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You searched for subject:(Math). Showing records 1 – 30 of 201 total matches.

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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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

  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… (more)

Subjects/Keywords: math; nonverbal; rti; spatial temporal

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APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

  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

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APA (6th 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 (16th 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 (7th 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

  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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

  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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

  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

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APA (6th 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 (16th 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 (7th 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

  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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

  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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

  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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

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 (6th 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 (16th 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 (7th 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

  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 (6th 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 (16th 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 (7th 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

  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 (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

  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… 

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APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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… (more)

Subjects/Keywords: Math; Working Memory; Twins; Genetics; Domain General; Domain Specific

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APA (6th 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 (16th 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 (7th 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

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