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Utah State University

1.
Throndsen, Jennifer E.
Relationships Among Preschool Attendance, Type, and Quality and Early *Mathematical* Literacy.

Degree: PhD, Education, 2018, Utah State University

URL: https://digitalcommons.usu.edu/etd/7043

► As students enter kindergarten, some students are more academically prepared than others. This study looked at the relationships among preschool attendance, preschool type (i.e.,…
(more)

Subjects/Keywords: kindergarten; readiness; mathematical literacy; preschool; attendance; Education

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APA (6^{th} Edition):

Throndsen, J. E. (2018). Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7043

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

Throndsen, Jennifer E. “Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.” 2018. Doctoral Dissertation, Utah State University. Accessed August 19, 2019. https://digitalcommons.usu.edu/etd/7043.

MLA Handbook (7^{th} Edition):

Throndsen, Jennifer E. “Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.” 2018. Web. 19 Aug 2019.

Vancouver:

Throndsen JE. Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2019 Aug 19]. Available from: https://digitalcommons.usu.edu/etd/7043.

Council of Science Editors:

Throndsen JE. Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7043

University of Johannesburg

2. Snyman, Jacobus Johannes. 'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/11927

►

D.Ed. (Didactics)

The main objective of this research is to develop a diagnostic model for the prediction of mathematics achievement for first year university students.… (more)

Subjects/Keywords: Prediction of scholastic success; Mathematical readiness - Evaluation; Mathematical readiness - Evaluation; Academic achievement - Evaluation; Mathematics - Study and teaching (Higher) - South Africa - Johannesburg

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APA (6^{th} Edition):

Snyman, J. J. (2014). 'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11927

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):

Snyman, Jacobus Johannes. “'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit.” 2014. Thesis, University of Johannesburg. Accessed August 19, 2019. http://hdl.handle.net/10210/11927.

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

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Snyman, Jacobus Johannes. “'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit.” 2014. Web. 19 Aug 2019.

Vancouver:

Snyman JJ. 'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10210/11927.

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

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Snyman JJ. 'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11927

Not specified: Masters Thesis or Doctoral Dissertation

Rhodes University

3.
Mwandingi, Albertina Ndahambelela.
An investigation of Grade 11 learners' *mathematical* preparedness in a selected Namibian school: a case study.

Degree: Faculty of Education, Education, 2011, Rhodes University

URL: http://hdl.handle.net/10962/d1003509

► The proliferation in the number of schools offering junior secondary education in Namibia since independence in 1990 has led to an increase in the number…
(more)

Subjects/Keywords: Mathematics – Study and teaching (Secondary) – Namibia; Education, Secondary – Namibia; Mathematical readiness

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APA (6^{th} Edition):

Mwandingi, A. N. (2011). An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003509

Not specified: Masters Thesis or Doctoral Dissertation

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

Mwandingi, Albertina Ndahambelela. “An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study.” 2011. Thesis, Rhodes University. Accessed August 19, 2019. http://hdl.handle.net/10962/d1003509.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Mwandingi, Albertina Ndahambelela. “An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study.” 2011. Web. 19 Aug 2019.

Vancouver:

Mwandingi AN. An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study. [Internet] [Thesis]. Rhodes University; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10962/d1003509.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mwandingi AN. An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study. [Thesis]. Rhodes University; 2011. Available from: http://hdl.handle.net/10962/d1003509

Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

4.
Sher, Stephen Korb.
Teacher implementation of reform-based mathematics and
implications for algebra *readiness*: a qualitative study of 4th
grade classrooms.

Degree: EdD, Education (Leadership), 2011, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/655069/rec/6338

► This study looked at 4th grade classrooms to see how teachers implement NCTM standards-based or reform-based mathematics instruction and then analyzed it for the capacity…
(more)

Subjects/Keywords: algebra readiness; Cognitively Guided Instruction; Common Core State Standards for Mathematical Practice.; NCTM Process Standards; reform-based mathematics; standards-based mathematics

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APA (6^{th} Edition):

Sher, S. K. (2011). Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/655069/rec/6338

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

Sher, Stephen Korb. “Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms.” 2011. Doctoral Dissertation, University of Southern California. Accessed August 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/655069/rec/6338.

MLA Handbook (7^{th} Edition):

Sher, Stephen Korb. “Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms.” 2011. Web. 19 Aug 2019.

Vancouver:

Sher SK. Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Aug 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/655069/rec/6338.

Council of Science Editors:

Sher SK. Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/655069/rec/6338

5. Miles, Sandra Jennifer. Sensory and Motor Interventions for Very Early School-age Children: a Cluster Pragmatic Randomised Controlled Trial Examining Effect on Development, Behaviour and Academic Learning Outcomes.

Degree: PhD, 2018, Australian Catholic University

URL: https://researchbank.acu.edu.au/theses/680

► Sensory and motor interventions are implemented in schools with the aim to improve children's development, behaviour and academic learning outcomes, albeit with limited research…
(more)

Subjects/Keywords: Learning Connections School Program; school-readiness; mathematical computation concepts; sensorimotor interventions; Early Childhood Education; Educational Assessment, Evaluation, and Research

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APA (6^{th} Edition):

Miles, S. J. (2018). Sensory and Motor Interventions for Very Early School-age Children: a Cluster Pragmatic Randomised Controlled Trial Examining Effect on Development, Behaviour and Academic Learning Outcomes. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/680

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

Miles, Sandra Jennifer. “Sensory and Motor Interventions for Very Early School-age Children: a Cluster Pragmatic Randomised Controlled Trial Examining Effect on Development, Behaviour and Academic Learning Outcomes.” 2018. Doctoral Dissertation, Australian Catholic University. Accessed August 19, 2019. https://researchbank.acu.edu.au/theses/680.

MLA Handbook (7^{th} Edition):

Miles, Sandra Jennifer. “Sensory and Motor Interventions for Very Early School-age Children: a Cluster Pragmatic Randomised Controlled Trial Examining Effect on Development, Behaviour and Academic Learning Outcomes.” 2018. Web. 19 Aug 2019.

Vancouver:

Miles SJ. Sensory and Motor Interventions for Very Early School-age Children: a Cluster Pragmatic Randomised Controlled Trial Examining Effect on Development, Behaviour and Academic Learning Outcomes. [Internet] [Doctoral dissertation]. Australian Catholic University; 2018. [cited 2019 Aug 19]. Available from: https://researchbank.acu.edu.au/theses/680.

Council of Science Editors:

Miles SJ. Sensory and Motor Interventions for Very Early School-age Children: a Cluster Pragmatic Randomised Controlled Trial Examining Effect on Development, Behaviour and Academic Learning Outcomes. [Doctoral Dissertation]. Australian Catholic University; 2018. Available from: https://researchbank.acu.edu.au/theses/680

University of Johannesburg

6. Buys, Christina. Koöperatiewe leer in wiskunde-onderrig vir orienteringstudente aan 'n tegniese kollege.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/6005

►

D.Ed.

Each student undergoing tuition, is unique and one of a kind. Each student has his own personality and individuality. Students have different ways of… (more)

Subjects/Keywords: Mathematics – Study and teaching (Secondary) – South Africa; Teaching – Aids and devices; Technical institutes – South Africa – Curricula; Mathematical readiness – Evaluation

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APA (6^{th} Edition):

Buys, C. (2012). Koöperatiewe leer in wiskunde-onderrig vir orienteringstudente aan 'n tegniese kollege. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6005

Not specified: Masters Thesis or Doctoral Dissertation

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

Buys, Christina. “Koöperatiewe leer in wiskunde-onderrig vir orienteringstudente aan 'n tegniese kollege.” 2012. Thesis, University of Johannesburg. Accessed August 19, 2019. http://hdl.handle.net/10210/6005.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Buys, Christina. “Koöperatiewe leer in wiskunde-onderrig vir orienteringstudente aan 'n tegniese kollege.” 2012. Web. 19 Aug 2019.

Vancouver:

Buys C. Koöperatiewe leer in wiskunde-onderrig vir orienteringstudente aan 'n tegniese kollege. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10210/6005.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buys C. Koöperatiewe leer in wiskunde-onderrig vir orienteringstudente aan 'n tegniese kollege. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6005

Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

7.
Messick, Theresa Johnson.
Piaget's stages of development used to evaluate modern *mathematical* experiences.

Degree: 1968, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10217

Subjects/Keywords: Piaget, Jean, 1896-1980; Arithmetic.; Mathematical readiness.; Education, Primary.

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APA (6^{th} Edition):

Messick, T. J. (1968). Piaget's stages of development used to evaluate modern mathematical experiences. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10217

Not specified: Masters Thesis or Doctoral Dissertation

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

Messick, Theresa Johnson. “Piaget's stages of development used to evaluate modern mathematical experiences.” 1968. Thesis, Montana State University. Accessed August 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10217.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Messick, Theresa Johnson. “Piaget's stages of development used to evaluate modern mathematical experiences.” 1968. Web. 19 Aug 2019.

Vancouver:

Messick TJ. Piaget's stages of development used to evaluate modern mathematical experiences. [Internet] [Thesis]. Montana State University; 1968. [cited 2019 Aug 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10217.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Messick TJ. Piaget's stages of development used to evaluate modern mathematical experiences. [Thesis]. Montana State University; 1968. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10217

Not specified: Masters Thesis or Doctoral Dissertation

University of Tasmania

8. Cox, Phillip R. Predictors of grade seven mathematics achievement.

Degree: 1985, University of Tasmania

URL: https://eprints.utas.edu.au/19532/1/whole_CoxPhillipR1986_thesis.pdf

► The study investigated the predictive relationship between Grade Seven mathematics achievement and five intellectual variables: upper—primary school mathematics achievement, mathematics aptitude, non—verbal I.Q., verbal I.Q.…
(more)

Subjects/Keywords: Mathematical readiness; Mathematical ability; Prediction of scholastic success; Academic achievement; Mathematics

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APA (6^{th} Edition):

Cox, P. R. (1985). Predictors of grade seven mathematics achievement. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/19532/1/whole_CoxPhillipR1986_thesis.pdf

Not specified: Masters Thesis or Doctoral Dissertation

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

Cox, Phillip R. “Predictors of grade seven mathematics achievement.” 1985. Thesis, University of Tasmania. Accessed August 19, 2019. https://eprints.utas.edu.au/19532/1/whole_CoxPhillipR1986_thesis.pdf.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Cox, Phillip R. “Predictors of grade seven mathematics achievement.” 1985. Web. 19 Aug 2019.

Vancouver:

Cox PR. Predictors of grade seven mathematics achievement. [Internet] [Thesis]. University of Tasmania; 1985. [cited 2019 Aug 19]. Available from: https://eprints.utas.edu.au/19532/1/whole_CoxPhillipR1986_thesis.pdf.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cox PR. Predictors of grade seven mathematics achievement. [Thesis]. University of Tasmania; 1985. Available from: https://eprints.utas.edu.au/19532/1/whole_CoxPhillipR1986_thesis.pdf

Not specified: Masters Thesis or Doctoral Dissertation

California State University – San Bernardino

9.
Cronk, Carol Elizabeth.
Effects of mathematics professional development on growth in teacher *mathematical* content knowledge.

Degree: MAin Teaching, Mathematics, Mathematics, 2012, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/139

The purpose of this project was to determine if there was a correlation between teachers' scores on fractions items on project assessments and the percentage of participation time in professional development activities.
*Advisors/Committee Members: Jesunathadas, Joseph.*

Subjects/Keywords: Mathematics – Study and teaching; Mathematics teachers – Training of; Mathematics teachers – Attitudes; Mathematical readiness; Educational evaluation; Teacher effectiveness; Mathematical ability; Quantitative study; local; Science and Mathematics Education

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APA (6^{th} Edition):

Cronk, C. E. (2012). Effects of mathematics professional development on growth in teacher mathematical content knowledge. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/139

Not specified: Masters Thesis or Doctoral Dissertation

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

Cronk, Carol Elizabeth. “Effects of mathematics professional development on growth in teacher mathematical content knowledge.” 2012. Thesis, California State University – San Bernardino. Accessed August 19, 2019. http://scholarworks.lib.csusb.edu/etd-project/139.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Cronk, Carol Elizabeth. “Effects of mathematics professional development on growth in teacher mathematical content knowledge.” 2012. Web. 19 Aug 2019.

Vancouver:

Cronk CE. Effects of mathematics professional development on growth in teacher mathematical content knowledge. [Internet] [Thesis]. California State University – San Bernardino; 2012. [cited 2019 Aug 19]. Available from: http://scholarworks.lib.csusb.edu/etd-project/139.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cronk CE. Effects of mathematics professional development on growth in teacher mathematical content knowledge. [Thesis]. California State University – San Bernardino; 2012. Available from: http://scholarworks.lib.csusb.edu/etd-project/139

Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

10. Hasenbank, John Fredrick. The effects of a framework for procedural understanding on college algebra students' procedural skill and understanding.

Degree: College of Letters & Science, 2006, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1441

► This dissertation examined the effectiveness of an instructional treatment consisting of lecture content, homework tasks, and quiz assessments built around a common Framework for Procedural…
(more)

Subjects/Keywords: Mathematics Study and Teaching (Higher); Mathematical readiness.; Curriculum-based assessment.; Cognitive psychology.

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APA (6^{th} Edition):

Hasenbank, J. F. (2006). The effects of a framework for procedural understanding on college algebra students' procedural skill and understanding. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1441

Not specified: Masters Thesis or Doctoral Dissertation

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

Hasenbank, John Fredrick. “The effects of a framework for procedural understanding on college algebra students' procedural skill and understanding.” 2006. Thesis, Montana State University. Accessed August 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1441.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Hasenbank, John Fredrick. “The effects of a framework for procedural understanding on college algebra students' procedural skill and understanding.” 2006. Web. 19 Aug 2019.

Vancouver:

Hasenbank JF. The effects of a framework for procedural understanding on college algebra students' procedural skill and understanding. [Internet] [Thesis]. Montana State University; 2006. [cited 2019 Aug 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1441.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hasenbank JF. The effects of a framework for procedural understanding on college algebra students' procedural skill and understanding. [Thesis]. Montana State University; 2006. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1441

Not specified: Masters Thesis or Doctoral Dissertation

University of Wisconsin – Stout

11. Manto, James. A correlation study of ACCUPLACER math and algebra scores and math remediation on the retention and success of students in the Clinical Laboratory Technology Program at Milwaukee Area Technical College.

Degree: 2006, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2006/2006mantoj.pdf ; http://digital.library.wisc.edu/1793/42069

Subjects/Keywords: Dropouts – Prevention; Prediction of scholastic success; Mathematical readiness; Mathematics – Remedial teaching

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APA (6^{th} Edition):

Manto, J. (2006). A correlation study of ACCUPLACER math and algebra scores and math remediation on the retention and success of students in the Clinical Laboratory Technology Program at Milwaukee Area Technical College. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2006/2006mantoj.pdf ; http://digital.library.wisc.edu/1793/42069

Not specified: Masters Thesis or Doctoral Dissertation

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

Manto, James. “A correlation study of ACCUPLACER math and algebra scores and math remediation on the retention and success of students in the Clinical Laboratory Technology Program at Milwaukee Area Technical College.” 2006. Thesis, University of Wisconsin – Stout. Accessed August 19, 2019. http://www.uwstout.edu/lib/thesis/2006/2006mantoj.pdf ; http://digital.library.wisc.edu/1793/42069.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Manto, James. “A correlation study of ACCUPLACER math and algebra scores and math remediation on the retention and success of students in the Clinical Laboratory Technology Program at Milwaukee Area Technical College.” 2006. Web. 19 Aug 2019.

Vancouver:

Manto J. A correlation study of ACCUPLACER math and algebra scores and math remediation on the retention and success of students in the Clinical Laboratory Technology Program at Milwaukee Area Technical College. [Internet] [Thesis]. University of Wisconsin – Stout; 2006. [cited 2019 Aug 19]. Available from: http://www.uwstout.edu/lib/thesis/2006/2006mantoj.pdf ; http://digital.library.wisc.edu/1793/42069.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Manto J. A correlation study of ACCUPLACER math and algebra scores and math remediation on the retention and success of students in the Clinical Laboratory Technology Program at Milwaukee Area Technical College. [Thesis]. University of Wisconsin – Stout; 2006. Available from: http://www.uwstout.edu/lib/thesis/2006/2006mantoj.pdf ; http://digital.library.wisc.edu/1793/42069

Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina – Greensboro

12. Schenck, Betsy Roberts. Teaching correlates of number conservation to very young children.

Degree: 1973, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24456

► The purposes of the experiment were to find out whether or not children under five years of age could conserve numbers and to ascertain if…
(more)

Subjects/Keywords: Number concept in children; Mathematical readiness; Number concept – Study and teaching (Preschool)

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APA (6^{th} Edition):

Schenck, B. R. (1973). Teaching correlates of number conservation to very young children. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24456

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

Schenck, Betsy Roberts. “Teaching correlates of number conservation to very young children.” 1973. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed August 19, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24456.

MLA Handbook (7^{th} Edition):

Schenck, Betsy Roberts. “Teaching correlates of number conservation to very young children.” 1973. Web. 19 Aug 2019.

Vancouver:

Schenck BR. Teaching correlates of number conservation to very young children. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1973. [cited 2019 Aug 19]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24456.

Council of Science Editors:

Schenck BR. Teaching correlates of number conservation to very young children. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1973. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24456

East Carolina University

13. McCulloch, Leigh M. A SYSTEMATIC REIVEW [sic] AND META-ANALYSIS OF CRITERION-RELATED VALIDITY IN EARLY MATHEMATICS CURRICULUM-BASED MEASUREMENT.

Degree: 2010, East Carolina University

URL: http://hdl.handle.net/10342/2685

► Research interest in early mathematics curriculum-based measurement (EM-CBM) has increased substantially throughout the course of the past decade. There has been a significant increase in…
(more)

Subjects/Keywords: Education; Mathematics; Educational psychology; Educational tests and measurements – Research – Evaluation; Mathematics – Study and teaching (Early childhood) – Research – Evaluation; Mathematics – Study and teaching (Elementary) – Research – Evaluation; Mathematical ability – Testing; Mathematical ability in children – Research – Evaluation; Mathematical readiness

Record Details Similar Records

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APA (6^{th} Edition):

McCulloch, L. M. (2010). A SYSTEMATIC REIVEW [sic] AND META-ANALYSIS OF CRITERION-RELATED VALIDITY IN EARLY MATHEMATICS CURRICULUM-BASED MEASUREMENT. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/2685

Not specified: Masters Thesis or Doctoral Dissertation

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

McCulloch, Leigh M. “A SYSTEMATIC REIVEW [sic] AND META-ANALYSIS OF CRITERION-RELATED VALIDITY IN EARLY MATHEMATICS CURRICULUM-BASED MEASUREMENT.” 2010. Thesis, East Carolina University. Accessed August 19, 2019. http://hdl.handle.net/10342/2685.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

McCulloch, Leigh M. “A SYSTEMATIC REIVEW [sic] AND META-ANALYSIS OF CRITERION-RELATED VALIDITY IN EARLY MATHEMATICS CURRICULUM-BASED MEASUREMENT.” 2010. Web. 19 Aug 2019.

Vancouver:

McCulloch LM. A SYSTEMATIC REIVEW [sic] AND META-ANALYSIS OF CRITERION-RELATED VALIDITY IN EARLY MATHEMATICS CURRICULUM-BASED MEASUREMENT. [Internet] [Thesis]. East Carolina University; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10342/2685.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McCulloch LM. A SYSTEMATIC REIVEW [sic] AND META-ANALYSIS OF CRITERION-RELATED VALIDITY IN EARLY MATHEMATICS CURRICULUM-BASED MEASUREMENT. [Thesis]. East Carolina University; 2010. Available from: http://hdl.handle.net/10342/2685

Not specified: Masters Thesis or Doctoral Dissertation

Virginia Tech

14. Dunn, Wynonia Louise. A structural model of the math course selection process in the eighth grade in public schools.

Degree: PhD, Educational Research and Evaluation, 1994, Virginia Tech

URL: http://hdl.handle.net/10919/37264

see document
*Advisors/Committee Members: Lichtman, Marilyn V. (committeechair), Cross, Lawrence H. (committee member), Singh, Kusum (committee member), Bird, Monroe Murphy (committee member), Kronenberg, Philip S. (committee member).*

Subjects/Keywords: Mathematics Study and teaching (Secondary); Mathematical readiness Mathematical models.; Eighth grade (Education); LD5655.V856 1994.D866

Record Details Similar Records

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

APA (6^{th} Edition):

Dunn, W. L. (1994). A structural model of the math course selection process in the eighth grade in public schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37264

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

Dunn, Wynonia Louise. “A structural model of the math course selection process in the eighth grade in public schools.” 1994. Doctoral Dissertation, Virginia Tech. Accessed August 19, 2019. http://hdl.handle.net/10919/37264.

MLA Handbook (7^{th} Edition):

Dunn, Wynonia Louise. “A structural model of the math course selection process in the eighth grade in public schools.” 1994. Web. 19 Aug 2019.

Vancouver:

Dunn WL. A structural model of the math course selection process in the eighth grade in public schools. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10919/37264.

Council of Science Editors:

Dunn WL. A structural model of the math course selection process in the eighth grade in public schools. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/37264

Kansas State University

15. Zakaria, Sakirah. A comparison between Mathematics Placement Examination and ACT mathematics on certain classes of students at Kansas State University.

Degree: Department: Mathematics., 1986, Kansas State University

URL: http://hdl.handle.net/2097/9984

Subjects/Keywords: Mathematical ability – Testing.; Mathematical readiness – Testing.; Prediction of scholastic success; Kansas State University – Examinations – Mathematics

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

APA (6^{th} Edition):

Zakaria, S. (1986). A comparison between Mathematics Placement Examination and ACT mathematics on certain classes of students at Kansas State University. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/9984

Not specified: Masters Thesis or Doctoral Dissertation

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

Zakaria, Sakirah. “A comparison between Mathematics Placement Examination and ACT mathematics on certain classes of students at Kansas State University.” 1986. Thesis, Kansas State University. Accessed August 19, 2019. http://hdl.handle.net/2097/9984.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Zakaria, Sakirah. “A comparison between Mathematics Placement Examination and ACT mathematics on certain classes of students at Kansas State University.” 1986. Web. 19 Aug 2019.

Vancouver:

Zakaria S. A comparison between Mathematics Placement Examination and ACT mathematics on certain classes of students at Kansas State University. [Internet] [Thesis]. Kansas State University; 1986. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2097/9984.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zakaria S. A comparison between Mathematics Placement Examination and ACT mathematics on certain classes of students at Kansas State University. [Thesis]. Kansas State University; 1986. Available from: http://hdl.handle.net/2097/9984

Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina – Wilmington

16. Metcalf, Elizabeth B. Accelerated math implementation and elementary student achievement and attitudes.

Degree: 2009, University of North Carolina – Wilmington

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1540

► The purpose of this evaluation is to show how Accelerated Math implementation affects student achievement and attitudes towards mathematics. Accelerated Math is a computer based…
(more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary); Academic achievement; Motivation in education; Mathematical readiness; Mathematical ability

Record Details Similar Records

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APA (6^{th} Edition):

Metcalf, E. B. (2009). Accelerated math implementation and elementary student achievement and attitudes. (Masters Thesis). University of North Carolina – Wilmington. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1540

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

Metcalf, Elizabeth B. “Accelerated math implementation and elementary student achievement and attitudes.” 2009. Masters Thesis, University of North Carolina – Wilmington. Accessed August 19, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1540.

MLA Handbook (7^{th} Edition):

Metcalf, Elizabeth B. “Accelerated math implementation and elementary student achievement and attitudes.” 2009. Web. 19 Aug 2019.

Vancouver:

Metcalf EB. Accelerated math implementation and elementary student achievement and attitudes. [Internet] [Masters thesis]. University of North Carolina – Wilmington; 2009. [cited 2019 Aug 19]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1540.

Council of Science Editors:

Metcalf EB. Accelerated math implementation and elementary student achievement and attitudes. [Masters Thesis]. University of North Carolina – Wilmington; 2009. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1540

17. Kato, Tsuguhiko. Young children's ways of playing "Concentration" (a card game).

Degree: PhD, 2010, University of Alabama – Birmingham

URL: http://contentdm.mhsl.uab.edu/u?/etd,720

►

To explain why preschool children play a card game, Concentration, illogically, 108 three-to-six-year-olds from a child care center and an elementary school in a Southern… (more)

Subjects/Keywords: Play – Psychological aspects <; br>; Mental representation in children <; br>; Categorization (Psychology) in children <; br>; Constructivism (Education) <; br>; Mathematical readiness – Public opinion <; br>; Matching games

Record Details Similar Records

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

APA (6^{th} Edition):

Kato, T. (2010). Young children's ways of playing "Concentration" (a card game). (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,720

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

Kato, Tsuguhiko. “Young children's ways of playing "Concentration" (a card game).” 2010. Doctoral Dissertation, University of Alabama – Birmingham. Accessed August 19, 2019. http://contentdm.mhsl.uab.edu/u?/etd,720.

MLA Handbook (7^{th} Edition):

Kato, Tsuguhiko. “Young children's ways of playing "Concentration" (a card game).” 2010. Web. 19 Aug 2019.

Vancouver:

Kato T. Young children's ways of playing "Concentration" (a card game). [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2010. [cited 2019 Aug 19]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,720.

Council of Science Editors:

Kato T. Young children's ways of playing "Concentration" (a card game). [Doctoral Dissertation]. University of Alabama – Birmingham; 2010. Available from: http://contentdm.mhsl.uab.edu/u?/etd,720

18. Scholl, Kara Lindstrom. Professional development : a case study of early childhood teachers' implementation of a math initiative into daily practice.

Degree: PhD, 2009, University of Alabama – Birmingham

URL: http://contentdm.mhsl.uab.edu/u?/etd,756

►

Professional development is intended to improve teaching practices. Every year school districts spend money sending teachers to professional development trainings. This study looked at a… (more)

Subjects/Keywords: Mathematical readiness – Study and teaching – United States – Case studies <; br>; Early childhood education – Activity programs – United States <; br>; Early childhood teachers – United States – Attitudes <; br>; Early childhood teachers – In-service training – United States

Record Details Similar Records

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

APA (6^{th} Edition):

Scholl, K. L. (2009). Professional development : a case study of early childhood teachers' implementation of a math initiative into daily practice. (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,756

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

Scholl, Kara Lindstrom. “Professional development : a case study of early childhood teachers' implementation of a math initiative into daily practice.” 2009. Doctoral Dissertation, University of Alabama – Birmingham. Accessed August 19, 2019. http://contentdm.mhsl.uab.edu/u?/etd,756.

MLA Handbook (7^{th} Edition):

Scholl, Kara Lindstrom. “Professional development : a case study of early childhood teachers' implementation of a math initiative into daily practice.” 2009. Web. 19 Aug 2019.

Vancouver:

Scholl KL. Professional development : a case study of early childhood teachers' implementation of a math initiative into daily practice. [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2009. [cited 2019 Aug 19]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,756.

Council of Science Editors:

Scholl KL. Professional development : a case study of early childhood teachers' implementation of a math initiative into daily practice. [Doctoral Dissertation]. University of Alabama – Birmingham; 2009. Available from: http://contentdm.mhsl.uab.edu/u?/etd,756

University of Johannesburg

19. De Jager, Melodie. Die effek van 'n gestruktureerde wiskunde- en wetenskapskoolgereedmakingsingreep.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/10014

M.Ed. (Educational Psychology)

Please refer to full text to view abstract.

Subjects/Keywords: Readiness for school - Testing; Educational tests and measurements - South Africa - Evaluation.; Mathematical ability - Testing.; Science - Ability testing.

Record Details Similar Records

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

APA (6^{th} Edition):

De Jager, M. (2014). Die effek van 'n gestruktureerde wiskunde- en wetenskapskoolgereedmakingsingreep. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10014

Not specified: Masters Thesis or Doctoral Dissertation

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

De Jager, Melodie. “Die effek van 'n gestruktureerde wiskunde- en wetenskapskoolgereedmakingsingreep.” 2014. Thesis, University of Johannesburg. Accessed August 19, 2019. http://hdl.handle.net/10210/10014.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

De Jager, Melodie. “Die effek van 'n gestruktureerde wiskunde- en wetenskapskoolgereedmakingsingreep.” 2014. Web. 19 Aug 2019.

Vancouver:

De Jager M. Die effek van 'n gestruktureerde wiskunde- en wetenskapskoolgereedmakingsingreep. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10210/10014.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

De Jager M. Die effek van 'n gestruktureerde wiskunde- en wetenskapskoolgereedmakingsingreep. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10014

Not specified: Masters Thesis or Doctoral Dissertation

North Carolina State University

20. Mansi, Kate Elizabeth. Reasoning and Geometric Proof in Mathematics Education: A Review of the Literature.

Degree: MS, Mathematics Education, 2003, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/2692

► The purpose of this literature review is to examine the role that reasoning and geometric proof play in the teaching and learning of mathematics. Specifically,…
(more)

Subjects/Keywords: geometric reasoning; proof conceptions; proof achievement; mathematical reasoning; geometry; dynamic geometry; proof-readiness; van Hiele; Piaget; teacher preparation; secondary geometry; proof schemes

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

APA (6^{th} Edition):

Mansi, K. E. (2003). Reasoning and Geometric Proof in Mathematics Education: A Review of the Literature. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2692

Not specified: Masters Thesis or Doctoral Dissertation

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

Mansi, Kate Elizabeth. “Reasoning and Geometric Proof in Mathematics Education: A Review of the Literature.” 2003. Thesis, North Carolina State University. Accessed August 19, 2019. http://www.lib.ncsu.edu/resolver/1840.16/2692.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Mansi, Kate Elizabeth. “Reasoning and Geometric Proof in Mathematics Education: A Review of the Literature.” 2003. Web. 19 Aug 2019.

Vancouver:

Mansi KE. Reasoning and Geometric Proof in Mathematics Education: A Review of the Literature. [Internet] [Thesis]. North Carolina State University; 2003. [cited 2019 Aug 19]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/2692.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mansi KE. Reasoning and Geometric Proof in Mathematics Education: A Review of the Literature. [Thesis]. North Carolina State University; 2003. Available from: http://www.lib.ncsu.edu/resolver/1840.16/2692

Not specified: Masters Thesis or Doctoral Dissertation

21. Chen, Tavymae W. Predictive Utility and Achievement Outcomes of Two Simultaneous District-Developed Interim Assessment Programs.

Degree: 2014, University of North Florida

URL: https://digitalcommons.unf.edu/etd/487

► The purpose of the present correlational, ex post facto study was to evaluate the predictive ability and academic achievement criterion outcomes of two district-developed interim…
(more)

Subjects/Keywords: Thesis; University of North Florida; UNF; Dissertations; Academic – UNF – Doctor of Education in Educational Leadership; Dissertations; Academic – UNF – Education; Interim assessment; formative assessment; test frequency; educational assessment; locally-developed assessment; Mathematical readiness – Florida – Jacksonville – Examinations – Evaluation; Elementary school students – Florida – Jacksonville – Examinations – Evaluation; Prediction of scholastic success – Florida – Jacksonville – Evaluation; Educational tests and measurements – Florida – Jacksonville – Validity; Academic achievement – Florida – Jacksonville – Testing; Education; Educational Assessment, Evaluation, and Research; Educational Leadership

Record Details Similar Records

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

APA (6^{th} Edition):

Chen, T. W. (2014). Predictive Utility and Achievement Outcomes of Two Simultaneous District-Developed Interim Assessment Programs. (Thesis). University of North Florida. Retrieved from https://digitalcommons.unf.edu/etd/487

Not specified: Masters Thesis or Doctoral Dissertation

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

Chen, Tavymae W. “Predictive Utility and Achievement Outcomes of Two Simultaneous District-Developed Interim Assessment Programs.” 2014. Thesis, University of North Florida. Accessed August 19, 2019. https://digitalcommons.unf.edu/etd/487.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Chen, Tavymae W. “Predictive Utility and Achievement Outcomes of Two Simultaneous District-Developed Interim Assessment Programs.” 2014. Web. 19 Aug 2019.

Vancouver:

Chen TW. Predictive Utility and Achievement Outcomes of Two Simultaneous District-Developed Interim Assessment Programs. [Internet] [Thesis]. University of North Florida; 2014. [cited 2019 Aug 19]. Available from: https://digitalcommons.unf.edu/etd/487.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chen TW. Predictive Utility and Achievement Outcomes of Two Simultaneous District-Developed Interim Assessment Programs. [Thesis]. University of North Florida; 2014. Available from: https://digitalcommons.unf.edu/etd/487

Not specified: Masters Thesis or Doctoral Dissertation