Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Mathematics Study AND teaching Elementary ). Showing records 1 – 30 of 19144 total matches.

[1] [2] [3] [4] [5] … [639]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters


University of Johannesburg

1. Van der Walt, Mara Anetta. Instructional strategies that should enhance the effective learning of common fractions in the primary school.

Degree: 2014, University of Johannesburg

M.Ed. (Mathematics in Education)

Primary school learners need to extend their knowledge of numbers to include common fractions. Common fraction concepts are important but learners… (more)

Subjects/Keywords: Mathematics - Study and teaching (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Van der Walt, M. A. (2014). Instructional strategies that should enhance the effective learning of common fractions in the primary school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11526

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

Chicago Manual of Style (16th Edition):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Thesis, University of Johannesburg. Accessed September 27, 2020. http://hdl.handle.net/10210/11526.

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

MLA Handbook (7th Edition):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Web. 27 Sep 2020.

Vancouver:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10210/11526.

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

Council of Science Editors:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11526

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


Central Connecticut State University

2. Ziu-Pires, Gavriela. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

 In this thesis, the teacher's knowledge on the types of problems that exist in mathematics is discussed. Also, this thesis identifies the teacher's awareness on… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ziu-Pires, G. (2012). Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1775

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

Chicago Manual of Style (16th Edition):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Thesis, Central Connecticut State University. Accessed September 27, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

MLA Handbook (7th Edition):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Web. 27 Sep 2020.

Vancouver:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2020 Sep 27]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

Council of Science Editors:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775

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


Central Connecticut State University

3. Glaude, Jennifer Erin, 1987-. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.

Degree: Department of Mathematical Sciences, 2013, Central Connecticut State University

The purpose of this study was to determine if teaching mathematics kinesthetically to subjects in second grade through word problems had a greater impact than… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Glaude, Jennifer Erin, 1. (2013). The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1902

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

Chicago Manual of Style (16th Edition):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Thesis, Central Connecticut State University. Accessed September 27, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

MLA Handbook (7th Edition):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Web. 27 Sep 2020.

Vancouver:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2020 Sep 27]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

Council of Science Editors:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902

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


Central Connecticut State University

4. Timreck, Kaitlyn E., 1992-. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.

Degree: Department of Mathematical Sciences, 2019, Central Connecticut State University

 The purpose of this research was to determine if providing differentiation based on pre-assessment data of prerequisite concepts during multi-digit multiplication instruction would impact student… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Timreck, Kaitlyn E., 1. (2019). Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2936

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

Chicago Manual of Style (16th Edition):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Thesis, Central Connecticut State University. Accessed September 27, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

MLA Handbook (7th Edition):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Web. 27 Sep 2020.

Vancouver:

Timreck, Kaitlyn E. 1. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. [Internet] [Thesis]. Central Connecticut State University; 2019. [cited 2020 Sep 27]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

Council of Science Editors:

Timreck, Kaitlyn E. 1. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. [Thesis]. Central Connecticut State University; 2019. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2936

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


Columbia University

5. Weber, Jennifer Danielle. The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.

Degree: 2016, Columbia University

 In 2 experiments, I tested the effects of a treatment package for teaching 4th graders to edit peers’ written algorithms for solving math problems such… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary); Psychology; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Weber, J. D. (2016). The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8H9957D

Chicago Manual of Style (16th Edition):

Weber, Jennifer Danielle. “The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.” 2016. Doctoral Dissertation, Columbia University. Accessed September 27, 2020. https://doi.org/10.7916/D8H9957D.

MLA Handbook (7th Edition):

Weber, Jennifer Danielle. “The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.” 2016. Web. 27 Sep 2020.

Vancouver:

Weber JD. The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2020 Sep 27]. Available from: https://doi.org/10.7916/D8H9957D.

Council of Science Editors:

Weber JD. The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8H9957D


Cape Peninsula University of Technology

6. Afonso, Dominique Gabriala. The development of algebraic thinking in the foundation phase: a comparative study of two different curricula .

Degree: 2019, Cape Peninsula University of Technology

 The mathematics results in South Africa are alarmingly low, with a number of high school learners unable to compute basic operations. International test results show… (more)

Subjects/Keywords: Algebra  – Study and teaching (Elementary); Mathematics  – Study and teaching (Elementary); Mathematics  – Curricula; Critical thinking

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Afonso, D. G. (2019). The development of algebraic thinking in the foundation phase: a comparative study of two different curricula . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2864

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

Chicago Manual of Style (16th Edition):

Afonso, Dominique Gabriala. “The development of algebraic thinking in the foundation phase: a comparative study of two different curricula .” 2019. Thesis, Cape Peninsula University of Technology. Accessed September 27, 2020. http://etd.cput.ac.za/handle/20.500.11838/2864.

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

MLA Handbook (7th Edition):

Afonso, Dominique Gabriala. “The development of algebraic thinking in the foundation phase: a comparative study of two different curricula .” 2019. Web. 27 Sep 2020.

Vancouver:

Afonso DG. The development of algebraic thinking in the foundation phase: a comparative study of two different curricula . [Internet] [Thesis]. Cape Peninsula University of Technology; 2019. [cited 2020 Sep 27]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2864.

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

Council of Science Editors:

Afonso DG. The development of algebraic thinking in the foundation phase: a comparative study of two different curricula . [Thesis]. Cape Peninsula University of Technology; 2019. Available from: http://etd.cput.ac.za/handle/20.500.11838/2864

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


Columbia University

7. Sudarsanan, Shalini Thirumulpad. Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?.

Degree: 2015, Columbia University

 The purpose of this study is to determine how well traditional elementary preparation programs and alternative elementary certification programs are perceived by teacher candidates, to… (more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics – Study and teaching (Elementary); Mathematics teachers; Mathematics teachers – Training of

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sudarsanan, S. T. (2015). Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8MC8XVT

Chicago Manual of Style (16th Edition):

Sudarsanan, Shalini Thirumulpad. “Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?.” 2015. Doctoral Dissertation, Columbia University. Accessed September 27, 2020. https://doi.org/10.7916/D8MC8XVT.

MLA Handbook (7th Edition):

Sudarsanan, Shalini Thirumulpad. “Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?.” 2015. Web. 27 Sep 2020.

Vancouver:

Sudarsanan ST. Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2020 Sep 27]. Available from: https://doi.org/10.7916/D8MC8XVT.

Council of Science Editors:

Sudarsanan ST. Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8MC8XVT


Columbia University

8. Fletcher, Nicole. Development and Evaluation of a Computer Program to Teach Symmetry to Young Children.

Degree: 2015, Columbia University

 Children develop the ability to perceive symmetry very early in life; symmetry is abundant in the world around us, and it is a naturally occurring… (more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics – Study and teaching (Elementary); Symmetry (Mathematics); Mathematics – Computer programs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fletcher, N. (2015). Development and Evaluation of a Computer Program to Teach Symmetry to Young Children. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8RF5T4Z

Chicago Manual of Style (16th Edition):

Fletcher, Nicole. “Development and Evaluation of a Computer Program to Teach Symmetry to Young Children.” 2015. Doctoral Dissertation, Columbia University. Accessed September 27, 2020. https://doi.org/10.7916/D8RF5T4Z.

MLA Handbook (7th Edition):

Fletcher, Nicole. “Development and Evaluation of a Computer Program to Teach Symmetry to Young Children.” 2015. Web. 27 Sep 2020.

Vancouver:

Fletcher N. Development and Evaluation of a Computer Program to Teach Symmetry to Young Children. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2020 Sep 27]. Available from: https://doi.org/10.7916/D8RF5T4Z.

Council of Science Editors:

Fletcher N. Development and Evaluation of a Computer Program to Teach Symmetry to Young Children. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8RF5T4Z


Utah Valley University

9. Warnick, Linda. Interactive Math Strategy Teaching Guide.

Degree: 2013, Utah Valley University

This thesis looks at a supplemental tutoring program for elementary grades math education called Double Dosing, which is conducted separately from the regular classroom and… (more)

Subjects/Keywords: Education, Elementary; English language – Study and teaching; Mathematics – Study and teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Warnick, L. (2013). Interactive Math Strategy Teaching Guide. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,622

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

Chicago Manual of Style (16th Edition):

Warnick, Linda. “Interactive Math Strategy Teaching Guide.” 2013. Thesis, Utah Valley University. Accessed September 27, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,622.

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

MLA Handbook (7th Edition):

Warnick, Linda. “Interactive Math Strategy Teaching Guide.” 2013. Web. 27 Sep 2020.

Vancouver:

Warnick L. Interactive Math Strategy Teaching Guide. [Internet] [Thesis]. Utah Valley University; 2013. [cited 2020 Sep 27]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,622.

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

Council of Science Editors:

Warnick L. Interactive Math Strategy Teaching Guide. [Thesis]. Utah Valley University; 2013. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,622

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


Utah Valley University

10. Mortensen, Randa. Effects of Student Understanding from Student-created Math Manipulatives .

Degree: 2015, Utah Valley University

This mixed methods study involved two sixth grade classes studying a fraction division unit. The purpose of the study was to determine if there was… (more)

Subjects/Keywords: Mathematics – Study and teaching; Fractions – Study and teaching (Elementary); Dissertations, Academic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mortensen, R. (2015). Effects of Student Understanding from Student-created Math Manipulatives . (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,671

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

Chicago Manual of Style (16th Edition):

Mortensen, Randa. “Effects of Student Understanding from Student-created Math Manipulatives .” 2015. Thesis, Utah Valley University. Accessed September 27, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,671.

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

MLA Handbook (7th Edition):

Mortensen, Randa. “Effects of Student Understanding from Student-created Math Manipulatives .” 2015. Web. 27 Sep 2020.

Vancouver:

Mortensen R. Effects of Student Understanding from Student-created Math Manipulatives . [Internet] [Thesis]. Utah Valley University; 2015. [cited 2020 Sep 27]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,671.

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

Council of Science Editors:

Mortensen R. Effects of Student Understanding from Student-created Math Manipulatives . [Thesis]. Utah Valley University; 2015. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,671

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


Rhodes University

11. Metelerkamp, Roger Gregory. The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners.

Degree: M. Ed., Faculty of Education, Education, 2014, Rhodes University

 My research topic concerns how learners use the analogue clock (as a human tool) to make meaning of clock time. This study is informed by… (more)

Subjects/Keywords: Clocks and watches; Mathematics  – Study and teaching (Elementary); Time measurements  – Study and teaching (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Metelerkamp, R. G. (2014). The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1013169

Chicago Manual of Style (16th Edition):

Metelerkamp, Roger Gregory. “The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners.” 2014. Masters Thesis, Rhodes University. Accessed September 27, 2020. http://hdl.handle.net/10962/d1013169.

MLA Handbook (7th Edition):

Metelerkamp, Roger Gregory. “The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners.” 2014. Web. 27 Sep 2020.

Vancouver:

Metelerkamp RG. The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. [Internet] [Masters thesis]. Rhodes University; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10962/d1013169.

Council of Science Editors:

Metelerkamp RG. The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. [Masters Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1013169


Rhodes University

12. Young, Catherine. Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia.

Degree: Faculty of Education, Education, 2017, Rhodes University

 Research indicates that many children finish primary school in Southern Africa still reliant on inefficient counting strategies. This study extends the research of the South… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – Zambia; Arithmetic  – Study and teaching (Elementary)  – Zambia

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Young, C. (2017). Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/4977

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

Chicago Manual of Style (16th Edition):

Young, Catherine. “Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia.” 2017. Thesis, Rhodes University. Accessed September 27, 2020. http://hdl.handle.net/10962/4977.

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

MLA Handbook (7th Edition):

Young, Catherine. “Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia.” 2017. Web. 27 Sep 2020.

Vancouver:

Young C. Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia. [Internet] [Thesis]. Rhodes University; 2017. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10962/4977.

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

Council of Science Editors:

Young C. Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia. [Thesis]. Rhodes University; 2017. Available from: http://hdl.handle.net/10962/4977

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


Cape Peninsula University of Technology

13. Mntunjani, Lindiwe. The use of mathematical resources to teach number concepts in the foundation phase .

Degree: 2016, Cape Peninsula University of Technology

 The poor performance of learners in mathematics has long been a matter of concern in South Africa. One certain fact from the Annual National Assessment… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary); Learning strategies; Number concept  – Study and teaching (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mntunjani, L. (2016). The use of mathematical resources to teach number concepts in the foundation phase . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2494

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

Chicago Manual of Style (16th Edition):

Mntunjani, Lindiwe. “The use of mathematical resources to teach number concepts in the foundation phase .” 2016. Thesis, Cape Peninsula University of Technology. Accessed September 27, 2020. http://etd.cput.ac.za/handle/20.500.11838/2494.

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

MLA Handbook (7th Edition):

Mntunjani, Lindiwe. “The use of mathematical resources to teach number concepts in the foundation phase .” 2016. Web. 27 Sep 2020.

Vancouver:

Mntunjani L. The use of mathematical resources to teach number concepts in the foundation phase . [Internet] [Thesis]. Cape Peninsula University of Technology; 2016. [cited 2020 Sep 27]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2494.

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

Council of Science Editors:

Mntunjani L. The use of mathematical resources to teach number concepts in the foundation phase . [Thesis]. Cape Peninsula University of Technology; 2016. Available from: http://etd.cput.ac.za/handle/20.500.11838/2494

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


Central Connecticut State University

14. Hubschman, Rebecca S., 1986-. Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade.

Degree: Department of Mathematics, 2014, Central Connecticut State University

In the United States there may be close to 2 million home-educated students. Whether the parents choose to home school their children because of ideological… (more)

Subjects/Keywords: Home schooling.; Mathematics – Study and teaching (Elementary); Mathematical statistics – Study and teaching (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hubschman, Rebecca S., 1. (2014). Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1994

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

Chicago Manual of Style (16th Edition):

Hubschman, Rebecca S., 1986-. “Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade.” 2014. Thesis, Central Connecticut State University. Accessed September 27, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1994.

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

MLA Handbook (7th Edition):

Hubschman, Rebecca S., 1986-. “Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade.” 2014. Web. 27 Sep 2020.

Vancouver:

Hubschman, Rebecca S. 1. Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2020 Sep 27]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1994.

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

Council of Science Editors:

Hubschman, Rebecca S. 1. Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade. [Thesis]. Central Connecticut State University; 2014. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1994

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

15. Alrouqi, Fawaz. The impact of “Clickers” on student achievement in second grade math class.

Degree: 2015, SUNY College at Fredonia

 This thesis sought to answer the question: Does using personal response systems, or "clickers", improve the achievement of second grade students in addition and subtraction… (more)

Subjects/Keywords: Student response systems.; Mathematics  – Study and teaching (Elementary).; Elementary school teachers.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alrouqi, F. (2015). The impact of “Clickers” on student achievement in second grade math class. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65690

Chicago Manual of Style (16th Edition):

Alrouqi, Fawaz. “The impact of “Clickers” on student achievement in second grade math class. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed September 27, 2020. http://hdl.handle.net/1951/65690.

MLA Handbook (7th Edition):

Alrouqi, Fawaz. “The impact of “Clickers” on student achievement in second grade math class. ” 2015. Web. 27 Sep 2020.

Vancouver:

Alrouqi F. The impact of “Clickers” on student achievement in second grade math class. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1951/65690.

Council of Science Editors:

Alrouqi F. The impact of “Clickers” on student achievement in second grade math class. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65690


Cape Peninsula University of Technology

16. Petersen, Belinda. Writing and mathematical problem-solving in grade 3 .

Degree: 2016, Cape Peninsula University of Technology

 The mathematics curriculum currently used in South African classrooms emphasises problem-solving to develop critical thinking. However, based on the local performance of South African Foundation… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary); Problem solving; Creative writing (Elementary education)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Petersen, B. (2016). Writing and mathematical problem-solving in grade 3 . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2366

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

Chicago Manual of Style (16th Edition):

Petersen, Belinda. “Writing and mathematical problem-solving in grade 3 .” 2016. Thesis, Cape Peninsula University of Technology. Accessed September 27, 2020. http://etd.cput.ac.za/handle/20.500.11838/2366.

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

MLA Handbook (7th Edition):

Petersen, Belinda. “Writing and mathematical problem-solving in grade 3 .” 2016. Web. 27 Sep 2020.

Vancouver:

Petersen B. Writing and mathematical problem-solving in grade 3 . [Internet] [Thesis]. Cape Peninsula University of Technology; 2016. [cited 2020 Sep 27]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2366.

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

Council of Science Editors:

Petersen B. Writing and mathematical problem-solving in grade 3 . [Thesis]. Cape Peninsula University of Technology; 2016. Available from: http://etd.cput.ac.za/handle/20.500.11838/2366

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


Central Connecticut State University

17. Grigerek, Alexandra Garry, 1988-. Creating a School-Wide Intervention Program Using the Cognitively Guided Instructional Approach.

Degree: Department of Mathematical Sciences, 2016, Central Connecticut State University

Across the nation finding an effective and meaningful mathematics intervention program to help struggling grade 3-5 students has been an on-going challenge for many school… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary); Intervention (Administrative procedure) – Education (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Grigerek, Alexandra Garry, 1. (2016). Creating a School-Wide Intervention Program Using the Cognitively Guided Instructional Approach. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2283

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

Chicago Manual of Style (16th Edition):

Grigerek, Alexandra Garry, 1988-. “Creating a School-Wide Intervention Program Using the Cognitively Guided Instructional Approach.” 2016. Thesis, Central Connecticut State University. Accessed September 27, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2283.

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

MLA Handbook (7th Edition):

Grigerek, Alexandra Garry, 1988-. “Creating a School-Wide Intervention Program Using the Cognitively Guided Instructional Approach.” 2016. Web. 27 Sep 2020.

Vancouver:

Grigerek, Alexandra Garry 1. Creating a School-Wide Intervention Program Using the Cognitively Guided Instructional Approach. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2020 Sep 27]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2283.

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

Council of Science Editors:

Grigerek, Alexandra Garry 1. Creating a School-Wide Intervention Program Using the Cognitively Guided Instructional Approach. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2283

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


Massey University

18. Cunningham, Libby Sara. Culturally relevant tasks and Påsifika students' participation and engagement in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University (Manawatu), New Zealand .

Degree: 2019, Massey University

 Påsifika students’ academic achievement in mathematics continues to remain a priority for New Zealand education (Ministry of Education, 2013). Research in both the New Zealand… (more)

Subjects/Keywords: Mathematics; Study and teaching (Elementary); New Zealand; Pacific Islanders; Education (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cunningham, L. S. (2019). Culturally relevant tasks and Påsifika students' participation and engagement in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University (Manawatu), New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/15131

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

Chicago Manual of Style (16th Edition):

Cunningham, Libby Sara. “Culturally relevant tasks and Påsifika students' participation and engagement in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University (Manawatu), New Zealand .” 2019. Thesis, Massey University. Accessed September 27, 2020. http://hdl.handle.net/10179/15131.

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

MLA Handbook (7th Edition):

Cunningham, Libby Sara. “Culturally relevant tasks and Påsifika students' participation and engagement in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University (Manawatu), New Zealand .” 2019. Web. 27 Sep 2020.

Vancouver:

Cunningham LS. Culturally relevant tasks and Påsifika students' participation and engagement in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University (Manawatu), New Zealand . [Internet] [Thesis]. Massey University; 2019. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10179/15131.

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

Council of Science Editors:

Cunningham LS. Culturally relevant tasks and Påsifika students' participation and engagement in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University (Manawatu), New Zealand . [Thesis]. Massey University; 2019. Available from: http://hdl.handle.net/10179/15131

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


Central Connecticut State University

19. Macaluso, Michael A. (Michael Anthony), 1986-. The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade.

Degree: Department of Mathematical Sciences, 2016, Central Connecticut State University

This thesis presents the suggestion of implementing daily mathematics journal writing into the fourth grade classroom. Journal writing gives students further opportunity to extend their… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary); Mathematics – Testing.; Diaries – Authorship.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Macaluso, Michael A. (Michael Anthony), 1. (2016). The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2302

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

Chicago Manual of Style (16th Edition):

Macaluso, Michael A. (Michael Anthony), 1986-. “The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade.” 2016. Thesis, Central Connecticut State University. Accessed September 27, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2302.

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

MLA Handbook (7th Edition):

Macaluso, Michael A. (Michael Anthony), 1986-. “The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade.” 2016. Web. 27 Sep 2020.

Vancouver:

Macaluso, Michael A. (Michael Anthony) 1. The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2020 Sep 27]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2302.

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

Council of Science Editors:

Macaluso, Michael A. (Michael Anthony) 1. The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2302

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


Utah Valley University

20. Baker, Courtney L. Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.

Degree: 2017, Utah Valley University

The purpose of this study is to explore the application of data notebooks on students' attitudes toward learning, their intelligence and overall academic achievement in my classroom.

75 p.;

Subjects/Keywords: Education, Elementary; Effective teaching; Mathematics – Study and teaching; Academic theses

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baker, C. L. (2017). Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,728

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

Chicago Manual of Style (16th Edition):

Baker, Courtney L. “Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.” 2017. Thesis, Utah Valley University. Accessed September 27, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,728.

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

MLA Handbook (7th Edition):

Baker, Courtney L. “Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.” 2017. Web. 27 Sep 2020.

Vancouver:

Baker CL. Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics. [Internet] [Thesis]. Utah Valley University; 2017. [cited 2020 Sep 27]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,728.

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

Council of Science Editors:

Baker CL. Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics. [Thesis]. Utah Valley University; 2017. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,728

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


Columbia University

21. Kyriakou, Raeann. New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century.

Degree: 2014, Columbia University

 This dissertation is devoted to a history of the New York State elementary school teacher certification requirements, specifically in mathematics, during the nineteenth century. In… (more)

Subjects/Keywords: Mathematics – Study and teaching; Education, Elementary; Elementary school teachers – Certification; Mathematics teachers – Certification

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kyriakou, R. (2014). New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8K07GVZ

Chicago Manual of Style (16th Edition):

Kyriakou, Raeann. “New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century.” 2014. Doctoral Dissertation, Columbia University. Accessed September 27, 2020. https://doi.org/10.7916/D8K07GVZ.

MLA Handbook (7th Edition):

Kyriakou, Raeann. “New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century.” 2014. Web. 27 Sep 2020.

Vancouver:

Kyriakou R. New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2020 Sep 27]. Available from: https://doi.org/10.7916/D8K07GVZ.

Council of Science Editors:

Kyriakou R. New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8K07GVZ

22. Fasteen, Jodi I. An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses.

Degree: PhD, Mathematics and Statistics, 2015, Portland State University

  Alternate numeration systems are common in preservice teacher (PST) mathematics curricula, but there is limited research on how to leverage alternate systems to promote… (more)

Subjects/Keywords: Student teachers  – Training of; Mathematics  – Study and teaching (Elementary)  – Methodology; Numeration  – Study and teaching (Elementary)  – Methodology; Educational Methods; Mathematics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fasteen, J. I. (2015). An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/2314

Chicago Manual of Style (16th Edition):

Fasteen, Jodi I. “An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses.” 2015. Doctoral Dissertation, Portland State University. Accessed September 27, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/2314.

MLA Handbook (7th Edition):

Fasteen, Jodi I. “An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses.” 2015. Web. 27 Sep 2020.

Vancouver:

Fasteen JI. An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses. [Internet] [Doctoral dissertation]. Portland State University; 2015. [cited 2020 Sep 27]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2314.

Council of Science Editors:

Fasteen JI. An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses. [Doctoral Dissertation]. Portland State University; 2015. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2314


Rhodes University

23. Baart, Noluntu Via. Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency.

Degree: Faculty of Education, Education, 2019, Rhodes University

 A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – South Africa; Mathematics  – Study and teaching (Elementary)  – South Africa  – Case studies; Numeracy  – South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baart, N. V. (2019). Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/96825

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

Chicago Manual of Style (16th Edition):

Baart, Noluntu Via. “Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency.” 2019. Thesis, Rhodes University. Accessed September 27, 2020. http://hdl.handle.net/10962/96825.

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

MLA Handbook (7th Edition):

Baart, Noluntu Via. “Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency.” 2019. Web. 27 Sep 2020.

Vancouver:

Baart NV. Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency. [Internet] [Thesis]. Rhodes University; 2019. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10962/96825.

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

Council of Science Editors:

Baart NV. Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency. [Thesis]. Rhodes University; 2019. Available from: http://hdl.handle.net/10962/96825

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

24. Yanzick, Alyssa. From a Teacher's Perspective: The Interaction of Mathematics, Language, and Manipulatives.

Degree: 2017, University of Wisconsin – Eau Claire

 Three language-based factors influence a student's ability to function successfully in a formal classroom environment: 1) student language, 2) teacher language, and 3) curriculum language… (more)

Subjects/Keywords: Language arts (Early childhood); Language arts (Elementary); Mathematics – Study and teaching (Early childhood); Mathematics – Study and teaching (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yanzick, A. (2017). From a Teacher's Perspective: The Interaction of Mathematics, Language, and Manipulatives. (Thesis). University of Wisconsin – Eau Claire. Retrieved from http://digital.library.wisc.edu/1793/77191

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

Chicago Manual of Style (16th Edition):

Yanzick, Alyssa. “From a Teacher's Perspective: The Interaction of Mathematics, Language, and Manipulatives.” 2017. Thesis, University of Wisconsin – Eau Claire. Accessed September 27, 2020. http://digital.library.wisc.edu/1793/77191.

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

MLA Handbook (7th Edition):

Yanzick, Alyssa. “From a Teacher's Perspective: The Interaction of Mathematics, Language, and Manipulatives.” 2017. Web. 27 Sep 2020.

Vancouver:

Yanzick A. From a Teacher's Perspective: The Interaction of Mathematics, Language, and Manipulatives. [Internet] [Thesis]. University of Wisconsin – Eau Claire; 2017. [cited 2020 Sep 27]. Available from: http://digital.library.wisc.edu/1793/77191.

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

Council of Science Editors:

Yanzick A. From a Teacher's Perspective: The Interaction of Mathematics, Language, and Manipulatives. [Thesis]. University of Wisconsin – Eau Claire; 2017. Available from: http://digital.library.wisc.edu/1793/77191

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

25. Ferder, Benjamin. The integration of kinesthetic learning through the math & movement program: pilot study .

Degree: 2015, SUNY College at Cortland

 The primary purpose of this pilot study was to verify that the use of kinesthetic learning (Math & Movement Program) in the classroom increases retention… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – United States.; Mathematics  – Study and teaching (Elementary)  – Activity programs  – United States.; Activity programs in education.; Thesis.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ferder, B. (2015). The integration of kinesthetic learning through the math & movement program: pilot study . (Masters Thesis). SUNY College at Cortland. Retrieved from http://hdl.handle.net/1951/69278

Chicago Manual of Style (16th Edition):

Ferder, Benjamin. “The integration of kinesthetic learning through the math & movement program: pilot study .” 2015. Masters Thesis, SUNY College at Cortland. Accessed September 27, 2020. http://hdl.handle.net/1951/69278.

MLA Handbook (7th Edition):

Ferder, Benjamin. “The integration of kinesthetic learning through the math & movement program: pilot study .” 2015. Web. 27 Sep 2020.

Vancouver:

Ferder B. The integration of kinesthetic learning through the math & movement program: pilot study . [Internet] [Masters thesis]. SUNY College at Cortland; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1951/69278.

Council of Science Editors:

Ferder B. The integration of kinesthetic learning through the math & movement program: pilot study . [Masters Thesis]. SUNY College at Cortland; 2015. Available from: http://hdl.handle.net/1951/69278


Utah Valley University

26. Mataalii-Tavana, DeeDee. How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?.

Degree: 2011, Utah Valley University

The purpose of this creative project was to explore the research on effective strategies for teaching English Language Learners (ELLs) and to use them to… (more)

Subjects/Keywords: Education, Elementary; English language – Study and teaching – Foreign speakers; Mathematics – Study and teaching; Dissertations, Academic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mataalii-Tavana, D. (2011). How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,558

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

Chicago Manual of Style (16th Edition):

Mataalii-Tavana, DeeDee. “How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?.” 2011. Thesis, Utah Valley University. Accessed September 27, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,558.

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

MLA Handbook (7th Edition):

Mataalii-Tavana, DeeDee. “How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?.” 2011. Web. 27 Sep 2020.

Vancouver:

Mataalii-Tavana D. How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?. [Internet] [Thesis]. Utah Valley University; 2011. [cited 2020 Sep 27]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,558.

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

Council of Science Editors:

Mataalii-Tavana D. How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?. [Thesis]. Utah Valley University; 2011. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,558

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


Utah Valley University

27. Hart, Jason Robert. Integrating Math and Science: Making Connections in an Elementary Setting .

Degree: 2018, Utah Valley University

The purpose of the study was to investigate the effect of integrating math and science instruction in a 5th grade classroom. The literature indicated a… (more)

Subjects/Keywords: Education, Elementary; Mathematics – Study and teaching; Science – Study and teaching; Academic theses

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hart, J. R. (2018). Integrating Math and Science: Making Connections in an Elementary Setting . (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,721

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

Chicago Manual of Style (16th Edition):

Hart, Jason Robert. “Integrating Math and Science: Making Connections in an Elementary Setting .” 2018. Thesis, Utah Valley University. Accessed September 27, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,721.

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

MLA Handbook (7th Edition):

Hart, Jason Robert. “Integrating Math and Science: Making Connections in an Elementary Setting .” 2018. Web. 27 Sep 2020.

Vancouver:

Hart JR. Integrating Math and Science: Making Connections in an Elementary Setting . [Internet] [Thesis]. Utah Valley University; 2018. [cited 2020 Sep 27]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,721.

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

Council of Science Editors:

Hart JR. Integrating Math and Science: Making Connections in an Elementary Setting . [Thesis]. Utah Valley University; 2018. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,721

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


University of North Carolina – Greensboro

28. Saunders, Audrea. Facilitation of Mathematics Professional Development: a case study of supporting teachers’ learning of the core practice of leading mathematical discussions.

Degree: 2016, University of North Carolina – Greensboro

 Though there is a growing knowledge base emerging on Mathematics Professional Development (MPD), little is known about the practice of facilitating teachers learning in MPD.… (more)

Subjects/Keywords: Mathematics teachers – In-service training; Mathematics – Study and teaching (Elementary); Effective teaching; Group facilitation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Saunders, A. (2016). Facilitation of Mathematics Professional Development: a case study of supporting teachers’ learning of the core practice of leading mathematical discussions. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21017

Chicago Manual of Style (16th Edition):

Saunders, Audrea. “Facilitation of Mathematics Professional Development: a case study of supporting teachers’ learning of the core practice of leading mathematical discussions.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 27, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21017.

MLA Handbook (7th Edition):

Saunders, Audrea. “Facilitation of Mathematics Professional Development: a case study of supporting teachers’ learning of the core practice of leading mathematical discussions.” 2016. Web. 27 Sep 2020.

Vancouver:

Saunders A. Facilitation of Mathematics Professional Development: a case study of supporting teachers’ learning of the core practice of leading mathematical discussions. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2020 Sep 27]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21017.

Council of Science Editors:

Saunders A. Facilitation of Mathematics Professional Development: a case study of supporting teachers’ learning of the core practice of leading mathematical discussions. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21017


Michigan State University

29. Ayieko, Rachel A. The influence of opportunity to learn to teach mathematics on preservice teachers' knowledge and beliefs : a comparative study.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education - Doctor of Philosophy 2014.

This study used the Teacher Education and Development Study(more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary); Mathematics teachers – Education; Education; Mathematics education; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ayieko, R. A. (2014). The influence of opportunity to learn to teach mathematics on preservice teachers' knowledge and beliefs : a comparative study. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2987

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

Chicago Manual of Style (16th Edition):

Ayieko, Rachel A. “The influence of opportunity to learn to teach mathematics on preservice teachers' knowledge and beliefs : a comparative study.” 2014. Thesis, Michigan State University. Accessed September 27, 2020. http://etd.lib.msu.edu/islandora/object/etd:2987.

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

MLA Handbook (7th Edition):

Ayieko, Rachel A. “The influence of opportunity to learn to teach mathematics on preservice teachers' knowledge and beliefs : a comparative study.” 2014. Web. 27 Sep 2020.

Vancouver:

Ayieko RA. The influence of opportunity to learn to teach mathematics on preservice teachers' knowledge and beliefs : a comparative study. [Internet] [Thesis]. Michigan State University; 2014. [cited 2020 Sep 27]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2987.

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

Council of Science Editors:

Ayieko RA. The influence of opportunity to learn to teach mathematics on preservice teachers' knowledge and beliefs : a comparative study. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2987

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


Rhodes University

30. Lee, Amanda Jane. A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase.

Degree: Faculty of Education, Education, 2014, Rhodes University

 This research study investigated the ways in which a mathematics module, informed by an enactivist philosophy, enabled pre-service teachers to unpack the reality of their… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – South Africa; Mathematics teachers  – Training of  – South Africa; Mathematics  – Study and teaching (Elementary)  – South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, A. J. (2014). A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1015664

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

Chicago Manual of Style (16th Edition):

Lee, Amanda Jane. “A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase.” 2014. Thesis, Rhodes University. Accessed September 27, 2020. http://hdl.handle.net/10962/d1015664.

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

MLA Handbook (7th Edition):

Lee, Amanda Jane. “A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase.” 2014. Web. 27 Sep 2020.

Vancouver:

Lee AJ. A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase. [Internet] [Thesis]. Rhodes University; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10962/d1015664.

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

Council of Science Editors:

Lee AJ. A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase. [Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1015664

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

[1] [2] [3] [4] [5] … [639]

.