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You searched for subject:(Mathematics Study AND teaching Higher ). Showing records 1 – 30 of 17813 total matches.

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Central Connecticut State University

1. Kuethman, Jessica A. Tracking student progress in mathematics from high school to college : an empirical study at a four year university.

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

 The prediction of college mathematics grades has been widely researched. Results from other studies have shown that the prediction of college mathematics grades can vary… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary); Mathematics  – Study and teaching (Higher)

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APA (6th Edition):

Kuethman, J. A. (2009). Tracking student progress in mathematics from high school to college : an empirical study at a four year university. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1221

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):

Kuethman, Jessica A. “Tracking student progress in mathematics from high school to college : an empirical study at a four year university.” 2009. Thesis, Central Connecticut State University. Accessed November 17, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1221.

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

MLA Handbook (7th Edition):

Kuethman, Jessica A. “Tracking student progress in mathematics from high school to college : an empirical study at a four year university.” 2009. Web. 17 Nov 2019.

Vancouver:

Kuethman JA. Tracking student progress in mathematics from high school to college : an empirical study at a four year university. [Internet] [Thesis]. Central Connecticut State University; 2009. [cited 2019 Nov 17]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1221.

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

Council of Science Editors:

Kuethman JA. Tracking student progress in mathematics from high school to college : an empirical study at a four year university. [Thesis]. Central Connecticut State University; 2009. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1221

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


University of Namibia

2. Chirimbana, Moses. The effect of setting academic and behavioural goals on the mathematics performance of the University of Namibia Science Foundation programme.

Degree: 2013, University of Namibia

 Since independence, mathematics performance across all levels in Namibia remains a national problem among the parents, teachers, The Ministry of Education, regional, circuit education officers… (more)

Subjects/Keywords: Behavioural goals ; Mathematics, Study and teaching (Higher)

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APA (6th Edition):

Chirimbana, M. (2013). The effect of setting academic and behavioural goals on the mathematics performance of the University of Namibia Science Foundation programme. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/867

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):

Chirimbana, Moses. “The effect of setting academic and behavioural goals on the mathematics performance of the University of Namibia Science Foundation programme. ” 2013. Thesis, University of Namibia. Accessed November 17, 2019. http://hdl.handle.net/11070/867.

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

MLA Handbook (7th Edition):

Chirimbana, Moses. “The effect of setting academic and behavioural goals on the mathematics performance of the University of Namibia Science Foundation programme. ” 2013. Web. 17 Nov 2019.

Vancouver:

Chirimbana M. The effect of setting academic and behavioural goals on the mathematics performance of the University of Namibia Science Foundation programme. [Internet] [Thesis]. University of Namibia; 2013. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/11070/867.

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

Council of Science Editors:

Chirimbana M. The effect of setting academic and behavioural goals on the mathematics performance of the University of Namibia Science Foundation programme. [Thesis]. University of Namibia; 2013. Available from: http://hdl.handle.net/11070/867

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


Oregon State University

3. Melendy, Robert F. Collegiate student's epistemologies and conceptual understanding of the role of models in precalculus mathematics : a focus on the exponential and logarithmic functions.

Degree: PhD, Mathematics Education, 2008, Oregon State University

 Collegiate student's conceptual distinctions of what define a mathematical and a physical model seems to be affected by the epistemological beliefs they hold about this… (more)

Subjects/Keywords: Epistemological Beliefs; Mathematics  – Study and teaching (Higher)

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APA (6th Edition):

Melendy, R. F. (2008). Collegiate student's epistemologies and conceptual understanding of the role of models in precalculus mathematics : a focus on the exponential and logarithmic functions. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/8656

Chicago Manual of Style (16th Edition):

Melendy, Robert F. “Collegiate student's epistemologies and conceptual understanding of the role of models in precalculus mathematics : a focus on the exponential and logarithmic functions.” 2008. Doctoral Dissertation, Oregon State University. Accessed November 17, 2019. http://hdl.handle.net/1957/8656.

MLA Handbook (7th Edition):

Melendy, Robert F. “Collegiate student's epistemologies and conceptual understanding of the role of models in precalculus mathematics : a focus on the exponential and logarithmic functions.” 2008. Web. 17 Nov 2019.

Vancouver:

Melendy RF. Collegiate student's epistemologies and conceptual understanding of the role of models in precalculus mathematics : a focus on the exponential and logarithmic functions. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1957/8656.

Council of Science Editors:

Melendy RF. Collegiate student's epistemologies and conceptual understanding of the role of models in precalculus mathematics : a focus on the exponential and logarithmic functions. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/8656

4. Gibbons, Claire J. Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols.

Degree: MS, Mathematics, 2016, Oregon State University

 College Algebra is a prerequisite for calculus and is thus an important stepping stone in the careers of STEM-intending undergraduates. However, College Algebra has low… (more)

Subjects/Keywords: Undergraduate Mathematics; Algebra  – Study and teaching (Higher)

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APA (6th Edition):

Gibbons, C. J. (2016). Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/60045

Chicago Manual of Style (16th Edition):

Gibbons, Claire J. “Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols.” 2016. Masters Thesis, Oregon State University. Accessed November 17, 2019. http://hdl.handle.net/1957/60045.

MLA Handbook (7th Edition):

Gibbons, Claire J. “Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols.” 2016. Web. 17 Nov 2019.

Vancouver:

Gibbons CJ. Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols. [Internet] [Masters thesis]. Oregon State University; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1957/60045.

Council of Science Editors:

Gibbons CJ. Variations of Mathematics in College Algebra Instruction : An Investigation Through the Lenses of Three Observation Protocols. [Masters Thesis]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/60045


University of Johannesburg

5. Giannakopoulos, Apostolos. How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys.

Degree: 2012, University of Johannesburg

D.Phil. (Mathematics Education)

In tertiary education, a statement like ‘Low graduation rates prevail around the world’ is common knowledge since the 1940s, and therefore one… (more)

Subjects/Keywords: Critical thinking; Mathematics - Study and teaching (Higher)

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APA (6th Edition):

Giannakopoulos, A. (2012). How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/13180

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):

Giannakopoulos, Apostolos. “How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys.” 2012. Thesis, University of Johannesburg. Accessed November 17, 2019. http://hdl.handle.net/10210/13180.

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

MLA Handbook (7th Edition):

Giannakopoulos, Apostolos. “How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys.” 2012. Web. 17 Nov 2019.

Vancouver:

Giannakopoulos A. How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10210/13180.

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

Council of Science Editors:

Giannakopoulos A. How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/13180

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


University of Oklahoma

6. Marsh, Sarah Leanne. An Exploration of the Transition to Graduate School in Mathematics.

Degree: PhD, 2011, University of Oklahoma

 Based on these data, although some themes seem to be universal to the transition to graduate school in mathematics (such as the importance of community),… (more)

Subjects/Keywords: Graduate students; Mathematics – Study and teaching (Higher)

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APA (6th Edition):

Marsh, S. L. (2011). An Exploration of the Transition to Graduate School in Mathematics. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319184

Chicago Manual of Style (16th Edition):

Marsh, Sarah Leanne. “An Exploration of the Transition to Graduate School in Mathematics.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed November 17, 2019. http://hdl.handle.net/11244/319184.

MLA Handbook (7th Edition):

Marsh, Sarah Leanne. “An Exploration of the Transition to Graduate School in Mathematics.” 2011. Web. 17 Nov 2019.

Vancouver:

Marsh SL. An Exploration of the Transition to Graduate School in Mathematics. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/11244/319184.

Council of Science Editors:

Marsh SL. An Exploration of the Transition to Graduate School in Mathematics. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/319184


Stellenbosch University

7. Hatutale, Sylvia. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.

Degree: MEd, Curriculum Studies, 2018, Stellenbosch University

 ENGLISH ABSTRACT : The main purpose and aim of the study was to assess the main determinants of performance in the teaching of Basic Mathematics(more)

Subjects/Keywords: Higher education  – Curricula  – Namibia; UCTD; Mathematics  – Study and teaching (Higher)  – Namibia; Education  – Study and teaching (Higher)  – Namibia; Mathematics  – Teaching method

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

APA (6th Edition):

Hatutale, S. (2018). A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/103511

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):

Hatutale, Sylvia. “A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.” 2018. Thesis, Stellenbosch University. Accessed November 17, 2019. http://hdl.handle.net/10019.1/103511.

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

MLA Handbook (7th Edition):

Hatutale, Sylvia. “A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.” 2018. Web. 17 Nov 2019.

Vancouver:

Hatutale S. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10019.1/103511.

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

Council of Science Editors:

Hatutale S. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/103511

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


Cape Peninsula University of Technology

8. Rohlwink, Monika. Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology .

Degree: 2015, Cape Peninsula University of Technology

 Mathematical literacy among the citizenry of a nation is considered indispensable to the economic welfare and global competitiveness of that nation (World Economic Forum, 2013a).… (more)

Subjects/Keywords: Math anxiety; Mathematics  – Study and teaching (Higher)  – Psychological aspects; Mathematical ability  – Study and teaching (Higher)

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APA (6th Edition):

Rohlwink, M. (2015). Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2270

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):

Rohlwink, Monika. “Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology .” 2015. Thesis, Cape Peninsula University of Technology. Accessed November 17, 2019. http://etd.cput.ac.za/handle/20.500.11838/2270.

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

MLA Handbook (7th Edition):

Rohlwink, Monika. “Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology .” 2015. Web. 17 Nov 2019.

Vancouver:

Rohlwink M. Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology . [Internet] [Thesis]. Cape Peninsula University of Technology; 2015. [cited 2019 Nov 17]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2270.

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

Council of Science Editors:

Rohlwink M. Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology . [Thesis]. Cape Peninsula University of Technology; 2015. Available from: http://etd.cput.ac.za/handle/20.500.11838/2270

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


Portland State University

9. Yannotta, Mark Alan. Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course.

Degree: PhD, Mathematics and Statistics, 2016, Portland State University

  This dissertation consists of three related papers. The first paper, Rethinking mathematics bridge courses – An inquiry model for community colleges, introduces the activities of… (more)

Subjects/Keywords: Abstract algebra  – Study and teaching (Higher); Mathematics  – Study and teaching (Higher); Community college students; Higher Education; Science and Mathematics Education

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APA (6th Edition):

Yannotta, M. A. (2016). Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/3105

Chicago Manual of Style (16th Edition):

Yannotta, Mark Alan. “Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course.” 2016. Doctoral Dissertation, Portland State University. Accessed November 17, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/3105.

MLA Handbook (7th Edition):

Yannotta, Mark Alan. “Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course.” 2016. Web. 17 Nov 2019.

Vancouver:

Yannotta MA. Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course. [Internet] [Doctoral dissertation]. Portland State University; 2016. [cited 2019 Nov 17]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3105.

Council of Science Editors:

Yannotta MA. Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course. [Doctoral Dissertation]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3105


Georgia Tech

10. Zender, Fabian. An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce.

Degree: MS, Aerospace Engineering, 2014, Georgia Tech

 The United States are facing a critical workforce challenge, even though current unemployment is around 6.7%, employers find it difficult to find applicants that can… (more)

Subjects/Keywords: Engineering education; Skills gap; IPPD; Population aging; Labor supply; Science Study and teaching (Higher); Engineering Study and teaching (Higher); Technology Study and teaching (Higher); Mathematics Study and teaching (Higher)

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APA (6th Edition):

Zender, F. (2014). An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/51822

Chicago Manual of Style (16th Edition):

Zender, Fabian. “An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce.” 2014. Masters Thesis, Georgia Tech. Accessed November 17, 2019. http://hdl.handle.net/1853/51822.

MLA Handbook (7th Edition):

Zender, Fabian. “An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce.” 2014. Web. 17 Nov 2019.

Vancouver:

Zender F. An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce. [Internet] [Masters thesis]. Georgia Tech; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1853/51822.

Council of Science Editors:

Zender F. An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce. [Masters Thesis]. Georgia Tech; 2014. Available from: http://hdl.handle.net/1853/51822


Nelson Mandela Metropolitan University

11. Walton, Marguerite. Mathematical requirements for first-year BCOM students at NMMU.

Degree: Faculty of Science, 2009, Nelson Mandela Metropolitan University

 These studies have focused on identifying the mathematical requirements of first-year BCom students at Nelson Mandela Metropolitan University. The research methodology used in this quantitative… (more)

Subjects/Keywords: Business mathematics  – South Africa; Mathematics  – Study and teaching (Higher)  – South Africa

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APA (6th Edition):

Walton, M. (2009). Mathematical requirements for first-year BCOM students at NMMU. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/886

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):

Walton, Marguerite. “Mathematical requirements for first-year BCOM students at NMMU.” 2009. Thesis, Nelson Mandela Metropolitan University. Accessed November 17, 2019. http://hdl.handle.net/10948/886.

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

MLA Handbook (7th Edition):

Walton, Marguerite. “Mathematical requirements for first-year BCOM students at NMMU.” 2009. Web. 17 Nov 2019.

Vancouver:

Walton M. Mathematical requirements for first-year BCOM students at NMMU. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10948/886.

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

Council of Science Editors:

Walton M. Mathematical requirements for first-year BCOM students at NMMU. [Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/886

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


Columbia University

12. Kim, Soomi. A Comparative Study of Korean Abacus Users’ Perceptions and Explanations of Use: Including a Perspective on Stigler’s Mental Abacus.

Degree: 2015, Columbia University

 The purpose of this study was to determine the prevalence of using a “mental abacus” by adults whose mathematics education in Korea included extensive use… (more)

Subjects/Keywords: Mathematics – Study and teaching (Continuing education); Abacus – Study and teaching; Mathematics – Study and teaching; Education; Education, Higher

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

APA (6th Edition):

Kim, S. (2015). A Comparative Study of Korean Abacus Users’ Perceptions and Explanations of Use: Including a Perspective on Stigler’s Mental Abacus. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D84Q7TNM

Chicago Manual of Style (16th Edition):

Kim, Soomi. “A Comparative Study of Korean Abacus Users’ Perceptions and Explanations of Use: Including a Perspective on Stigler’s Mental Abacus.” 2015. Doctoral Dissertation, Columbia University. Accessed November 17, 2019. https://doi.org/10.7916/D84Q7TNM.

MLA Handbook (7th Edition):

Kim, Soomi. “A Comparative Study of Korean Abacus Users’ Perceptions and Explanations of Use: Including a Perspective on Stigler’s Mental Abacus.” 2015. Web. 17 Nov 2019.

Vancouver:

Kim S. A Comparative Study of Korean Abacus Users’ Perceptions and Explanations of Use: Including a Perspective on Stigler’s Mental Abacus. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Nov 17]. Available from: https://doi.org/10.7916/D84Q7TNM.

Council of Science Editors:

Kim S. A Comparative Study of Korean Abacus Users’ Perceptions and Explanations of Use: Including a Perspective on Stigler’s Mental Abacus. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D84Q7TNM


Columbia University

13. Seneres, Alice Windsor. Teacher-Learner Interactions in a Hybrid Setting Compared to a Traditional Mathematics Course.

Degree: 2017, Columbia University

 The in-class learning environments of a traditional and hybrid mathematics course were compared. The hybrid course had half the face-to-face meetings as the traditional course;… (more)

Subjects/Keywords: Mathematics – Study and teaching (Higher); Education, Higher – Research – Methodology; Teacher-student relationships; Blended learning; Mathematics – Study and teaching

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APA (6th Edition):

Seneres, A. W. (2017). Teacher-Learner Interactions in a Hybrid Setting Compared to a Traditional Mathematics Course. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8DJ5M9N

Chicago Manual of Style (16th Edition):

Seneres, Alice Windsor. “Teacher-Learner Interactions in a Hybrid Setting Compared to a Traditional Mathematics Course.” 2017. Doctoral Dissertation, Columbia University. Accessed November 17, 2019. https://doi.org/10.7916/D8DJ5M9N.

MLA Handbook (7th Edition):

Seneres, Alice Windsor. “Teacher-Learner Interactions in a Hybrid Setting Compared to a Traditional Mathematics Course.” 2017. Web. 17 Nov 2019.

Vancouver:

Seneres AW. Teacher-Learner Interactions in a Hybrid Setting Compared to a Traditional Mathematics Course. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2019 Nov 17]. Available from: https://doi.org/10.7916/D8DJ5M9N.

Council of Science Editors:

Seneres AW. Teacher-Learner Interactions in a Hybrid Setting Compared to a Traditional Mathematics Course. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8DJ5M9N


Columbia University

14. Venable, Kathleen Marie. Online Versus Traditional Course Achievement at a Small Liberal Arts College.

Degree: 2019, Columbia University

 The purpose of this study was to compare student achievement and satisfaction in online versus traditional introductory statistics courses. The sample studied were undergraduates at… (more)

Subjects/Keywords: Mathematics – Study and teaching; Academic achievement; Web-based instruction; Statistics – Study and teaching (Higher); Education

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APA (6th Edition):

Venable, K. M. (2019). Online Versus Traditional Course Achievement at a Small Liberal Arts College. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-abvb-8w45

Chicago Manual of Style (16th Edition):

Venable, Kathleen Marie. “Online Versus Traditional Course Achievement at a Small Liberal Arts College.” 2019. Doctoral Dissertation, Columbia University. Accessed November 17, 2019. https://doi.org/10.7916/d8-abvb-8w45.

MLA Handbook (7th Edition):

Venable, Kathleen Marie. “Online Versus Traditional Course Achievement at a Small Liberal Arts College.” 2019. Web. 17 Nov 2019.

Vancouver:

Venable KM. Online Versus Traditional Course Achievement at a Small Liberal Arts College. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2019 Nov 17]. Available from: https://doi.org/10.7916/d8-abvb-8w45.

Council of Science Editors:

Venable KM. Online Versus Traditional Course Achievement at a Small Liberal Arts College. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-abvb-8w45


Texas State University – San Marcos

15. Hanusch, Sarah Elizabeth Mall. The Use of Examples in a Transition-to-Proof Course.

Degree: PhD, Mathematics Education, 2015, Texas State University – San Marcos

 This study investigates the ways that undergraduate students use examples in their transition-to-proof course, and the influence that the instructor had on the students’ decisions… (more)

Subjects/Keywords: Transition-to-proof; Examples; Teaching; Proof writing; Proof theory – Study and teaching (Higher); Mathematics – Study and teaching (Higher)

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

APA (6th Edition):

Hanusch, S. E. M. (2015). The Use of Examples in a Transition-to-Proof Course. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5739

Chicago Manual of Style (16th Edition):

Hanusch, Sarah Elizabeth Mall. “The Use of Examples in a Transition-to-Proof Course.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed November 17, 2019. https://digital.library.txstate.edu/handle/10877/5739.

MLA Handbook (7th Edition):

Hanusch, Sarah Elizabeth Mall. “The Use of Examples in a Transition-to-Proof Course.” 2015. Web. 17 Nov 2019.

Vancouver:

Hanusch SEM. The Use of Examples in a Transition-to-Proof Course. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Nov 17]. Available from: https://digital.library.txstate.edu/handle/10877/5739.

Council of Science Editors:

Hanusch SEM. The Use of Examples in a Transition-to-Proof Course. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5739


Michigan State University

16. Edwards, Richard A. Quantitative literacy in general education science courses at a community college : student and instructor reports.

Degree: 2016, Michigan State University

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

Research indicates that significant numbers of community college students enroll in quantitative literacy (QL) courses, yet… (more)

Subjects/Keywords: Numeracy – Study and teaching (Higher) – United States – Case studies; Science – Study and teaching (Higher) – United States – Case studies; Mathematics – Study and teaching (Higher) – United States – Case studies; Mathematics education

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APA (6th Edition):

Edwards, R. A. (2016). Quantitative literacy in general education science courses at a community college : student and instructor reports. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4381

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):

Edwards, Richard A. “Quantitative literacy in general education science courses at a community college : student and instructor reports.” 2016. Thesis, Michigan State University. Accessed November 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:4381.

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

MLA Handbook (7th Edition):

Edwards, Richard A. “Quantitative literacy in general education science courses at a community college : student and instructor reports.” 2016. Web. 17 Nov 2019.

Vancouver:

Edwards RA. Quantitative literacy in general education science courses at a community college : student and instructor reports. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Nov 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4381.

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

Council of Science Editors:

Edwards RA. Quantitative literacy in general education science courses at a community college : student and instructor reports. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4381

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

17. Humbert, Michael P. Simplifying structurally comparable expressions.

Degree: 2013, SUNY College at Fredonia

 This study explores the connection between student understanding of arithmetic and algebra through the evaluation of numeric expressions and the simplification of structurally comparable algebraic… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Higher).; College students  – Education.; Algebra  – Study and teaching.; Arithmetic  – Study and teaching.

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APA (6th Edition):

Humbert, M. P. (2013). Simplifying structurally comparable expressions. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/58406

Chicago Manual of Style (16th Edition):

Humbert, Michael P. “Simplifying structurally comparable expressions. ” 2013. Masters Thesis, SUNY College at Fredonia. Accessed November 17, 2019. http://hdl.handle.net/1951/58406.

MLA Handbook (7th Edition):

Humbert, Michael P. “Simplifying structurally comparable expressions. ” 2013. Web. 17 Nov 2019.

Vancouver:

Humbert MP. Simplifying structurally comparable expressions. [Internet] [Masters thesis]. SUNY College at Fredonia; 2013. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1951/58406.

Council of Science Editors:

Humbert MP. Simplifying structurally comparable expressions. [Masters Thesis]. SUNY College at Fredonia; 2013. Available from: http://hdl.handle.net/1951/58406


Oregon State University

18. Moore, Margaret L. Effects of selected mathematical computer games on achievement and attitude toward mathematics in university entry-level algebra.

Degree: PhD, Science Education, 1980, Oregon State University

 Two mathematical computer games, POE and EQUATIONS, were used to test the effects of games as learning aids in a university entry-level intermediate algebra course.… (more)

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

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APA (6th Edition):

Moore, M. L. (1980). Effects of selected mathematical computer games on achievement and attitude toward mathematics in university entry-level algebra. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/41967

Chicago Manual of Style (16th Edition):

Moore, Margaret L. “Effects of selected mathematical computer games on achievement and attitude toward mathematics in university entry-level algebra.” 1980. Doctoral Dissertation, Oregon State University. Accessed November 17, 2019. http://hdl.handle.net/1957/41967.

MLA Handbook (7th Edition):

Moore, Margaret L. “Effects of selected mathematical computer games on achievement and attitude toward mathematics in university entry-level algebra.” 1980. Web. 17 Nov 2019.

Vancouver:

Moore ML. Effects of selected mathematical computer games on achievement and attitude toward mathematics in university entry-level algebra. [Internet] [Doctoral dissertation]. Oregon State University; 1980. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1957/41967.

Council of Science Editors:

Moore ML. Effects of selected mathematical computer games on achievement and attitude toward mathematics in university entry-level algebra. [Doctoral Dissertation]. Oregon State University; 1980. Available from: http://hdl.handle.net/1957/41967


University of Victoria

19. Dame, Lorraine Frances. Student readiness, engagement and success in entry level undergraduate mathematics courses.

Degree: Dept. of Mathematics and Statistics, 2012, University of Victoria

 The results of this thesis can be used to help identify students at risk of an unsuccessful entry level undergraduate mathematics (ELUM) outcome early in… (more)

Subjects/Keywords: Mathematics Education; study and teaching; higher education; ELUM; calculus

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APA (6th Edition):

Dame, L. F. (2012). Student readiness, engagement and success in entry level undergraduate mathematics courses. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4201

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):

Dame, Lorraine Frances. “Student readiness, engagement and success in entry level undergraduate mathematics courses.” 2012. Thesis, University of Victoria. Accessed November 17, 2019. http://hdl.handle.net/1828/4201.

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

MLA Handbook (7th Edition):

Dame, Lorraine Frances. “Student readiness, engagement and success in entry level undergraduate mathematics courses.” 2012. Web. 17 Nov 2019.

Vancouver:

Dame LF. Student readiness, engagement and success in entry level undergraduate mathematics courses. [Internet] [Thesis]. University of Victoria; 2012. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1828/4201.

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

Council of Science Editors:

Dame LF. Student readiness, engagement and success in entry level undergraduate mathematics courses. [Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/4201

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


Oregon State University

20. Howlett, John Leo. A model to identify performance standards for mathematics in a two year post high school occupational program.

Degree: PhD, Vocational Education, 1976, Oregon State University

 PURPOSE OF THE STUDY This study developed a model which identified mathematical needs in various vocational technical programs. This model provides a method which can… (more)

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

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APA (6th Edition):

Howlett, J. L. (1976). A model to identify performance standards for mathematics in a two year post high school occupational program. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/44047

Chicago Manual of Style (16th Edition):

Howlett, John Leo. “A model to identify performance standards for mathematics in a two year post high school occupational program.” 1976. Doctoral Dissertation, Oregon State University. Accessed November 17, 2019. http://hdl.handle.net/1957/44047.

MLA Handbook (7th Edition):

Howlett, John Leo. “A model to identify performance standards for mathematics in a two year post high school occupational program.” 1976. Web. 17 Nov 2019.

Vancouver:

Howlett JL. A model to identify performance standards for mathematics in a two year post high school occupational program. [Internet] [Doctoral dissertation]. Oregon State University; 1976. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1957/44047.

Council of Science Editors:

Howlett JL. A model to identify performance standards for mathematics in a two year post high school occupational program. [Doctoral Dissertation]. Oregon State University; 1976. Available from: http://hdl.handle.net/1957/44047


Columbia University

21. Huntington, Heather Lee. A Historical Analysis of the Mathematics Major Requirements at Six Colleges in the United States from 1905 to 2005.

Degree: 2015, Columbia University

 This study attempts to document and explore the history of the undergraduate mathematics major at six United States colleges during the twentieth century. The six… (more)

Subjects/Keywords: Mathematics – Study and teaching; Education; History; Education, Higher

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APA (6th Edition):

Huntington, H. L. (2015). A Historical Analysis of the Mathematics Major Requirements at Six Colleges in the United States from 1905 to 2005. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D88S4P1P

Chicago Manual of Style (16th Edition):

Huntington, Heather Lee. “A Historical Analysis of the Mathematics Major Requirements at Six Colleges in the United States from 1905 to 2005.” 2015. Doctoral Dissertation, Columbia University. Accessed November 17, 2019. https://doi.org/10.7916/D88S4P1P.

MLA Handbook (7th Edition):

Huntington, Heather Lee. “A Historical Analysis of the Mathematics Major Requirements at Six Colleges in the United States from 1905 to 2005.” 2015. Web. 17 Nov 2019.

Vancouver:

Huntington HL. A Historical Analysis of the Mathematics Major Requirements at Six Colleges in the United States from 1905 to 2005. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Nov 17]. Available from: https://doi.org/10.7916/D88S4P1P.

Council of Science Editors:

Huntington HL. A Historical Analysis of the Mathematics Major Requirements at Six Colleges in the United States from 1905 to 2005. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D88S4P1P


Columbia University

22. Van Sickle, Jenna. A History of Trigonometry Education in the United States: 1776-1900.

Degree: 2011, Columbia University

 This dissertation traces the history of the teaching of elementary trigonometry in United States colleges and universities from 1776 to 1900. This study analyzes textbooks… (more)

Subjects/Keywords: Mathematics – Study and teaching; Education, Higher; Education; History

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APA (6th Edition):

Van Sickle, J. (2011). A History of Trigonometry Education in the United States: 1776-1900. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8G166T7

Chicago Manual of Style (16th Edition):

Van Sickle, Jenna. “A History of Trigonometry Education in the United States: 1776-1900.” 2011. Doctoral Dissertation, Columbia University. Accessed November 17, 2019. https://doi.org/10.7916/D8G166T7.

MLA Handbook (7th Edition):

Van Sickle, Jenna. “A History of Trigonometry Education in the United States: 1776-1900.” 2011. Web. 17 Nov 2019.

Vancouver:

Van Sickle J. A History of Trigonometry Education in the United States: 1776-1900. [Internet] [Doctoral dissertation]. Columbia University; 2011. [cited 2019 Nov 17]. Available from: https://doi.org/10.7916/D8G166T7.

Council of Science Editors:

Van Sickle J. A History of Trigonometry Education in the United States: 1776-1900. [Doctoral Dissertation]. Columbia University; 2011. Available from: https://doi.org/10.7916/D8G166T7


University of Missouri – Columbia

23. Spain, Vickie Lynn. Instructional Strategies Used By Developmental Mathematics Instructors In Missouri Public Community Colleges To Promote Active Learning : An Analysis of the Cognitive Complexity.

Degree: 2015, University of Missouri – Columbia

 This study sought to identify the instructional strategies used by developmental mathematics instructors in Missouri's public 2-year colleges to engage students in the learning process,… (more)

Subjects/Keywords: Community college teachers; Mathematics  – Study and teaching (Higher); Community college students

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APA (6th Edition):

Spain, V. L. (2015). Instructional Strategies Used By Developmental Mathematics Instructors In Missouri Public Community Colleges To Promote Active Learning : An Analysis of the Cognitive Complexity. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/47156

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):

Spain, Vickie Lynn. “Instructional Strategies Used By Developmental Mathematics Instructors In Missouri Public Community Colleges To Promote Active Learning : An Analysis of the Cognitive Complexity.” 2015. Thesis, University of Missouri – Columbia. Accessed November 17, 2019. http://hdl.handle.net/10355/47156.

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

MLA Handbook (7th Edition):

Spain, Vickie Lynn. “Instructional Strategies Used By Developmental Mathematics Instructors In Missouri Public Community Colleges To Promote Active Learning : An Analysis of the Cognitive Complexity.” 2015. Web. 17 Nov 2019.

Vancouver:

Spain VL. Instructional Strategies Used By Developmental Mathematics Instructors In Missouri Public Community Colleges To Promote Active Learning : An Analysis of the Cognitive Complexity. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10355/47156.

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

Council of Science Editors:

Spain VL. Instructional Strategies Used By Developmental Mathematics Instructors In Missouri Public Community Colleges To Promote Active Learning : An Analysis of the Cognitive Complexity. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/47156

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


Michigan State University

24. Schwartzfisher, Rose Ann, 1936-. A case study of the effect of an innovative approach in a college general education mathematics course.

Degree: PhD, College of Education, 1973, Michigan State University

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

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APA (6th Edition):

Schwartzfisher, Rose Ann, 1. (1973). A case study of the effect of an innovative approach in a college general education mathematics course. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:27506

Chicago Manual of Style (16th Edition):

Schwartzfisher, Rose Ann, 1936-. “A case study of the effect of an innovative approach in a college general education mathematics course.” 1973. Doctoral Dissertation, Michigan State University. Accessed November 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:27506.

MLA Handbook (7th Edition):

Schwartzfisher, Rose Ann, 1936-. “A case study of the effect of an innovative approach in a college general education mathematics course.” 1973. Web. 17 Nov 2019.

Vancouver:

Schwartzfisher, Rose Ann 1. A case study of the effect of an innovative approach in a college general education mathematics course. [Internet] [Doctoral dissertation]. Michigan State University; 1973. [cited 2019 Nov 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:27506.

Council of Science Editors:

Schwartzfisher, Rose Ann 1. A case study of the effect of an innovative approach in a college general education mathematics course. [Doctoral Dissertation]. Michigan State University; 1973. Available from: http://etd.lib.msu.edu/islandora/object/etd:27506


Columbia University

25. Khan, Bibi Rabia. The Effectiveness of Supplemental Instruction and Online Homework in First-semester Calculus.

Degree: 2018, Columbia University

 The purpose of this study was to evaluate whether supplemental instruction and online homework can improve student performance and understanding in a first-semester calculus course… (more)

Subjects/Keywords: Mathematics – Study and teaching (Higher); Calculus – Study and teaching; Computer-assisted instruction; Educational tests and measurements; Education, Higher

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APA (6th Edition):

Khan, B. R. (2018). The Effectiveness of Supplemental Instruction and Online Homework in First-semester Calculus. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8CN8MW4

Chicago Manual of Style (16th Edition):

Khan, Bibi Rabia. “The Effectiveness of Supplemental Instruction and Online Homework in First-semester Calculus.” 2018. Doctoral Dissertation, Columbia University. Accessed November 17, 2019. https://doi.org/10.7916/D8CN8MW4.

MLA Handbook (7th Edition):

Khan, Bibi Rabia. “The Effectiveness of Supplemental Instruction and Online Homework in First-semester Calculus.” 2018. Web. 17 Nov 2019.

Vancouver:

Khan BR. The Effectiveness of Supplemental Instruction and Online Homework in First-semester Calculus. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Nov 17]. Available from: https://doi.org/10.7916/D8CN8MW4.

Council of Science Editors:

Khan BR. The Effectiveness of Supplemental Instruction and Online Homework in First-semester Calculus. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8CN8MW4


Florida Atlantic University

26. Pomerantz, Rina. The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.

Degree: 2016, Florida Atlantic University

Summary: Almost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in… (more)

Subjects/Keywords: Self-efficacy.; Control (Psychology); Academic achievement – Psychological aspects.; Education, Bilingual.; Science – Study and teaching (Higher); Mathematics – Study and teaching (Higher)

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APA (6th Edition):

Pomerantz, R. (2016). The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004753 ; (URL) http://purl.flvc.org/fau/fd/FA00004753

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):

Pomerantz, Rina. “The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.” 2016. Thesis, Florida Atlantic University. Accessed November 17, 2019. http://purl.flvc.org/fau/fd/FA00004753 ; (URL) http://purl.flvc.org/fau/fd/FA00004753.

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

MLA Handbook (7th Edition):

Pomerantz, Rina. “The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.” 2016. Web. 17 Nov 2019.

Vancouver:

Pomerantz R. The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math. [Internet] [Thesis]. Florida Atlantic University; 2016. [cited 2019 Nov 17]. Available from: http://purl.flvc.org/fau/fd/FA00004753 ; (URL) http://purl.flvc.org/fau/fd/FA00004753.

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

Council of Science Editors:

Pomerantz R. The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math. [Thesis]. Florida Atlantic University; 2016. Available from: http://purl.flvc.org/fau/fd/FA00004753 ; (URL) http://purl.flvc.org/fau/fd/FA00004753

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


Stellenbosch University

27. De Villiers, Lidamari. The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students.

Degree: PhD, Curriculum Studies, 2018, Stellenbosch University

ENGLISH ABSTRACT : Mathematics contributes significantly towards engineering education, denoting the prominance of possessing mathematical competence. Motivation for the study originated from observing students’ modest… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Higher)  – South Africa; Engineering technicians  – Competencies  – South Africa; Mathematics  – Study and teaching  – Research; Mathematical models; Engineering mathematics  – Curricula  – South Africa; Mathematics  – Study and teaching  – Research; UCTD

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APA (6th Edition):

De Villiers, L. (2018). The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104864

Chicago Manual of Style (16th Edition):

De Villiers, Lidamari. “The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students.” 2018. Doctoral Dissertation, Stellenbosch University. Accessed November 17, 2019. http://hdl.handle.net/10019.1/104864.

MLA Handbook (7th Edition):

De Villiers, Lidamari. “The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students.” 2018. Web. 17 Nov 2019.

Vancouver:

De Villiers L. The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students. [Internet] [Doctoral dissertation]. Stellenbosch University; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10019.1/104864.

Council of Science Editors:

De Villiers L. The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students. [Doctoral Dissertation]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104864


Portland State University

28. Sitomer, Ann. Adult Returning Students and Proportional Reasoning: Rich Experience and Emerging Mathematical Proficiency.

Degree: PhD, Mathematics and Statistics, 2014, Portland State University

  This study explores adult returning students' mathematical experience and ways of thinking prior to enrolling in a community college arithmetic review course. It further… (more)

Subjects/Keywords: Nontraditional college students  – Attitudes; Adult learning  – Attitudes; Mathematics  – Study and teaching (Higher); Higher Education

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APA (6th Edition):

Sitomer, A. (2014). Adult Returning Students and Proportional Reasoning: Rich Experience and Emerging Mathematical Proficiency. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1794

Chicago Manual of Style (16th Edition):

Sitomer, Ann. “Adult Returning Students and Proportional Reasoning: Rich Experience and Emerging Mathematical Proficiency.” 2014. Doctoral Dissertation, Portland State University. Accessed November 17, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/1794.

MLA Handbook (7th Edition):

Sitomer, Ann. “Adult Returning Students and Proportional Reasoning: Rich Experience and Emerging Mathematical Proficiency.” 2014. Web. 17 Nov 2019.

Vancouver:

Sitomer A. Adult Returning Students and Proportional Reasoning: Rich Experience and Emerging Mathematical Proficiency. [Internet] [Doctoral dissertation]. Portland State University; 2014. [cited 2019 Nov 17]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1794.

Council of Science Editors:

Sitomer A. Adult Returning Students and Proportional Reasoning: Rich Experience and Emerging Mathematical Proficiency. [Doctoral Dissertation]. Portland State University; 2014. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1794


Florida Atlantic University

29. Pena-Lopez, Jessica. A study of persistence of undergraduate women majoring in engineering and math.

Degree: PhD, 2011, Florida Atlantic University

Summary: The purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math… (more)

Subjects/Keywords: Women in engineering; Women in mathematics; Women – Education (Higher); Engineering – Study and teaching – Psychological aspects; Mathematics – Study and teaching – Psychological aspects

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APA (6th Edition):

Pena-Lopez, J. (2011). A study of persistence of undergraduate women majoring in engineering and math. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3333307

Chicago Manual of Style (16th Edition):

Pena-Lopez, Jessica. “A study of persistence of undergraduate women majoring in engineering and math.” 2011. Doctoral Dissertation, Florida Atlantic University. Accessed November 17, 2019. http://purl.flvc.org/FAU/3333307.

MLA Handbook (7th Edition):

Pena-Lopez, Jessica. “A study of persistence of undergraduate women majoring in engineering and math.” 2011. Web. 17 Nov 2019.

Vancouver:

Pena-Lopez J. A study of persistence of undergraduate women majoring in engineering and math. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2011. [cited 2019 Nov 17]. Available from: http://purl.flvc.org/FAU/3333307.

Council of Science Editors:

Pena-Lopez J. A study of persistence of undergraduate women majoring in engineering and math. [Doctoral Dissertation]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3333307

30. Martin, Ashley R. Are you smarter than a high-schooler? .

Degree: 2013, SUNY College at Fredonia

 This research examines the ability of students in introductory level college mathematics courses to recall fundamental information they learned in high school mathematics courses. During… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Higher)  – United States; Numeracy.; Mathematical ability.; Entrance requirements  – Mathematics.

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APA (6th Edition):

Martin, A. R. (2013). Are you smarter than a high-schooler? . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/58375

Chicago Manual of Style (16th Edition):

Martin, Ashley R. “Are you smarter than a high-schooler? .” 2013. Masters Thesis, SUNY College at Fredonia. Accessed November 17, 2019. http://hdl.handle.net/1951/58375.

MLA Handbook (7th Edition):

Martin, Ashley R. “Are you smarter than a high-schooler? .” 2013. Web. 17 Nov 2019.

Vancouver:

Martin AR. Are you smarter than a high-schooler? . [Internet] [Masters thesis]. SUNY College at Fredonia; 2013. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1951/58375.

Council of Science Editors:

Martin AR. Are you smarter than a high-schooler? . [Masters Thesis]. SUNY College at Fredonia; 2013. Available from: http://hdl.handle.net/1951/58375

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