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You searched for `subject:(Mathematical content knowledge)`

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University of Arizona

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

Degree: 2019, University of Arizona

URL: http://hdl.handle.net/10150/633166

► 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 (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/10150/344451

► 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 (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://etda.libraries.psu.edu/catalog/24937

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://upetd.up.ac.za/thesis/available/etd-02152012-115118/

► 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;

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/2263/28984

► 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;

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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)

URL: http://hdl.handle.net/10442/hedi/46255

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

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

URL: http://hdl.handle.net/1969.1/ETD-TAMU-3153

► 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

Record Details Similar Records

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APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9474&context=etd

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/2346/72333

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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.

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

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

URL: https://dune.une.edu/theses/177

► 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

Record Details Similar Records

❌

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APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: http://hdl.handle.net/10413/15545

► 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.

Record Details Similar Records

❌

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: https://digitalcommons.kennesaw.edu/etd/432

► 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

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: http://repository.asu.edu/items/9097

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/10394/1148

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: http://hdl.handle.net/10500/4040

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://dc.etsu.edu/etd/1783

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/10394/11042

► 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

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

Not specified: Masters Thesis or Doctoral Dissertation

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

Degree: Science and Technology, 2015, Örebro University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-45433

►

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

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: https://ufdc.ufl.edu/UFE0046583

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/2142/16771

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/2027.42/63751

► 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…

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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)

URL: http://hdl.handle.net/10442/hedi/36467

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: https://ro.ecu.edu.au/theses/596

► 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

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: 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

►

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)

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458581416

► *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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://ufdc.ufl.edu/UFE0041186

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/2047/d20018708

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/10394/4357

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

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638

► 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…

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digitalcommons.kennesaw.edu/seceddoc_etd/1

► 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*…

Record Details Similar Records

❌

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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.

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

Not specified: Masters Thesis or Doctoral Dissertation