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You searched for subject:(Mathematics Study AND teaching Primary Evaluation). Showing records 1 – 30 of 17303 total matches.

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Rhodes University

1. Wasserman, Anelia. Investigating a mathematics recovery program for assessment and intervention with groups of Grade 4 learners.

Degree: M. Ed., Faculty of Education, Education, 2016, Rhodes University

 This study reports on the findings of my research, which was based on an intervention focused on recovery of early arithmetic strategies with one Grade… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Primary); Mathematics  – Evaluation

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APA (6th Edition):

Wasserman, A. (2016). Investigating a mathematics recovery program for assessment and intervention with groups of Grade 4 learners. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1020340

Chicago Manual of Style (16th Edition):

Wasserman, Anelia. “Investigating a mathematics recovery program for assessment and intervention with groups of Grade 4 learners.” 2016. Masters Thesis, Rhodes University. Accessed June 25, 2019. http://hdl.handle.net/10962/d1020340.

MLA Handbook (7th Edition):

Wasserman, Anelia. “Investigating a mathematics recovery program for assessment and intervention with groups of Grade 4 learners.” 2016. Web. 25 Jun 2019.

Vancouver:

Wasserman A. Investigating a mathematics recovery program for assessment and intervention with groups of Grade 4 learners. [Internet] [Masters thesis]. Rhodes University; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10962/d1020340.

Council of Science Editors:

Wasserman A. Investigating a mathematics recovery program for assessment and intervention with groups of Grade 4 learners. [Masters Thesis]. Rhodes University; 2016. Available from: http://hdl.handle.net/10962/d1020340


University of Johannesburg

2. St. Clair-Whicker, Lulu E.L. Die onderrig van berekenings in die junior primêre fase.

Degree: 2014, University of Johannesburg

M.Ed. (Subject Didactics)

Mathematics, which plays a vital role in modern man's working 1ife and which is also of great· importance in his dai ly… (more)

Subjects/Keywords: Mathematics - Study and teaching (Primary) - South Africa - Transvaal - Evaluation

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APA (6th Edition):

St. Clair-Whicker, L. E. L. (2014). Die onderrig van berekenings in die junior primêre fase. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9479

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):

St. Clair-Whicker, Lulu E L. “Die onderrig van berekenings in die junior primêre fase.” 2014. Thesis, University of Johannesburg. Accessed June 25, 2019. http://hdl.handle.net/10210/9479.

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

MLA Handbook (7th Edition):

St. Clair-Whicker, Lulu E L. “Die onderrig van berekenings in die junior primêre fase.” 2014. Web. 25 Jun 2019.

Vancouver:

St. Clair-Whicker LEL. Die onderrig van berekenings in die junior primêre fase. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10210/9479.

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

Council of Science Editors:

St. Clair-Whicker LEL. Die onderrig van berekenings in die junior primêre fase. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9479

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


Central Connecticut State University

3. Scheer, Betsy D. At what age should a child begin school? : the mathematical performance of early entrant kindergarteners.

Degree: Department of Mathematical Sciences, 2009, Central Connecticut State University

 The age a child should be when beginning formal education has become a focus of interest. How old should a child be? Is there a… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Primary)  – Evaluation; Readiness for school; School age (Entrance age)

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APA (6th Edition):

Scheer, B. D. (2009). At what age should a child begin school? : the mathematical performance of early entrant kindergarteners. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1216

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):

Scheer, Betsy D. “At what age should a child begin school? : the mathematical performance of early entrant kindergarteners.” 2009. Thesis, Central Connecticut State University. Accessed June 25, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1216.

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

MLA Handbook (7th Edition):

Scheer, Betsy D. “At what age should a child begin school? : the mathematical performance of early entrant kindergarteners.” 2009. Web. 25 Jun 2019.

Vancouver:

Scheer BD. At what age should a child begin school? : the mathematical performance of early entrant kindergarteners. [Internet] [Thesis]. Central Connecticut State University; 2009. [cited 2019 Jun 25]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1216.

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

Council of Science Editors:

Scheer BD. At what age should a child begin school? : the mathematical performance of early entrant kindergarteners. [Thesis]. Central Connecticut State University; 2009. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1216

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


Michigan State University

4. Cavanna, Jillian M. Mathematics teachers' data use in practice : considering accountability, action research, and agency.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Mathematics Education 2016

The idea of data use as an educational reform strategy has gained significant traction in recent… (more)

Subjects/Keywords: Mathematics – Study and teaching (Primary) – Evaluation; Education – Data processing; Education – Decision making; Mathematics education; Teacher education

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APA (6th Edition):

Cavanna, J. M. (2016). Mathematics teachers' data use in practice : considering accountability, action research, and agency. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3969

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):

Cavanna, Jillian M. “Mathematics teachers' data use in practice : considering accountability, action research, and agency.” 2016. Thesis, Michigan State University. Accessed June 25, 2019. http://etd.lib.msu.edu/islandora/object/etd:3969.

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

MLA Handbook (7th Edition):

Cavanna, Jillian M. “Mathematics teachers' data use in practice : considering accountability, action research, and agency.” 2016. Web. 25 Jun 2019.

Vancouver:

Cavanna JM. Mathematics teachers' data use in practice : considering accountability, action research, and agency. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Jun 25]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3969.

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

Council of Science Editors:

Cavanna JM. Mathematics teachers' data use in practice : considering accountability, action research, and agency. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:3969

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


University of Hong Kong

5. Ng, Ka-ho. Problem solving in primary mathematics.

Degree: MSin Library and Information, 2016, University of Hong Kong

In this dissertation, we incline the research to investigate the effectiveness of the integration of emotional design into multimedia teaching and learning materials in primary(more)

Subjects/Keywords: Problem solving; Mathematics - Study and teaching (Primary)

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APA (6th Edition):

Ng, K. (2016). Problem solving in primary mathematics. (Masters Thesis). University of Hong Kong. Retrieved from Ng, K. [吳家豪]. (2016). Problem solving in primary mathematics. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812703. ; http://dx.doi.org/10.5353/th_b5812703 ; http://hdl.handle.net/10722/237453

Chicago Manual of Style (16th Edition):

Ng, Ka-ho. “Problem solving in primary mathematics.” 2016. Masters Thesis, University of Hong Kong. Accessed June 25, 2019. Ng, K. [吳家豪]. (2016). Problem solving in primary mathematics. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812703. ; http://dx.doi.org/10.5353/th_b5812703 ; http://hdl.handle.net/10722/237453.

MLA Handbook (7th Edition):

Ng, Ka-ho. “Problem solving in primary mathematics.” 2016. Web. 25 Jun 2019.

Vancouver:

Ng K. Problem solving in primary mathematics. [Internet] [Masters thesis]. University of Hong Kong; 2016. [cited 2019 Jun 25]. Available from: Ng, K. [吳家豪]. (2016). Problem solving in primary mathematics. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812703. ; http://dx.doi.org/10.5353/th_b5812703 ; http://hdl.handle.net/10722/237453.

Council of Science Editors:

Ng K. Problem solving in primary mathematics. [Masters Thesis]. University of Hong Kong; 2016. Available from: Ng, K. [吳家豪]. (2016). Problem solving in primary mathematics. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812703. ; http://dx.doi.org/10.5353/th_b5812703 ; http://hdl.handle.net/10722/237453


University of Johannesburg

6. Manyatshe, Salome Makgoshi. Media usage in the teaching of mathematics.

Degree: 2014, University of Johannesburg

M.Ed. (Media Studies)

The subject mathematics is for one reason or another regarded as a necessary prerequisite for various job directions by many countries (Del;we,… (more)

Subjects/Keywords: Mathematics - Computer-assisted instruction; Educational technology - Study and teaching - South Africa; Mathematics - Study and teaching (Primary) - Souh Africa - Soweto - Evaluation; Audio-visual education - South Africa - Soweto

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APA (6th Edition):

Manyatshe, S. M. (2014). Media usage in the teaching of mathematics. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10993

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):

Manyatshe, Salome Makgoshi. “Media usage in the teaching of mathematics.” 2014. Thesis, University of Johannesburg. Accessed June 25, 2019. http://hdl.handle.net/10210/10993.

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

MLA Handbook (7th Edition):

Manyatshe, Salome Makgoshi. “Media usage in the teaching of mathematics.” 2014. Web. 25 Jun 2019.

Vancouver:

Manyatshe SM. Media usage in the teaching of mathematics. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10210/10993.

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

Council of Science Editors:

Manyatshe SM. Media usage in the teaching of mathematics. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10993

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


Montana State University

7. Harder, Jeremy Ian. The effects of digital portfolios in math and science in a fourth grade classroom.

Degree: Graduate School, 2012, Montana State University

 In this investigation digital portfolios were introduced as a means to improve student achievement in a math and science elementary classroom. By introducing digital portfolios,… (more)

Subjects/Keywords: Science Study and teaching.; Mathematics Study and teaching.; Education, Primary.

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APA (6th Edition):

Harder, J. I. (2012). The effects of digital portfolios in math and science in a fourth grade classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1429

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):

Harder, Jeremy Ian. “The effects of digital portfolios in math and science in a fourth grade classroom.” 2012. Thesis, Montana State University. Accessed June 25, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1429.

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

MLA Handbook (7th Edition):

Harder, Jeremy Ian. “The effects of digital portfolios in math and science in a fourth grade classroom.” 2012. Web. 25 Jun 2019.

Vancouver:

Harder JI. The effects of digital portfolios in math and science in a fourth grade classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Jun 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1429.

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

Council of Science Editors:

Harder JI. The effects of digital portfolios in math and science in a fourth grade classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1429

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


University of Johannesburg

8. Jansen van Rensburg, Pieter Johannes. Probleemoplossing in wiskunde in die primêre skool.

Degree: 2014, University of Johannesburg

M.Ed. (Curriculum Studies)

Problem solving is potentially one of the most valuable skills that can be acquired in the primary school. In spite of it's… (more)

Subjects/Keywords: Mathematics - Study and teaching (Primary); Problem solving - Study and teaching

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APA (6th Edition):

Jansen van Rensburg, P. J. (2014). Probleemoplossing in wiskunde in die primêre skool. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/12086

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):

Jansen van Rensburg, Pieter Johannes. “Probleemoplossing in wiskunde in die primêre skool.” 2014. Thesis, University of Johannesburg. Accessed June 25, 2019. http://hdl.handle.net/10210/12086.

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

MLA Handbook (7th Edition):

Jansen van Rensburg, Pieter Johannes. “Probleemoplossing in wiskunde in die primêre skool.” 2014. Web. 25 Jun 2019.

Vancouver:

Jansen van Rensburg PJ. Probleemoplossing in wiskunde in die primêre skool. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10210/12086.

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

Council of Science Editors:

Jansen van Rensburg PJ. Probleemoplossing in wiskunde in die primêre skool. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/12086

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


University of Zambia

9. Chidongo, Mkandawire. Teachers' questioning techniques in mathematics at grade 11 leval: The case of four selected Secondary Schools in Petauke District .

Degree: 2013, University of Zambia

 The study was conducted in Petauke district, which lies in the Eastern Province of Zambia. The study investigated teachers’ questioning practices in mathematics at Grade… (more)

Subjects/Keywords: Educational Evaluation; Mathematics-Study and Teaching

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APA (6th Edition):

Chidongo, M. (2013). Teachers' questioning techniques in mathematics at grade 11 leval: The case of four selected Secondary Schools in Petauke District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3155

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):

Chidongo, Mkandawire. “Teachers' questioning techniques in mathematics at grade 11 leval: The case of four selected Secondary Schools in Petauke District .” 2013. Thesis, University of Zambia. Accessed June 25, 2019. http://hdl.handle.net/123456789/3155.

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

MLA Handbook (7th Edition):

Chidongo, Mkandawire. “Teachers' questioning techniques in mathematics at grade 11 leval: The case of four selected Secondary Schools in Petauke District .” 2013. Web. 25 Jun 2019.

Vancouver:

Chidongo M. Teachers' questioning techniques in mathematics at grade 11 leval: The case of four selected Secondary Schools in Petauke District . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/123456789/3155.

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

Council of Science Editors:

Chidongo M. Teachers' questioning techniques in mathematics at grade 11 leval: The case of four selected Secondary Schools in Petauke District . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3155

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


Central Connecticut State University

10. Gonzalez, Michele Leane, 1983-. Self-assessment in the classroom and its effect on student achievement in mathematics.

Degree: Department of Mathematical Sciences, 2010, Central Connecticut State University

This researcher sought to develop a technique of self-assessment that was easy to implement on an everyday basis and increased student achievement in mathematics.

Thesis… (more)

Subjects/Keywords: Mathematics – Study and teaching (Secondary); Self-evaluation.

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APA (6th Edition):

Gonzalez, Michele Leane, 1. (2010). Self-assessment in the classroom and its effect on student achievement in mathematics. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2097

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):

Gonzalez, Michele Leane, 1983-. “Self-assessment in the classroom and its effect on student achievement in mathematics.” 2010. Thesis, Central Connecticut State University. Accessed June 25, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2097.

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

MLA Handbook (7th Edition):

Gonzalez, Michele Leane, 1983-. “Self-assessment in the classroom and its effect on student achievement in mathematics.” 2010. Web. 25 Jun 2019.

Vancouver:

Gonzalez, Michele Leane 1. Self-assessment in the classroom and its effect on student achievement in mathematics. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Jun 25]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2097.

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

Council of Science Editors:

Gonzalez, Michele Leane 1. Self-assessment in the classroom and its effect on student achievement in mathematics. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2097

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


University of Zambia

11. Mulenga, George. An Inquiry into what motivates student teachers in colleges of Education in Zambia to choose mathematics as their teaching subject: the case of basic and high school student teachers .

Degree: 2013, University of Zambia

 This study investigated factors inspiring and motivating student teachers' choice of mathematics as their teaching subject. The research design used was cross sectional survey of… (more)

Subjects/Keywords: Mathematics – Study and Teaching(secondary) – Zambia; Mathematics – Study and Teaching; Mathematics – Study and Teaching(Primary) – Zambia

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APA (6th Edition):

Mulenga, G. (2013). An Inquiry into what motivates student teachers in colleges of Education in Zambia to choose mathematics as their teaching subject: the case of basic and high school student teachers . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2053

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):

Mulenga, George. “An Inquiry into what motivates student teachers in colleges of Education in Zambia to choose mathematics as their teaching subject: the case of basic and high school student teachers .” 2013. Thesis, University of Zambia. Accessed June 25, 2019. http://hdl.handle.net/123456789/2053.

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

MLA Handbook (7th Edition):

Mulenga, George. “An Inquiry into what motivates student teachers in colleges of Education in Zambia to choose mathematics as their teaching subject: the case of basic and high school student teachers .” 2013. Web. 25 Jun 2019.

Vancouver:

Mulenga G. An Inquiry into what motivates student teachers in colleges of Education in Zambia to choose mathematics as their teaching subject: the case of basic and high school student teachers . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/123456789/2053.

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

Council of Science Editors:

Mulenga G. An Inquiry into what motivates student teachers in colleges of Education in Zambia to choose mathematics as their teaching subject: the case of basic and high school student teachers . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2053

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

12. Thompson, Michael. What is the academic impact mathematics journaling would have in a cooperative learning environment? .

Degree: 2018, SUNY College at Fredonia

 Educators have become increasingly concerned with the declining statistics of mathematics students in the United States; Americans continue to turn in flat results in tests… (more)

Subjects/Keywords: mathematics – study and learning – Evaluation.; Mathematics – Language.; Teaching – Methodology.; Mathematics – Study and teaching – Research.

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APA (6th Edition):

Thompson, M. (2018). What is the academic impact mathematics journaling would have in a cooperative learning environment? . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70458

Chicago Manual of Style (16th Edition):

Thompson, Michael. “What is the academic impact mathematics journaling would have in a cooperative learning environment? .” 2018. Masters Thesis, SUNY College at Fredonia. Accessed June 25, 2019. http://hdl.handle.net/1951/70458.

MLA Handbook (7th Edition):

Thompson, Michael. “What is the academic impact mathematics journaling would have in a cooperative learning environment? .” 2018. Web. 25 Jun 2019.

Vancouver:

Thompson M. What is the academic impact mathematics journaling would have in a cooperative learning environment? . [Internet] [Masters thesis]. SUNY College at Fredonia; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1951/70458.

Council of Science Editors:

Thompson M. What is the academic impact mathematics journaling would have in a cooperative learning environment? . [Masters Thesis]. SUNY College at Fredonia; 2018. Available from: http://hdl.handle.net/1951/70458


Central Connecticut State University

13. Smith, Amber R., 1981-. Using music as a mnemonic strategy to increase multiplication fluency.

Degree: Department of Mathematical Sciences, 2011, Central Connecticut State University

 Many teachers today use various strategies when teaching mathematics. The focus is often on mastering underlying concepts, like multiplication facts. These multiplication facts must be… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Primary); Music in mathematics education

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APA (6th Edition):

Smith, Amber R., 1. (2011). Using music as a mnemonic strategy to increase multiplication fluency. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1645

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):

Smith, Amber R., 1981-. “Using music as a mnemonic strategy to increase multiplication fluency.” 2011. Thesis, Central Connecticut State University. Accessed June 25, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1645.

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

MLA Handbook (7th Edition):

Smith, Amber R., 1981-. “Using music as a mnemonic strategy to increase multiplication fluency.” 2011. Web. 25 Jun 2019.

Vancouver:

Smith, Amber R. 1. Using music as a mnemonic strategy to increase multiplication fluency. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2019 Jun 25]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1645.

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

Council of Science Editors:

Smith, Amber R. 1. Using music as a mnemonic strategy to increase multiplication fluency. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1645

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


Central Connecticut State University

14. Parks, Elizabeth Kate, 1980-. Improving student response to open ended questions through the use of collaborative groups.

Degree: Department of Mathematical Sciences, 2011, Central Connecticut State University

 This research focuses on the role of instruction in improving student responses to open ended questions in elementary mathematics. The participants in the study were… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Primary); Word problems (Mathematics)

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APA (6th Edition):

Parks, Elizabeth Kate, 1. (2011). Improving student response to open ended questions through the use of collaborative groups. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1687

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):

Parks, Elizabeth Kate, 1980-. “Improving student response to open ended questions through the use of collaborative groups.” 2011. Thesis, Central Connecticut State University. Accessed June 25, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1687.

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

MLA Handbook (7th Edition):

Parks, Elizabeth Kate, 1980-. “Improving student response to open ended questions through the use of collaborative groups.” 2011. Web. 25 Jun 2019.

Vancouver:

Parks, Elizabeth Kate 1. Improving student response to open ended questions through the use of collaborative groups. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2019 Jun 25]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1687.

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

Council of Science Editors:

Parks, Elizabeth Kate 1. Improving student response to open ended questions through the use of collaborative groups. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1687

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

15. Tambara, Cosmas Toga. Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills.

Degree: PhD, Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Primary); Education, Primary; Primary school teachers; Problem-based learning; UCTD

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APA (6th Edition):

Tambara, C. T. (2015). Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96772

Chicago Manual of Style (16th Edition):

Tambara, Cosmas Toga. “Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed June 25, 2019. http://hdl.handle.net/10019.1/96772.

MLA Handbook (7th Edition):

Tambara, Cosmas Toga. “Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills.” 2015. Web. 25 Jun 2019.

Vancouver:

Tambara CT. Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10019.1/96772.

Council of Science Editors:

Tambara CT. Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills. [Doctoral Dissertation]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96772


Kansas State University

16. Olson, Kay B. Validation of an interdisciplinary mathematics-reading conceptual model through an analysis of interdisciplinary research in mathematics and reading.

Degree: 1983, Kansas State University

Subjects/Keywords: Interdisciplinary approach in education – Evaluation; Mathematics – Study and teaching (Primary); Reading (Primary)

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APA (6th Edition):

Olson, K. B. (1983). Validation of an interdisciplinary mathematics-reading conceptual model through an analysis of interdisciplinary research in mathematics and reading. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/12998

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):

Olson, Kay B. “Validation of an interdisciplinary mathematics-reading conceptual model through an analysis of interdisciplinary research in mathematics and reading.” 1983. Thesis, Kansas State University. Accessed June 25, 2019. http://hdl.handle.net/2097/12998.

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

MLA Handbook (7th Edition):

Olson, Kay B. “Validation of an interdisciplinary mathematics-reading conceptual model through an analysis of interdisciplinary research in mathematics and reading.” 1983. Web. 25 Jun 2019.

Vancouver:

Olson KB. Validation of an interdisciplinary mathematics-reading conceptual model through an analysis of interdisciplinary research in mathematics and reading. [Internet] [Thesis]. Kansas State University; 1983. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2097/12998.

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

Council of Science Editors:

Olson KB. Validation of an interdisciplinary mathematics-reading conceptual model through an analysis of interdisciplinary research in mathematics and reading. [Thesis]. Kansas State University; 1983. Available from: http://hdl.handle.net/2097/12998

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


University of Hong Kong

17. Lau, Ching-heung. A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne.

Degree: PhD, 2014, University of Hong Kong

This study compares formative assessment practices in primary mathematics classrooms in Guangzhou, Hong Kong and Melbourne. Nine schools (three in each research location) were studied… (more)

Subjects/Keywords: Mathematics - Study and teaching (Primary) - China - Guangzhou; Mathematics - Study and teaching (Primary) - China - Hong Kong; Mathematics - Study and teaching (Primary) - Australia - Melbourne (Vic.)

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

APA (6th Edition):

Lau, C. (2014). A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lau, C. [劉清香]. (2014). A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5194730 ; http://dx.doi.org/10.5353/th_b5194730 ; http://hdl.handle.net/10722/208791

Chicago Manual of Style (16th Edition):

Lau, Ching-heung. “A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne.” 2014. Doctoral Dissertation, University of Hong Kong. Accessed June 25, 2019. Lau, C. [劉清香]. (2014). A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5194730 ; http://dx.doi.org/10.5353/th_b5194730 ; http://hdl.handle.net/10722/208791.

MLA Handbook (7th Edition):

Lau, Ching-heung. “A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne.” 2014. Web. 25 Jun 2019.

Vancouver:

Lau C. A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne. [Internet] [Doctoral dissertation]. University of Hong Kong; 2014. [cited 2019 Jun 25]. Available from: Lau, C. [劉清香]. (2014). A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5194730 ; http://dx.doi.org/10.5353/th_b5194730 ; http://hdl.handle.net/10722/208791.

Council of Science Editors:

Lau C. A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne. [Doctoral Dissertation]. University of Hong Kong; 2014. Available from: Lau, C. [劉清香]. (2014). A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5194730 ; http://dx.doi.org/10.5353/th_b5194730 ; http://hdl.handle.net/10722/208791


University of Johannesburg

18. Grobler, Pieter Gysbert Lourens. Leierontwikkeling in die primêre skool.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Psychology)

Leadership in the primary as well as in the secondary schools has for too long been misinterpreted, misunderstood and therefore misused and… (more)

Subjects/Keywords: Leadership - Study and teaching (Primary) - South Africa; Leadership - Study and teaching - South Africa - Transvaal - Evaluation

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APA (6th Edition):

Grobler, P. G. L. (2014). Leierontwikkeling in die primêre skool. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9369

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):

Grobler, Pieter Gysbert Lourens. “Leierontwikkeling in die primêre skool.” 2014. Thesis, University of Johannesburg. Accessed June 25, 2019. http://hdl.handle.net/10210/9369.

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

MLA Handbook (7th Edition):

Grobler, Pieter Gysbert Lourens. “Leierontwikkeling in die primêre skool.” 2014. Web. 25 Jun 2019.

Vancouver:

Grobler PGL. Leierontwikkeling in die primêre skool. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10210/9369.

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

Council of Science Editors:

Grobler PGL. Leierontwikkeling in die primêre skool. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9369

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


University of Zambia

19. Silomba, Harry Jordan. Causal attributions of failure in mathematics examinations by pupils in selected junior secondary schools in Nakonde district,Zambia .

Degree: 2015, University of Zambia

 This study sought to investigate the causal attributions to failure in public grade nine mathematics examinations in Nakonde district. A mixed method research design utilizing… (more)

Subjects/Keywords: Mathematics – Study and teaching (Middle school); Curriculum planning.; Curriculum evaluation.; Mathematics – Study and teaching (Secondary)

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APA (6th Edition):

Silomba, H. J. (2015). Causal attributions of failure in mathematics examinations by pupils in selected junior secondary schools in Nakonde district,Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4262

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):

Silomba, Harry Jordan. “Causal attributions of failure in mathematics examinations by pupils in selected junior secondary schools in Nakonde district,Zambia .” 2015. Thesis, University of Zambia. Accessed June 25, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4262.

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

MLA Handbook (7th Edition):

Silomba, Harry Jordan. “Causal attributions of failure in mathematics examinations by pupils in selected junior secondary schools in Nakonde district,Zambia .” 2015. Web. 25 Jun 2019.

Vancouver:

Silomba HJ. Causal attributions of failure in mathematics examinations by pupils in selected junior secondary schools in Nakonde district,Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Jun 25]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4262.

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

Council of Science Editors:

Silomba HJ. Causal attributions of failure in mathematics examinations by pupils in selected junior secondary schools in Nakonde district,Zambia . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4262

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


Montana State University

20. Cook, Jordan Lacy. Making connections : teaching and using concept maps in a fourth grade mathematics class.

Degree: Graduate School, 2012, Montana State University

Mathematics requires a vast foundational knowledge in order for students to be successful as they advance through the years. Often times, it is common for… (more)

Subjects/Keywords: Science Study and teaching.; Mathematics Study and teaching.; Concept mapping.; Metacognition.; Education, Primary.

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APA (6th Edition):

Cook, J. L. (2012). Making connections : teaching and using concept maps in a fourth grade mathematics class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1101

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):

Cook, Jordan Lacy. “Making connections : teaching and using concept maps in a fourth grade mathematics class.” 2012. Thesis, Montana State University. Accessed June 25, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1101.

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

MLA Handbook (7th Edition):

Cook, Jordan Lacy. “Making connections : teaching and using concept maps in a fourth grade mathematics class.” 2012. Web. 25 Jun 2019.

Vancouver:

Cook JL. Making connections : teaching and using concept maps in a fourth grade mathematics class. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Jun 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1101.

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

Council of Science Editors:

Cook JL. Making connections : teaching and using concept maps in a fourth grade mathematics class. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1101

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


Montana State University

21. Malee-Ligas, Sibley Ann. Effects of using formative assessments to increase achievement in second grade science.

Degree: Graduate School, 2012, Montana State University

 In this investigation formative assessments were implemented with the purposes of improving student conceptual understanding in science and instructional practices to inform teaching decisions and… (more)

Subjects/Keywords: Science Study and teaching.; Educational evaluation.; Academic achievement.; Education, Primary.

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APA (6th Edition):

Malee-Ligas, S. A. (2012). Effects of using formative assessments to increase achievement in second grade science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1781

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):

Malee-Ligas, Sibley Ann. “Effects of using formative assessments to increase achievement in second grade science.” 2012. Thesis, Montana State University. Accessed June 25, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1781.

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

MLA Handbook (7th Edition):

Malee-Ligas, Sibley Ann. “Effects of using formative assessments to increase achievement in second grade science.” 2012. Web. 25 Jun 2019.

Vancouver:

Malee-Ligas SA. Effects of using formative assessments to increase achievement in second grade science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Jun 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1781.

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

Council of Science Editors:

Malee-Ligas SA. Effects of using formative assessments to increase achievement in second grade science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1781

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


University of Johannesburg

22. Rampa, Seake Harry. Teaching of mathematics in Soshanguve schools : a situation analysis.

Degree: 2014, University of Johannesburg

M.Ed. (Subject Didactics)

Research shows that "the aims of secondary school's teaching of mathematics are often not realized with many pupils leaving the school with… (more)

Subjects/Keywords: Mathematics - Study and teaching - South Africa - Soshanguve; Mathematics - Study and teaching - Evaluation; Mathematics teachers - Training of - South Africa; Blacks - Education - Evaluation

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

APA (6th Edition):

Rampa, S. H. (2014). Teaching of mathematics in Soshanguve schools : a situation analysis. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11688

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):

Rampa, Seake Harry. “Teaching of mathematics in Soshanguve schools : a situation analysis.” 2014. Thesis, University of Johannesburg. Accessed June 25, 2019. http://hdl.handle.net/10210/11688.

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

MLA Handbook (7th Edition):

Rampa, Seake Harry. “Teaching of mathematics in Soshanguve schools : a situation analysis.” 2014. Web. 25 Jun 2019.

Vancouver:

Rampa SH. Teaching of mathematics in Soshanguve schools : a situation analysis. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10210/11688.

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

Council of Science Editors:

Rampa SH. Teaching of mathematics in Soshanguve schools : a situation analysis. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11688

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


Edith Cowan University

23. Mildenhall, Paula. Enhancing the teaching and learning of computational estimation in year 6.

Degree: 2011, Edith Cowan University

 There have been repeated calls for computational estimation to have a more prominent position in mathematics teaching and learning but there is still little evidence… (more)

Subjects/Keywords: Study and teaching (Primary); Mathematics; Mathematics teachers; Estimation theory; Curriculum and Instruction; Mathematics

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

APA (6th Edition):

Mildenhall, P. (2011). Enhancing the teaching and learning of computational estimation in year 6. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/387

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):

Mildenhall, Paula. “Enhancing the teaching and learning of computational estimation in year 6.” 2011. Thesis, Edith Cowan University. Accessed June 25, 2019. http://ro.ecu.edu.au/theses/387.

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

MLA Handbook (7th Edition):

Mildenhall, Paula. “Enhancing the teaching and learning of computational estimation in year 6.” 2011. Web. 25 Jun 2019.

Vancouver:

Mildenhall P. Enhancing the teaching and learning of computational estimation in year 6. [Internet] [Thesis]. Edith Cowan University; 2011. [cited 2019 Jun 25]. Available from: http://ro.ecu.edu.au/theses/387.

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

Council of Science Editors:

Mildenhall P. Enhancing the teaching and learning of computational estimation in year 6. [Thesis]. Edith Cowan University; 2011. Available from: http://ro.ecu.edu.au/theses/387

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


University of Johannesburg

24. Roos, Jannette Elsie. Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys.

Degree: 2012, University of Johannesburg

M.Ed.

This study investigates junior primary teachers' conception of problem-centred Mathematics teaching with the view to describe and also explain their conception. The rationale for… (more)

Subjects/Keywords: Mathematics teachers - South Africa.; Mathematics - Problems, exercises, etc.; Mathematics - Study and teaching (Primary) - South Africa.

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APA (6th Edition):

Roos, J. E. (2012). Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7356

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):

Roos, Jannette Elsie. “Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys.” 2012. Thesis, University of Johannesburg. Accessed June 25, 2019. http://hdl.handle.net/10210/7356.

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

MLA Handbook (7th Edition):

Roos, Jannette Elsie. “Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys.” 2012. Web. 25 Jun 2019.

Vancouver:

Roos JE. Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10210/7356.

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

Council of Science Editors:

Roos JE. Junior-primêre onderwysers se konsepsie van probleemgesentreerde wiskunde-onderwys. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7356

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


University of Johannesburg

25. Van der Watt, Runa. Evaluering en assessering in wiskunde-onderrig.

Degree: 2012, University of Johannesburg

D.Ed.

During the past few years the teaching of mathematics has been characterized by a move away from the traditional teaching methods. With a view… (more)

Subjects/Keywords: Mathematics - Study and teaching; Teaching - Evaluation; Educational tests and measurements

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APA (6th Edition):

Van der Watt, R. (2012). Evaluering en assessering in wiskunde-onderrig. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7600

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 Watt, Runa. “Evaluering en assessering in wiskunde-onderrig.” 2012. Thesis, University of Johannesburg. Accessed June 25, 2019. http://hdl.handle.net/10210/7600.

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 Watt, Runa. “Evaluering en assessering in wiskunde-onderrig.” 2012. Web. 25 Jun 2019.

Vancouver:

Van der Watt R. Evaluering en assessering in wiskunde-onderrig. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10210/7600.

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 Watt R. Evaluering en assessering in wiskunde-onderrig. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7600

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


University of KwaZulu-Natal

26. Memela, Thomas Thabani. An investigation of assessment practices in Grade 4 Mathematics.

Degree: M. Ed., Education, 2011, University of KwaZulu-Natal

 The purpose of this study was to investigate the assessment practices in Grade 4 Mathematics classrooms. The study sought to determine whether teachers understood what… (more)

Subjects/Keywords: Education.; Mathematics – Study and teaching (Primary); Educational tests and measurements.

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APA (6th Edition):

Memela, T. T. (2011). An investigation of assessment practices in Grade 4 Mathematics. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/5750

Chicago Manual of Style (16th Edition):

Memela, Thomas Thabani. “An investigation of assessment practices in Grade 4 Mathematics.” 2011. Masters Thesis, University of KwaZulu-Natal. Accessed June 25, 2019. http://hdl.handle.net/10413/5750.

MLA Handbook (7th Edition):

Memela, Thomas Thabani. “An investigation of assessment practices in Grade 4 Mathematics.” 2011. Web. 25 Jun 2019.

Vancouver:

Memela TT. An investigation of assessment practices in Grade 4 Mathematics. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2011. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10413/5750.

Council of Science Editors:

Memela TT. An investigation of assessment practices in Grade 4 Mathematics. [Masters Thesis]. University of KwaZulu-Natal; 2011. Available from: http://hdl.handle.net/10413/5750


University of KwaZulu-Natal

27. [No author]. The effects of using visual literacy and visualization in the teaching and learning of mathematics problem solving on grade 6 and grade 7.

Degree: Education, 2009, University of KwaZulu-Natal

 In this study I examine the effects of visualization in the teaching of problem solving in grades 6 and 7 in a school south of… (more)

Subjects/Keywords: Education.; Mathematics – Study and teaching (Primary) – KwaZulu-Natal.; Visual literacy.

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APA (6th Edition):

author], [. (2009). The effects of using visual literacy and visualization in the teaching and learning of mathematics problem solving on grade 6 and grade 7. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3615

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):

author], [No. “The effects of using visual literacy and visualization in the teaching and learning of mathematics problem solving on grade 6 and grade 7. ” 2009. Thesis, University of KwaZulu-Natal. Accessed June 25, 2019. http://hdl.handle.net/10413/3615.

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

MLA Handbook (7th Edition):

author], [No. “The effects of using visual literacy and visualization in the teaching and learning of mathematics problem solving on grade 6 and grade 7. ” 2009. Web. 25 Jun 2019.

Vancouver:

author] [. The effects of using visual literacy and visualization in the teaching and learning of mathematics problem solving on grade 6 and grade 7. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10413/3615.

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

Council of Science Editors:

author] [. The effects of using visual literacy and visualization in the teaching and learning of mathematics problem solving on grade 6 and grade 7. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/3615

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

28. McKernan, Margaret McCabe. The Effects of "Mathematics Their Way" and Chicago Math Project on Mathematical Applications and Story Problem Strategies of Second Graders .

Degree: 1992, Drake U

 The problem. The purpose of this study was to address two d1fferent manipulative approaches in the second grade mathematics curriculum by comparing them to a… (more)

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

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

APA (6th Edition):

McKernan, M. M. (1992). The Effects of "Mathematics Their Way" and Chicago Math Project on Mathematical Applications and Story Problem Strategies of Second Graders . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/677

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):

McKernan, Margaret McCabe. “The Effects of "Mathematics Their Way" and Chicago Math Project on Mathematical Applications and Story Problem Strategies of Second Graders .” 1992. Thesis, Drake U. Accessed June 25, 2019. http://hdl.handle.net/2092/677.

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

MLA Handbook (7th Edition):

McKernan, Margaret McCabe. “The Effects of "Mathematics Their Way" and Chicago Math Project on Mathematical Applications and Story Problem Strategies of Second Graders .” 1992. Web. 25 Jun 2019.

Vancouver:

McKernan MM. The Effects of "Mathematics Their Way" and Chicago Math Project on Mathematical Applications and Story Problem Strategies of Second Graders . [Internet] [Thesis]. Drake U; 1992. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2092/677.

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

Council of Science Editors:

McKernan MM. The Effects of "Mathematics Their Way" and Chicago Math Project on Mathematical Applications and Story Problem Strategies of Second Graders . [Thesis]. Drake U; 1992. Available from: http://hdl.handle.net/2092/677

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


University of Hong Kong

29. 白綺嫻; Park, Yee-han. Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school.

Degree: EdD, 2016, University of Hong Kong

 The aim of this study is to explore how lesson study may act as a form of professional development in helping primary mathematics teachers to… (more)

Subjects/Keywords: Group work in education; Mathematics - Study and teaching (Primary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

白綺嫻; Park, Y. (2016). Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/239918

Chicago Manual of Style (16th Edition):

白綺嫻; Park, Yee-han. “Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school.” 2016. Doctoral Dissertation, University of Hong Kong. Accessed June 25, 2019. http://hdl.handle.net/10722/239918.

MLA Handbook (7th Edition):

白綺嫻; Park, Yee-han. “Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school.” 2016. Web. 25 Jun 2019.

Vancouver:

白綺嫻; Park Y. Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school. [Internet] [Doctoral dissertation]. University of Hong Kong; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10722/239918.

Council of Science Editors:

白綺嫻; Park Y. Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school. [Doctoral Dissertation]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/239918


University of Hong Kong

30. 楊思敏; Yeung, Sze-man. Students' understanding of inverse relation between addition and subtraction at primary levels.

Degree: MEd, 2011, University of Hong Kong

This article presents the findings of a research which concerned with primary level students’ understanding of arithmetic principles. The objectives of this research were to… (more)

Subjects/Keywords: Mathematics - Study and teaching (Primary) - China - Hong Kong.

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

APA (6th Edition):

楊思敏; Yeung, S. (2011). Students' understanding of inverse relation between addition and subtraction at primary levels. (Masters Thesis). University of Hong Kong. Retrieved from Yeung, S. [楊思敏]. (2011). Students' understanding of inverse relation between addition and subtraction at primary levels. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836939 ; http://dx.doi.org/10.5353/th_b4836939 ; http://hdl.handle.net/10722/177275

Chicago Manual of Style (16th Edition):

楊思敏; Yeung, Sze-man. “Students' understanding of inverse relation between addition and subtraction at primary levels.” 2011. Masters Thesis, University of Hong Kong. Accessed June 25, 2019. Yeung, S. [楊思敏]. (2011). Students' understanding of inverse relation between addition and subtraction at primary levels. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836939 ; http://dx.doi.org/10.5353/th_b4836939 ; http://hdl.handle.net/10722/177275.

MLA Handbook (7th Edition):

楊思敏; Yeung, Sze-man. “Students' understanding of inverse relation between addition and subtraction at primary levels.” 2011. Web. 25 Jun 2019.

Vancouver:

楊思敏; Yeung S. Students' understanding of inverse relation between addition and subtraction at primary levels. [Internet] [Masters thesis]. University of Hong Kong; 2011. [cited 2019 Jun 25]. Available from: Yeung, S. [楊思敏]. (2011). Students' understanding of inverse relation between addition and subtraction at primary levels. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836939 ; http://dx.doi.org/10.5353/th_b4836939 ; http://hdl.handle.net/10722/177275.

Council of Science Editors:

楊思敏; Yeung S. Students' understanding of inverse relation between addition and subtraction at primary levels. [Masters Thesis]. University of Hong Kong; 2011. Available from: Yeung, S. [楊思敏]. (2011). Students' understanding of inverse relation between addition and subtraction at primary levels. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836939 ; http://dx.doi.org/10.5353/th_b4836939 ; http://hdl.handle.net/10722/177275

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