of experiences with their secondary mathematics teachers affected their mathematical identities. The study was rooted in…
(more)

Subjects/Keywords: Developmental Mathematics; Mathematical Identity; Mathematics Education; Math Teaching; Secondary Math; Student-Teacher Relationship; Education

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APA (6^{th} Edition):

Van Wagoner, K. (2015). College Student Perceptions of Secondary Teacher Influence on the Development of Mathematical Identity. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4604

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

Van Wagoner, Kathryn. “College Student Perceptions of Secondary Teacher Influence on the Development of Mathematical Identity.” 2015. Doctoral Dissertation, Utah State University. Accessed August 19, 2019. https://digitalcommons.usu.edu/etd/4604.

MLA Handbook (7^{th} Edition):

Van Wagoner, Kathryn. “College Student Perceptions of Secondary Teacher Influence on the Development of Mathematical Identity.” 2015. Web. 19 Aug 2019.

Vancouver:

Van Wagoner K. College Student Perceptions of Secondary Teacher Influence on the Development of Mathematical Identity. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2019 Aug 19]. Available from: https://digitalcommons.usu.edu/etd/4604.

Council of Science Editors:

Van Wagoner K. College Student Perceptions of Secondary Teacher Influence on the Development of Mathematical Identity. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4604

University of South Carolina

23. Stiegelmeyer, Cindy Kay. The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers.

Degree: PhD, Educational Studies, 2012, University of South Carolina

URL: https://scholarcommons.sc.edu/etd/1037

► This study surveyed 82 preservice elementary teachers using items from an instrument designed to predict student achievement based on a teacher's mathematics knowledge for…
(more)

Subjects/Keywords: Education; Educational Psychology; math anxiety; mathematics beliefs; mathematics knowledge for teaching; math myths; preservice teachers

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APA (6^{th} Edition):

Stiegelmeyer, C. K. (2012). The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1037

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

Stiegelmeyer, Cindy Kay. “The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers.” 2012. Doctoral Dissertation, University of South Carolina. Accessed August 19, 2019. https://scholarcommons.sc.edu/etd/1037.

MLA Handbook (7^{th} Edition):

Stiegelmeyer, Cindy Kay. “The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers.” 2012. Web. 19 Aug 2019.

Vancouver:

Stiegelmeyer CK. The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2019 Aug 19]. Available from: https://scholarcommons.sc.edu/etd/1037.

Council of Science Editors:

Stiegelmeyer CK. The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/1037

Rhode Island College

24. Butler, John Douglas. Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks.

Degree: PhD, 2009, Rhode Island College

URL: https://digitalcommons.ric.edu/etd/26

► Describes students' attempts to solve nonroutine *math* problems and explores possible correlates of their performance, focusing on inattended (i.e., intentionally avoided) dimensions underrepresented in the…
(more)

Subjects/Keywords: Mathematics, Secondary education; Cognition and Perception; Curriculum and Instruction; Logic and Foundations; Mathematics; Science and Mathematics Education; Secondary Education and Teaching; mathematical ability; nonroutine math problems; inattended affective dimensions; math teaching; high school students; problem solving; math aesthetics; open-ended math problems; math-related attitudes

Record Details Similar Records

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

APA (6^{th} Edition):

Butler, J. D. (2009). Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks. (Doctoral Dissertation). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/26

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

Butler, John Douglas. “Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks.” 2009. Doctoral Dissertation, Rhode Island College. Accessed August 19, 2019. https://digitalcommons.ric.edu/etd/26.

MLA Handbook (7^{th} Edition):

Butler, John Douglas. “Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks.” 2009. Web. 19 Aug 2019.

Vancouver:

Butler JD. Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks. [Internet] [Doctoral dissertation]. Rhode Island College; 2009. [cited 2019 Aug 19]. Available from: https://digitalcommons.ric.edu/etd/26.

Council of Science Editors:

Butler JD. Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks. [Doctoral Dissertation]. Rhode Island College; 2009. Available from: https://digitalcommons.ric.edu/etd/26

Virginia Tech

25. Hodges, Charles Brent. Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course.

Degree: PhD, Learning Sciences and Technologies, 2005, Virginia Tech

URL: http://hdl.handle.net/10919/29784

► This study investigated the effects of motivational email messages on learner self-efficacy and achievement in an asynchronous college algebra and trigonometry course. A pretest-posttest control…
(more)

Subjects/Keywords: Self-efficacy; motivational email; math achievement; asynchronous math course

Record Details Similar Records

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APA (6^{th} Edition):

Hodges, C. B. (2005). Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29784

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

Hodges, Charles Brent. “Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course.” 2005. Doctoral Dissertation, Virginia Tech. Accessed August 19, 2019. http://hdl.handle.net/10919/29784.

MLA Handbook (7^{th} Edition):

Hodges, Charles Brent. “Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course.” 2005. Web. 19 Aug 2019.

Vancouver:

Hodges CB. Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10919/29784.

Council of Science Editors:

Hodges CB. Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/29784

26.
Merritt, Wanda Pittman.
EXPLORING *MATH* ANXIETY AS IT RELATES TO *MATH* ACHIEVEMENT, GENDER, AND RACE.

Degree: PhD, Leadership and Foundations, 2011, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10182011-012743/ ;

► Students mathematic achievement has not met national, state, or local expectations for decades. The No Child Left Behind Act mandated that by school year…
(more)

Subjects/Keywords: and gender; race; math achievement; math anxiety

…grade students’ *math* anxiety
scores and *math* achievement scores… …51
Hypothesis 2: There is no statistically significant difference in the
measure of *math*… …51
Hypothesis 3: There is no statistically significant difference in
measures of *math*… …45
5.
t-Test on *Math* Anxiety by Gender… …46
6.
t-Test on *Math* Anxiety by Race…

Record Details Similar Records

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APA (6^{th} Edition):

Merritt, W. P. (2011). EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10182011-012743/ ;

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

Merritt, Wanda Pittman. “EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE.” 2011. Doctoral Dissertation, Mississippi State University. Accessed August 19, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10182011-012743/ ;.

MLA Handbook (7^{th} Edition):

Merritt, Wanda Pittman. “EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE.” 2011. Web. 19 Aug 2019.

Vancouver:

Merritt WP. EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2019 Aug 19]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10182011-012743/ ;.

Council of Science Editors:

Merritt WP. EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE. [Doctoral Dissertation]. Mississippi State University; 2011. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10182011-012743/ ;

Ohio University

27. Cai, Jinghong. The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program.

Degree: PhD, Curriculum and Instruction Special Education (Education), 2019, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993

► The use of heritage language at home is a highly-debated issue when discussing whether it is a disadvantage or a positive ethnic resource for children’s…
(more)

Subjects/Keywords: Early Childhood Education; Education; Mathematics Education; Home language; numeracy; early math; achievement; early childhood; math learning; English learner

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APA (6^{th} Edition):

Cai, J. (2019). The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993

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

Cai, Jinghong. “The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program.” 2019. Doctoral Dissertation, Ohio University. Accessed August 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993.

MLA Handbook (7^{th} Edition):

Cai, Jinghong. “The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program.” 2019. Web. 19 Aug 2019.

Vancouver:

Cai J. The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program. [Internet] [Doctoral dissertation]. Ohio University; 2019. [cited 2019 Aug 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993.

Council of Science Editors:

Cai J. The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program. [Doctoral Dissertation]. Ohio University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993

University of Utah

28. Indahl, Timothy C. Implicit and declarative learning and mathematics instruction.

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

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309

► A review of traditional mathematics instruction suggests that conventional methods emphasize student learning of declarative rules about *math* problem solving procedures, especially in the early…
(more)

Subjects/Keywords: Alternative methods; Implicit learning; Math learning; Priming; Problem solving; Technology based

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APA (6^{th} Edition):

Indahl, T. C. (2015). Implicit and declarative learning and mathematics instruction. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309

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

Indahl, Timothy C. “Implicit and declarative learning and mathematics instruction.” 2015. Doctoral Dissertation, University of Utah. Accessed August 19, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309.

MLA Handbook (7^{th} Edition):

Indahl, Timothy C. “Implicit and declarative learning and mathematics instruction.” 2015. Web. 19 Aug 2019.

Vancouver:

Indahl TC. Implicit and declarative learning and mathematics instruction. [Internet] [Doctoral dissertation]. University of Utah; 2015. [cited 2019 Aug 19]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309.

Council of Science Editors:

Indahl TC. Implicit and declarative learning and mathematics instruction. [Doctoral Dissertation]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309

University of Alberta

29.
Adams, Kimberley.
Access to *math* activities for children with disabilities by
controlling Lego robots via augmentative and alternative
communication devices.

Degree: PhD, Faculty of Rehabilitation Medicine, 2011, University of Alberta

URL: https://era.library.ualberta.ca/files/s4655h31b

► Children who have complex communication needs often use Augmentative and Alternative Communication (AAC) devices and strategies to address their communication requirements. If they have concurrent…
(more)

Subjects/Keywords: augmentative and alternative communication; math; robots; children with disabilities

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APA (6^{th} Edition):

Adams, K. (2011). Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/s4655h31b

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

Adams, Kimberley. “Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices.” 2011. Doctoral Dissertation, University of Alberta. Accessed August 19, 2019. https://era.library.ualberta.ca/files/s4655h31b.

MLA Handbook (7^{th} Edition):

Adams, Kimberley. “Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices.” 2011. Web. 19 Aug 2019.

Vancouver:

Adams K. Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2019 Aug 19]. Available from: https://era.library.ualberta.ca/files/s4655h31b.

Council of Science Editors:

Adams K. Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/s4655h31b

The Ohio State University

30. Hart, Sara A. Getting to the Core of it all: An Exploration of Domain Specific and Domain General Influences on Mathematics Outcomes.

Degree: PhD, Human Ecology: Human Development and Family Science, 2010, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1276792365

► The fields of cognitive psychology and educational psychology are both interested in identifying the aspects of mathematical processing which are involved in mathematical ability and…
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Subjects/Keywords: Math; Working Memory; Twins; Genetics; Domain General; Domain Specific

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APA (6^{th} Edition):

Hart, S. A. (2010). Getting to the Core of it all: An Exploration of Domain Specific and Domain General Influences on Mathematics Outcomes. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1276792365

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

Hart, Sara A. “Getting to the Core of it all: An Exploration of Domain Specific and Domain General Influences on Mathematics Outcomes.” 2010. Doctoral Dissertation, The Ohio State University. Accessed August 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276792365.

MLA Handbook (7^{th} Edition):

Hart, Sara A. “Getting to the Core of it all: An Exploration of Domain Specific and Domain General Influences on Mathematics Outcomes.” 2010. Web. 19 Aug 2019.

Vancouver:

Hart SA. Getting to the Core of it all: An Exploration of Domain Specific and Domain General Influences on Mathematics Outcomes. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Aug 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1276792365.

Council of Science Editors:

Hart SA. Getting to the Core of it all: An Exploration of Domain Specific and Domain General Influences on Mathematics Outcomes. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1276792365