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You searched for subject:(Mathematical content knowledge). Showing records 1 – 30 of 33 total matches.

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University of Arizona

1. McNall, Sarah Elizabeth. South Western Agriculture Teachers' Mathematical Content Knowledge .

Degree: 2019, University of Arizona

 The purpose of this study was to determine South Western agriculture teacher’s mathematical content knowledge. Mathematics and science are both essential to the field of… (more)

Subjects/Keywords: Agriculture Teachers; Content Knowledge; Mathematical Content Knowledge

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APA (6th Edition):

McNall, S. E. (2019). South Western Agriculture Teachers' Mathematical Content Knowledge . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/633166

Chicago Manual of Style (16th Edition):

McNall, Sarah Elizabeth. “South Western Agriculture Teachers' Mathematical Content Knowledge .” 2019. Masters Thesis, University of Arizona. Accessed August 06, 2020. http://hdl.handle.net/10150/633166.

MLA Handbook (7th Edition):

McNall, Sarah Elizabeth. “South Western Agriculture Teachers' Mathematical Content Knowledge .” 2019. Web. 06 Aug 2020.

Vancouver:

McNall SE. South Western Agriculture Teachers' Mathematical Content Knowledge . [Internet] [Masters thesis]. University of Arizona; 2019. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10150/633166.

Council of Science Editors:

McNall SE. South Western Agriculture Teachers' Mathematical Content Knowledge . [Masters Thesis]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633166


University of Arizona

2. Blackburn, Chantel Christine. Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon .

Degree: 2014, University of Arizona

 A longstanding problem in mathematics education has been to determine the knowledge that teachers need in order to teach mathematics effectively. It is generally agreed… (more)

Subjects/Keywords: horizon content knolwedge; mathematical horizon; mathematical knowledge for teaching; Mathematics; advanced mathematical knowledge

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APA (6th Edition):

Blackburn, C. C. (2014). Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/344451

Chicago Manual of Style (16th Edition):

Blackburn, Chantel Christine. “Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon .” 2014. Doctoral Dissertation, University of Arizona. Accessed August 06, 2020. http://hdl.handle.net/10150/344451.

MLA Handbook (7th Edition):

Blackburn, Chantel Christine. “Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon .” 2014. Web. 06 Aug 2020.

Vancouver:

Blackburn CC. Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10150/344451.

Council of Science Editors:

Blackburn CC. Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/344451


Penn State University

3. Perkinson, David Bayless. The Mathematical Reasoning of Teachers During the Design and Delivery of Instruction.

Degree: PhD, Curriculum and Instruction, 2014, Penn State University

 Much attention in recent years has been given to the nature of the mathematical knowledge of teachers. Teaching in ways that foster rich, connected student… (more)

Subjects/Keywords: Mathematical Knowledge; Mathematical Reasoning; Pedagogical Content Reasoning; Critical Instructional Moments

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APA (6th Edition):

Perkinson, D. B. (2014). The Mathematical Reasoning of Teachers During the Design and Delivery of Instruction. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/24937

Chicago Manual of Style (16th Edition):

Perkinson, David Bayless. “The Mathematical Reasoning of Teachers During the Design and Delivery of Instruction.” 2014. Doctoral Dissertation, Penn State University. Accessed August 06, 2020. https://etda.libraries.psu.edu/catalog/24937.

MLA Handbook (7th Edition):

Perkinson, David Bayless. “The Mathematical Reasoning of Teachers During the Design and Delivery of Instruction.” 2014. Web. 06 Aug 2020.

Vancouver:

Perkinson DB. The Mathematical Reasoning of Teachers During the Design and Delivery of Instruction. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2020 Aug 06]. Available from: https://etda.libraries.psu.edu/catalog/24937.

Council of Science Editors:

Perkinson DB. The Mathematical Reasoning of Teachers During the Design and Delivery of Instruction. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/24937


University of Pretoria

4. Botha, Johanna Jacoba. Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices .

Degree: 2012, University of Pretoria

 South Africa is the first country in the world to offer Mathematical Literacy as a school subject. This subject was introduced in 2006 as an… (more)

Subjects/Keywords: Curriculum; Mathematical literacy; Pedagogical content knowledge; Beliefs; Mathematical content knowledge; Learning environment; Instructional practice; Tasks; Discourse;

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APA (6th Edition):

Botha, J. J. (2012). Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02152012-115118/

Chicago Manual of Style (16th Edition):

Botha, Johanna Jacoba. “Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices .” 2012. Doctoral Dissertation, University of Pretoria. Accessed August 06, 2020. http://upetd.up.ac.za/thesis/available/etd-02152012-115118/.

MLA Handbook (7th Edition):

Botha, Johanna Jacoba. “Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices .” 2012. Web. 06 Aug 2020.

Vancouver:

Botha JJ. Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices . [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2020 Aug 06]. Available from: http://upetd.up.ac.za/thesis/available/etd-02152012-115118/.

Council of Science Editors:

Botha JJ. Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices . [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-02152012-115118/


University of Pretoria

5. Botha, Johanna Jacoba. Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices.

Degree: Science, Mathematics and Technology Education, 2012, University of Pretoria

 South Africa is the first country in the world to offer Mathematical Literacy as a school subject. This subject was introduced in 2006 as an… (more)

Subjects/Keywords: Curriculum; Mathematical literacy; Pedagogical content knowledge; Beliefs; Mathematical content knowledge; Learning environment; Instructional practice; Tasks; Discourse;

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

APA (6th Edition):

Botha, J. J. (2012). Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28984

Chicago Manual of Style (16th Edition):

Botha, Johanna Jacoba. “Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices.” 2012. Doctoral Dissertation, University of Pretoria. Accessed August 06, 2020. http://hdl.handle.net/2263/28984.

MLA Handbook (7th Edition):

Botha, Johanna Jacoba. “Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices.” 2012. Web. 06 Aug 2020.

Vancouver:

Botha JJ. Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices. [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2263/28984.

Council of Science Editors:

Botha JJ. Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices. [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/28984

6. Zoitsakos, Sotirios. Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση.

Degree: 2019, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

 The central perspective adopted by the present thesis is that secondary school students and teachers often use intuitive and empirical approaches in teaching mathematics not… (more)

Subjects/Keywords: Μαθηματική γνώση για τη διδασκαλία; Ανώτερη μαθηματική γνώση; Ορίζοντας γνώσης περιεχομένου; Mathematical knowledge for teaching; Advanced mathematical knowledge; Horizon content knowledge

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APA (6th Edition):

Zoitsakos, S. (2019). Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/46255

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

Chicago Manual of Style (16th Edition):

Zoitsakos, Sotirios. “Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση.” 2019. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed August 06, 2020. http://hdl.handle.net/10442/hedi/46255.

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

MLA Handbook (7th Edition):

Zoitsakos, Sotirios. “Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση.” 2019. Web. 06 Aug 2020.

Vancouver:

Zoitsakos S. Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2019. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10442/hedi/46255.

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

Council of Science Editors:

Zoitsakos S. Μαθηματική γνώση των εκπαιδευτικών για τη διδασκαλία των ανώτερων μαθηματικών στη δευτεροβάθμια εκπαίδευση. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2019. Available from: http://hdl.handle.net/10442/hedi/46255

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


Texas A&M University

7. Woodard, Leslie Dorise. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.

Degree: 2009, Texas A&M University

 This study examined teacher pedagogical content knowledge changes through a Middle School Mathematics Program professional development workshop, development of noticing use of student representations, and… (more)

Subjects/Keywords: Pedagogical Content Knowledge; Mathematical Representations; Personal Construct Psychology

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APA (6th Edition):

Woodard, L. D. (2009). Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3153

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

Chicago Manual of Style (16th Edition):

Woodard, Leslie Dorise. “Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.” 2009. Thesis, Texas A&M University. Accessed August 06, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3153.

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

MLA Handbook (7th Edition):

Woodard, Leslie Dorise. “Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.” 2009. Web. 06 Aug 2020.

Vancouver:

Woodard LD. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3153.

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

Council of Science Editors:

Woodard LD. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3153

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


Brigham Young University

8. Van de Merwe, Chelsey Lynn. Student Use of Mathematical Content Knowledge During Proof Production.

Degree: MA, 2020, Brigham Young University

 Proof is an important component of advanced mathematical activity. Nevertheless, undergraduates struggle to write valid proofs. Research identifies many of the struggles students experience with… (more)

Subjects/Keywords: proof; mathematical content knowledge; undergraduate education; Physical Sciences and Mathematics

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APA (6th Edition):

Van de Merwe, C. L. (2020). Student Use of Mathematical Content Knowledge During Proof Production. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9474&context=etd

Chicago Manual of Style (16th Edition):

Van de Merwe, Chelsey Lynn. “Student Use of Mathematical Content Knowledge During Proof Production.” 2020. Masters Thesis, Brigham Young University. Accessed August 06, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9474&context=etd.

MLA Handbook (7th Edition):

Van de Merwe, Chelsey Lynn. “Student Use of Mathematical Content Knowledge During Proof Production.” 2020. Web. 06 Aug 2020.

Vancouver:

Van de Merwe CL. Student Use of Mathematical Content Knowledge During Proof Production. [Internet] [Masters thesis]. Brigham Young University; 2020. [cited 2020 Aug 06]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9474&context=etd.

Council of Science Editors:

Van de Merwe CL. Student Use of Mathematical Content Knowledge During Proof Production. [Masters Thesis]. Brigham Young University; 2020. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9474&context=etd


Texas Tech University

9. -8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.

Degree: PhD, Curriculum and Instruction, 2016, Texas Tech University

 This qualitative comparative case study examined the interactive influences of the university teacher preparation program and the cultural context of student diversity in the classroom… (more)

Subjects/Keywords: mathematical content knowledge; procedural-based teaching; conceptual-based teaching; culturally responsive teaching

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APA (6th Edition):

-8960-1018. (2016). Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72333

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8960-1018. “Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.” 2016. Doctoral Dissertation, Texas Tech University. Accessed August 06, 2020. http://hdl.handle.net/2346/72333.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8960-1018. “Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.” 2016. Web. 06 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2346/72333.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72333

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

10. Osich, Jessica Cefalo. Mathematics Instruction In Pre-Service Undergraduate Programs In The State of Maine.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of New England

  The purpose of this study was to investigate elementary pre-service teacher preparation in mathematics offered in undergraduate education programs in the state of Maine.… (more)

Subjects/Keywords: Maine; pre-service teachers; preparation programs; mathematical content knowledge; teacher quality; Educational Leadership

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APA (6th Edition):

Osich, J. C. (2018). Mathematics Instruction In Pre-Service Undergraduate Programs In The State of Maine. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/177

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

Chicago Manual of Style (16th Edition):

Osich, Jessica Cefalo. “Mathematics Instruction In Pre-Service Undergraduate Programs In The State of Maine.” 2018. Thesis, University of New England. Accessed August 06, 2020. https://dune.une.edu/theses/177.

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

MLA Handbook (7th Edition):

Osich, Jessica Cefalo. “Mathematics Instruction In Pre-Service Undergraduate Programs In The State of Maine.” 2018. Web. 06 Aug 2020.

Vancouver:

Osich JC. Mathematics Instruction In Pre-Service Undergraduate Programs In The State of Maine. [Internet] [Thesis]. University of New England; 2018. [cited 2020 Aug 06]. Available from: https://dune.une.edu/theses/177.

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

Council of Science Editors:

Osich JC. Mathematics Instruction In Pre-Service Undergraduate Programs In The State of Maine. [Thesis]. University of New England; 2018. Available from: https://dune.une.edu/theses/177

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


University of KwaZulu-Natal

11. Ndlandla, Sibusiso Sandile. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.

Degree: 2017, University of KwaZulu-Natal

 In this study, I examined primary teachers’ understanding of teaching geometry through the problem solving approach, using Ball, Thames and Phelps’s (2008) mathematical knowledge for… (more)

Subjects/Keywords: Theses - Education.; Mathematical knowledge for teaching framework (MKT); Knowledge of content and teaching (KCT); Knowledge of content and students (KCS); Polygons.; Geometry Teaching.

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

APA (6th Edition):

Ndlandla, S. S. (2017). Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15545

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

Chicago Manual of Style (16th Edition):

Ndlandla, Sibusiso Sandile. “Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.” 2017. Thesis, University of KwaZulu-Natal. Accessed August 06, 2020. http://hdl.handle.net/10413/15545.

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

MLA Handbook (7th Edition):

Ndlandla, Sibusiso Sandile. “Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.” 2017. Web. 06 Aug 2020.

Vancouver:

Ndlandla SS. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10413/15545.

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

Council of Science Editors:

Ndlandla SS. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15545

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


Kennesaw State University

12. Morrissey, Rako. An Examination of the Discourse in a Graduate Mathematics Methods Course.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

 Mathematics reform efforts advocate the use of discourse as a method toward mathematical learning. Research also suggests that attention be placed on prospective teachers’ development… (more)

Subjects/Keywords: discourse; mathematical knowledge for teaching; questioning; pedagogy; pedagogical content knowledge; prospective teacher; Science and Mathematics Education

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APA (6th Edition):

Morrissey, R. (2011). An Examination of the Discourse in a Graduate Mathematics Methods Course. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/432

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

Chicago Manual of Style (16th Edition):

Morrissey, Rako. “An Examination of the Discourse in a Graduate Mathematics Methods Course.” 2011. Thesis, Kennesaw State University. Accessed August 06, 2020. https://digitalcommons.kennesaw.edu/etd/432.

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

MLA Handbook (7th Edition):

Morrissey, Rako. “An Examination of the Discourse in a Graduate Mathematics Methods Course.” 2011. Web. 06 Aug 2020.

Vancouver:

Morrissey R. An Examination of the Discourse in a Graduate Mathematics Methods Course. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2020 Aug 06]. Available from: https://digitalcommons.kennesaw.edu/etd/432.

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

Council of Science Editors:

Morrissey R. An Examination of the Discourse in a Graduate Mathematics Methods Course. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/432

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


Arizona State University

13. Lage Ramírez, Ana Elisa. Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness.

Degree: PhD, Mathematics, 2011, Arizona State University

 This study contributes to the ongoing discussion of Mathematical Knowledge for Teaching (MKT). It investigates the case of Rico, a high school mathematics teacher who… (more)

Subjects/Keywords: Mathematics Education; Teacher Education; Key Developmental Understandings; Key Pedagogical Understandings; Mathematical Knowledge for Teaching; Pedagogical Content Knowledge

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APA (6th Edition):

Lage Ramírez, A. E. (2011). Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9097

Chicago Manual of Style (16th Edition):

Lage Ramírez, Ana Elisa. “Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness.” 2011. Doctoral Dissertation, Arizona State University. Accessed August 06, 2020. http://repository.asu.edu/items/9097.

MLA Handbook (7th Edition):

Lage Ramírez, Ana Elisa. “Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness.” 2011. Web. 06 Aug 2020.

Vancouver:

Lage Ramírez AE. Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2020 Aug 06]. Available from: http://repository.asu.edu/items/9097.

Council of Science Editors:

Lage Ramírez AE. Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9097


North-West University

14. Plotz, Mariana. Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz .

Degree: 2007, North-West University

 South African learners underachieve in mathematics. The many different factors that influence this underachievement include mathematics teachers' role in teaching mathematics with understanding. The question… (more)

Subjects/Keywords: School mathematics; Teacher knowledge; Mathematical content knowledge; Mathematical content knowledge for teaching; Mathematical knowledge acquisition; Mathematics teacher education

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APA (6th Edition):

Plotz, M. (2007). Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/1148

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

Chicago Manual of Style (16th Edition):

Plotz, Mariana. “Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz .” 2007. Thesis, North-West University. Accessed August 06, 2020. http://hdl.handle.net/10394/1148.

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

MLA Handbook (7th Edition):

Plotz, Mariana. “Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz .” 2007. Web. 06 Aug 2020.

Vancouver:

Plotz M. Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz . [Internet] [Thesis]. North-West University; 2007. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10394/1148.

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

Council of Science Editors:

Plotz M. Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana Plotz . [Thesis]. North-West University; 2007. Available from: http://hdl.handle.net/10394/1148

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


University of South Africa

15. Ibeawuchi, Emmanuel Ositadinma. The role of the pedagogical content Knowledge in the learning of quadratic functions .

Degree: 2010, University of South Africa

 This study investigates to what extent educators’ pedagogical content knowledge affects learners’ achievement in quadratic functions. The components of pedagogical content knowledge (PCK) examined are:… (more)

Subjects/Keywords: Mathematical content knowledge; Pedagogical content knowledge; Quadratic functions; Mathematics educators

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APA (6th Edition):

Ibeawuchi, E. O. (2010). The role of the pedagogical content Knowledge in the learning of quadratic functions . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4040

Chicago Manual of Style (16th Edition):

Ibeawuchi, Emmanuel Ositadinma. “The role of the pedagogical content Knowledge in the learning of quadratic functions .” 2010. Masters Thesis, University of South Africa. Accessed August 06, 2020. http://hdl.handle.net/10500/4040.

MLA Handbook (7th Edition):

Ibeawuchi, Emmanuel Ositadinma. “The role of the pedagogical content Knowledge in the learning of quadratic functions .” 2010. Web. 06 Aug 2020.

Vancouver:

Ibeawuchi EO. The role of the pedagogical content Knowledge in the learning of quadratic functions . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10500/4040.

Council of Science Editors:

Ibeawuchi EO. The role of the pedagogical content Knowledge in the learning of quadratic functions . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4040


East Tennessee State University

16. Valente, Evandro R. Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  Educators and policymakers have demonstrated interest in finding ways to better equip mathematics teachers so they can help students achieve at a higher level.… (more)

Subjects/Keywords: Peer-coaching; student achievement; mathematical content knowledge; mathematical pedagogical knowledge; standard-based teaching; Curriculum and Instruction; Education; Elementary and Middle and Secondary Education Administration

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

APA (6th Edition):

Valente, E. R. (2013). Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1783

Chicago Manual of Style (16th Edition):

Valente, Evandro R. “Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed August 06, 2020. https://dc.etsu.edu/etd/1783.

MLA Handbook (7th Edition):

Valente, Evandro R. “Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System.” 2013. Web. 06 Aug 2020.

Vancouver:

Valente ER. Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2020 Aug 06]. Available from: https://dc.etsu.edu/etd/1783.

Council of Science Editors:

Valente ER. Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1783


North-West University

17. Human, Anja. 'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human .

Degree: 2014, North-West University

 The South African Department of Basic Education and Department of Higher Education and Training (2011a) made a call for the development of mathematics knowledge and… (more)

Subjects/Keywords: Grondslagfase-onderwyser (GSF-onderwyser); Voorbereiding; Kennis- en praktykstandaarde vir wiskunde (KPSW’s); Getalledomein; Algemene inhoudskennis; Kennis op die horison; Gespesialiseerde inhoudskennis; Kennis van inhoud en onderrig; Kennis van inhoud en leerders; Kennis van inhoud en die kurrikulum; Foundation phase teacher; Preparation; Knowledge and practice standards; Number domain; Common content knowledge; Knowledge at the mathematical horizon; Specialised content knowledge; Knowledge of content and teaching; Knowledge of content and learners; Knowledge of content and the curriculum

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APA (6th Edition):

Human, A. (2014). 'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/11042

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

Chicago Manual of Style (16th Edition):

Human, Anja. “'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human .” 2014. Thesis, North-West University. Accessed August 06, 2020. http://hdl.handle.net/10394/11042.

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

MLA Handbook (7th Edition):

Human, Anja. “'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human .” 2014. Web. 06 Aug 2020.

Vancouver:

Human A. 'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human . [Internet] [Thesis]. North-West University; 2014. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10394/11042.

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

Council of Science Editors:

Human A. 'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/11042

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

18. Andersson, Oskar. Åtgärdsprogram i matematik : Vägen mot kunskapskraven?.

Degree: Science and Technology, 2015, Örebro University

Läsåret 2013/2014 saknar nästan var tionde elev i årskurs 6 godkänt betyg i matematik. Matematik är ett av tre ämnen som en elev behöver… (more)

Subjects/Keywords: Mathematics; education plan; documentation; abilities; core content; knowledge requirement; mathematical difficulties.; Matematik; åtgärdsprogram; dokumentation; förmågor; centralt innehåll kunskapskrav; matematiksvårigheter; Mathematics; Matematik

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APA (6th Edition):

Andersson, O. (2015). Åtgärdsprogram i matematik : Vägen mot kunskapskraven?. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-45433

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

Chicago Manual of Style (16th Edition):

Andersson, Oskar. “Åtgärdsprogram i matematik : Vägen mot kunskapskraven?.” 2015. Thesis, Örebro University. Accessed August 06, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-45433.

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

MLA Handbook (7th Edition):

Andersson, Oskar. “Åtgärdsprogram i matematik : Vägen mot kunskapskraven?.” 2015. Web. 06 Aug 2020.

Vancouver:

Andersson O. Åtgärdsprogram i matematik : Vägen mot kunskapskraven?. [Internet] [Thesis]. Örebro University; 2015. [cited 2020 Aug 06]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-45433.

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

Council of Science Editors:

Andersson O. Åtgärdsprogram i matematik : Vägen mot kunskapskraven?. [Thesis]. Örebro University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-45433

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


University of Florida

19. Busi, Richard P. The Effects of Analyzing Student Work and Thinking on Preservice Teachers' Knowledge and Beliefs A Mixed Methods Study.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 Using a situated theoretical perspective, this dissertation, presented in manuscript format, examined the effects of analyzing student work in the university classroom on content knowledge(more)

Subjects/Keywords: College mathematics; Educational research; Elementary school mathematics; Learning; Mathematical knowledge; Mathematics; Mathematics education; Mathematics teachers; Students; Teachers; beliefs  – content  – knowledge  – mathematics  – preservice  – teacher

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

APA (6th Edition):

Busi, R. P. (2014). The Effects of Analyzing Student Work and Thinking on Preservice Teachers' Knowledge and Beliefs A Mixed Methods Study. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0046583

Chicago Manual of Style (16th Edition):

Busi, Richard P. “The Effects of Analyzing Student Work and Thinking on Preservice Teachers' Knowledge and Beliefs A Mixed Methods Study.” 2014. Doctoral Dissertation, University of Florida. Accessed August 06, 2020. https://ufdc.ufl.edu/UFE0046583.

MLA Handbook (7th Edition):

Busi, Richard P. “The Effects of Analyzing Student Work and Thinking on Preservice Teachers' Knowledge and Beliefs A Mixed Methods Study.” 2014. Web. 06 Aug 2020.

Vancouver:

Busi RP. The Effects of Analyzing Student Work and Thinking on Preservice Teachers' Knowledge and Beliefs A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2020 Aug 06]. Available from: https://ufdc.ufl.edu/UFE0046583.

Council of Science Editors:

Busi RP. The Effects of Analyzing Student Work and Thinking on Preservice Teachers' Knowledge and Beliefs A Mixed Methods Study. [Doctoral Dissertation]. University of Florida; 2014. Available from: https://ufdc.ufl.edu/UFE0046583


University of Illinois – Urbana-Champaign

20. Rosu, Luisa Maria. Thinking and creativity in learning mathematics teaching.

Degree: PhD, 0215, 2010, University of Illinois – Urbana-Champaign

 Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher???s ability… (more)

Subjects/Keywords: mathematics education; teacher education; classroom interactions; pedagogical content knowledge; mathematical knowledge for teaching; teacher learning; teacher creativity; knowledge integration; perceptual knowledge

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APA (6th Edition):

Rosu, L. M. (2010). Thinking and creativity in learning mathematics teaching. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16771

Chicago Manual of Style (16th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 06, 2020. http://hdl.handle.net/2142/16771.

MLA Handbook (7th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Web. 06 Aug 2020.

Vancouver:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2142/16771.

Council of Science Editors:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16771

21. Thames, Mark Hoover. Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8).

Degree: PhD, Education, 2009, University of Michigan

 This dissertation investigates the design of research for studies of classroom practice that aim to identify the mathematics that teachers need to know — knowledge(more)

Subjects/Keywords: Teacher Knowledge; Teacher Content Knowledge; Research Design; Pedagogical Content Knowledge; Mathematical Knowledge for Teaching; Work of Teaching; Education; Social Sciences

…studying the mathematical demands of teaching. The importance of content knowledge for the… …dependent on their mathematical knowledge and skill. In other words, I argue that teacher content… …DisciplineGrounded Approaches to Studying Mathematical Knowledge for Teaching (K-8) by Mark… …ix
 CHAPTER 1: STUDENT LEARNING, TEACHERS’ MATHEMATICAL KNOWLEDGE, AND THE STUDY OF… …Mathematical Knowledge for Teaching ........................................ 5
 1.1.1
 1.1.2
 1.1.3… 

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APA (6th Edition):

Thames, M. H. (2009). Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8). (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/63751

Chicago Manual of Style (16th Edition):

Thames, Mark Hoover. “Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8).” 2009. Doctoral Dissertation, University of Michigan. Accessed August 06, 2020. http://hdl.handle.net/2027.42/63751.

MLA Handbook (7th Edition):

Thames, Mark Hoover. “Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8).” 2009. Web. 06 Aug 2020.

Vancouver:

Thames MH. Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8). [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2027.42/63751.

Council of Science Editors:

Thames MH. Coordinating Mathematical and Pedagogical Perspectives in Practice-Based and Discipline-Grounded Approaches to Studying Mathematical Knowledge for Teaching (K-8). [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/63751


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

22. Kolipetri, Zoi. Μαθηματική παιδαγωγική γνώση και διδακτικές πρακτικές στην προσχολική εκπαίδευση: η περίπτωση μέτρησης της επιφάνειας.

Degree: 2015, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

 This study builds upon the conceptual construct of the pedagogical content knowledge, which was introduced by Shulman, in order to assess the mathematics pedagogical content(more)

Subjects/Keywords: Παιδαγωγική γνώση του περιεχομένου των μαθηματικών; Μαθηματική ποιότητα της διδασκαλίας; Επαγγελματική ανάπτυξη; Μέτρηση της επιφάνειας; Μathematics pedagogical content knowledge; Mathematical quality of instruction; Professional development; Area measurement

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APA (6th Edition):

Kolipetri, Z. (2015). Μαθηματική παιδαγωγική γνώση και διδακτικές πρακτικές στην προσχολική εκπαίδευση: η περίπτωση μέτρησης της επιφάνειας. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/36467

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

Chicago Manual of Style (16th Edition):

Kolipetri, Zoi. “Μαθηματική παιδαγωγική γνώση και διδακτικές πρακτικές στην προσχολική εκπαίδευση: η περίπτωση μέτρησης της επιφάνειας.” 2015. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed August 06, 2020. http://hdl.handle.net/10442/hedi/36467.

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

MLA Handbook (7th Edition):

Kolipetri, Zoi. “Μαθηματική παιδαγωγική γνώση και διδακτικές πρακτικές στην προσχολική εκπαίδευση: η περίπτωση μέτρησης της επιφάνειας.” 2015. Web. 06 Aug 2020.

Vancouver:

Kolipetri Z. Μαθηματική παιδαγωγική γνώση και διδακτικές πρακτικές στην προσχολική εκπαίδευση: η περίπτωση μέτρησης της επιφάνειας. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10442/hedi/36467.

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

Council of Science Editors:

Kolipetri Z. Μαθηματική παιδαγωγική γνώση και διδακτικές πρακτικές στην προσχολική εκπαίδευση: η περίπτωση μέτρησης της επιφάνειας. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. Available from: http://hdl.handle.net/10442/hedi/36467

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


Edith Cowan University

23. Hurrell, Derek. Effectiveness of teacher professional learning : enhancing the teaching of fractions in primary schools.

Degree: 2013, Edith Cowan University

 This study was motivated by the need to develop professional learning for primary school teachers that would support them to more effectively teach the mathematics… (more)

Subjects/Keywords: Teachers - Training of - Western Australia; Teachers - In-service training - Western Australia; Mathematics - Study and teaching (Primary) - Western Australia; Fractions - Study and teaching (Primary); Pedagogical content knowledge; Reflective teaching; Fractions; professional learning; subject content knowledge; reflective practice; self efficacy; beliefs; attitudes; mathematical knowledge for teaching; Elementary Education and Teaching

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

APA (6th Edition):

Hurrell, D. (2013). Effectiveness of teacher professional learning : enhancing the teaching of fractions in primary schools. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/596

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

Chicago Manual of Style (16th Edition):

Hurrell, Derek. “Effectiveness of teacher professional learning : enhancing the teaching of fractions in primary schools.” 2013. Thesis, Edith Cowan University. Accessed August 06, 2020. https://ro.ecu.edu.au/theses/596.

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

MLA Handbook (7th Edition):

Hurrell, Derek. “Effectiveness of teacher professional learning : enhancing the teaching of fractions in primary schools.” 2013. Web. 06 Aug 2020.

Vancouver:

Hurrell D. Effectiveness of teacher professional learning : enhancing the teaching of fractions in primary schools. [Internet] [Thesis]. Edith Cowan University; 2013. [cited 2020 Aug 06]. Available from: https://ro.ecu.edu.au/theses/596.

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

Council of Science Editors:

Hurrell D. Effectiveness of teacher professional learning : enhancing the teaching of fractions in primary schools. [Thesis]. Edith Cowan University; 2013. Available from: https://ro.ecu.edu.au/theses/596

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

24. Bezgovšek Vodušek, Helena. Dopolnitev teorije matematičnega znanja za poučevanje s koncepti s podobo.

Degree: 2015, Univerza v Mariboru

Da bi bili učenci uspešni in da bi razvili dobro znanje, ni potreben zgolj njihov kognitivni potencial, ampak mora tudi njihov učitelj imeti ustrezna znanja,… (more)

Subjects/Keywords: geometrijski pojmi; pedagoško znanje vsebine; matematično znanje za poučevanje; koncepti s podobo; van Hielejeva teorija; geometrical concepts; pedagogical content knowledge; mathematical knowledge for teaching; figural concepts; van Hiele theory; info:eu-repo/classification/udc/37.091.3:514(043.3)

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APA (6th Edition):

Bezgovšek Vodušek, H. (2015). Dopolnitev teorije matematičnega znanja za poučevanje s koncepti s podobo. (Doctoral Dissertation). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=45236 ; https://dk.um.si/Dokument.php?id=70540&dn= ; https://plus.si.cobiss.net/opac7/bib/21250824?lang=sl

Chicago Manual of Style (16th Edition):

Bezgovšek Vodušek, Helena. “Dopolnitev teorije matematičnega znanja za poučevanje s koncepti s podobo.” 2015. Doctoral Dissertation, Univerza v Mariboru. Accessed August 06, 2020. https://dk.um.si/IzpisGradiva.php?id=45236 ; https://dk.um.si/Dokument.php?id=70540&dn= ; https://plus.si.cobiss.net/opac7/bib/21250824?lang=sl.

MLA Handbook (7th Edition):

Bezgovšek Vodušek, Helena. “Dopolnitev teorije matematičnega znanja za poučevanje s koncepti s podobo.” 2015. Web. 06 Aug 2020.

Vancouver:

Bezgovšek Vodušek H. Dopolnitev teorije matematičnega znanja za poučevanje s koncepti s podobo. [Internet] [Doctoral dissertation]. Univerza v Mariboru; 2015. [cited 2020 Aug 06]. Available from: https://dk.um.si/IzpisGradiva.php?id=45236 ; https://dk.um.si/Dokument.php?id=70540&dn= ; https://plus.si.cobiss.net/opac7/bib/21250824?lang=sl.

Council of Science Editors:

Bezgovšek Vodušek H. Dopolnitev teorije matematičnega znanja za poučevanje s koncepti s podobo. [Doctoral Dissertation]. Univerza v Mariboru; 2015. Available from: https://dk.um.si/IzpisGradiva.php?id=45236 ; https://dk.um.si/Dokument.php?id=70540&dn= ; https://plus.si.cobiss.net/opac7/bib/21250824?lang=sl


Ohio University

25. Asempapa, Reuben S. Developing an Instrument to Assess Teachers’ Knowledge of the Nature of Mathematical Modeling and Their Attitude toward Such Modeling.

Degree: PhD, Curriculum and Instruction Mathematics Education (Education), 2016, Ohio University

Mathematical modeling as an educational endeavor is growing in importance. Associated with this development is the increasing inclusion of mathematical modeling in school curriculum in… (more)

Subjects/Keywords: Mathematics Education; Mathematics; Educational Tests and Measurements; Education; Teaching; Teacher Education; mathematical modeling; modeling process; content knowledge; attitude; MMKS; MMAS; teachers of mathematics; scale development; validity; reliability; attitude scale; knowledge scale; assess

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

APA (6th Edition):

Asempapa, R. S. (2016). Developing an Instrument to Assess Teachers’ Knowledge of the Nature of Mathematical Modeling and Their Attitude toward Such Modeling. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458581416

Chicago Manual of Style (16th Edition):

Asempapa, Reuben S. “Developing an Instrument to Assess Teachers’ Knowledge of the Nature of Mathematical Modeling and Their Attitude toward Such Modeling.” 2016. Doctoral Dissertation, Ohio University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458581416.

MLA Handbook (7th Edition):

Asempapa, Reuben S. “Developing an Instrument to Assess Teachers’ Knowledge of the Nature of Mathematical Modeling and Their Attitude toward Such Modeling.” 2016. Web. 06 Aug 2020.

Vancouver:

Asempapa RS. Developing an Instrument to Assess Teachers’ Knowledge of the Nature of Mathematical Modeling and Their Attitude toward Such Modeling. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458581416.

Council of Science Editors:

Asempapa RS. Developing an Instrument to Assess Teachers’ Knowledge of the Nature of Mathematical Modeling and Their Attitude toward Such Modeling. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458581416


University of Florida

26. Tutak, Fatma. A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 A STUDY OF GEOMETRY CONTENT KNOWLEDGE OF ELEMENTARY PRESERVICE TEACHERS: THE CASE OFQUADRILATERALS Teacher quality is the most influential factor in student learning (Ferguson, 1991).… (more)

Subjects/Keywords: College mathematics; Geometry; Learning; Mathematical knowledge; Mathematics; Mathematics education; Mathematics teachers; Preservice teachers; Students; Teachers; content, geometry, knowledge, mathematics, preservice, teacher

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

APA (6th Edition):

Tutak, F. (2009). A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0041186

Chicago Manual of Style (16th Edition):

Tutak, Fatma. “A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals.” 2009. Doctoral Dissertation, University of Florida. Accessed August 06, 2020. https://ufdc.ufl.edu/UFE0041186.

MLA Handbook (7th Edition):

Tutak, Fatma. “A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals.” 2009. Web. 06 Aug 2020.

Vancouver:

Tutak F. A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2020 Aug 06]. Available from: https://ufdc.ufl.edu/UFE0041186.

Council of Science Editors:

Tutak F. A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals. [Doctoral Dissertation]. University of Florida; 2009. Available from: https://ufdc.ufl.edu/UFE0041186


Northeastern University

27. Wiley, Kerry. Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.

Degree: EdD, School of Education, 2014, Northeastern University

 Current policy dictates mathematics teacher must have a deep understanding of the subject to teach it. Many states require a major in mathematics as part… (more)

Subjects/Keywords: advanced mathematical thinking; interpretative phenomenological analysis; mathematical knowledge for teaching; mathematics teacher preparation; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education; Teacher Education and Professional Development; Mathematics; Study and teaching (Middle school) ; Mathematics teachers; Certification; Mathematics teachers; Training of; Middle school teachers; Training of; Pedagogical content knowledge

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

APA (6th Edition):

Wiley, K. (2014). Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018708

Chicago Manual of Style (16th Edition):

Wiley, Kerry. “Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Masters Thesis, Northeastern University. Accessed August 06, 2020. http://hdl.handle.net/2047/d20018708.

MLA Handbook (7th Edition):

Wiley, Kerry. “Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Web. 06 Aug 2020.

Vancouver:

Wiley K. Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2047/d20018708.

Council of Science Editors:

Wiley K. Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018708


North-West University

28. Fransman, Johanna Sandra. Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman .

Degree: 2010, North-West University

Subjects/Keywords: Mathematical literacy; Mathematics teacher education; Developed country; Developing country; Developing country; Mathematics content knowledge; In-service teachers; Pre-service teachers; Mathematical literacy teacher training programmes; Mathematical background

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

APA (6th Edition):

Fransman, J. S. (2010). Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4357

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

Chicago Manual of Style (16th Edition):

Fransman, Johanna Sandra. “Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman .” 2010. Thesis, North-West University. Accessed August 06, 2020. http://hdl.handle.net/10394/4357.

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

MLA Handbook (7th Edition):

Fransman, Johanna Sandra. “Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman .” 2010. Web. 06 Aug 2020.

Vancouver:

Fransman JS. Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman . [Internet] [Thesis]. North-West University; 2010. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10394/4357.

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

Council of Science Editors:

Fransman JS. Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4357

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

29. Cardoso, Alexandre Miranda. Mathematics Teaching Assistants' Reflections on Their First Year Teaching.

Degree: MA, Mathematics/Mathematics (Pure), 2014, Bowling Green State University

 Mathematics teaching assistants (MTAs) play a critical role in the instruction of undergraduate mathematics students and may go on to become faculty members. Although the… (more)

Subjects/Keywords: Mathematics Education; mathematics teaching assistants; mathematical knowledge for teaching; subject matter knowledge; pedagogical knowledge for teaching; knowledge of content and students; knowledge of content and teaching; knowledge of curriculum

knowledge for what and how to teach mathematical content. Under PCK, we will find, for example… …mathematical context. It represents the intersection of content knowledge and an understanding of… …understand MTAs’ mathematical knowledge for teaching as well as their pedagogical successes and… …thinking and learning. 3 MATHEMATICAL KNOWLEDGE FOR TEACHING In studying teachers… …mathematical knowledge for teaching, Ball and colleagues (2008) support the notion that… 

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

APA (6th Edition):

Cardoso, A. M. (2014). Mathematics Teaching Assistants' Reflections on Their First Year Teaching. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638

Chicago Manual of Style (16th Edition):

Cardoso, Alexandre Miranda. “Mathematics Teaching Assistants' Reflections on Their First Year Teaching.” 2014. Masters Thesis, Bowling Green State University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638.

MLA Handbook (7th Edition):

Cardoso, Alexandre Miranda. “Mathematics Teaching Assistants' Reflections on Their First Year Teaching.” 2014. Web. 06 Aug 2020.

Vancouver:

Cardoso AM. Mathematics Teaching Assistants' Reflections on Their First Year Teaching. [Internet] [Masters thesis]. Bowling Green State University; 2014. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638.

Council of Science Editors:

Cardoso AM. Mathematics Teaching Assistants' Reflections on Their First Year Teaching. [Masters Thesis]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638

30. Doriney, Monica J. An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment.

Degree: Doctor of Education in Secondary Education, Education, 2016, Kennesaw State University

  This study investigated pre-service elementary teacher’s performance on released items from the 2011 Trends in International Mathematics and Science Study (TIMSS) 4th grade mathematics… (more)

Subjects/Keywords: Mathematical content knowledge; Error Analysis; Pre-service Elementary Teachers; TIMSS Assessment; Science and Mathematics Education

content knowledge. This would bridge the necessary connection between mathematical knowledge and… …content knowledge, which is a necessary foundation for PCK and for mathematical knowledge of… …mathematics teaching, pedagogical content knowledge is the knowledge of mathematical pedagogy while… …10 Figure 2 Domains of Mathematical Knowledge for Teaching… …students’ mathematical thinking as well as an in-depth understanding of mathematical content… 

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

APA (6th Edition):

Doriney, M. J. (2016). An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/1

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

Chicago Manual of Style (16th Edition):

Doriney, Monica J. “An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment.” 2016. Thesis, Kennesaw State University. Accessed August 06, 2020. https://digitalcommons.kennesaw.edu/seceddoc_etd/1.

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

MLA Handbook (7th Edition):

Doriney, Monica J. “An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment.” 2016. Web. 06 Aug 2020.

Vancouver:

Doriney MJ. An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2020 Aug 06]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/1.

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

Council of Science Editors:

Doriney MJ. An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/1

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

[1] [2]

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