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Oregon State University

1.
Campbell, Matthew Paul, 1983-.
Responsive pedagogies of practice : researching an ambitious *secondary* *mathematics* teacher education design.

Degree: PhD, Mathematics Education, 2014, Oregon State University

URL: http://hdl.handle.net/1957/50775

► Design in *secondary* *mathematics* teacher education must prepare teacher candidates to do the work of ambitious and equitable *mathematics* *teaching* with skill by situating development…
(more)

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

Record Details Similar Records

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

APA (6^{th} Edition):

Campbell, Matthew Paul, 1. (2014). Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/50775

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

Campbell, Matthew Paul, 1983-. “Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design.” 2014. Doctoral Dissertation, Oregon State University. Accessed July 16, 2019. http://hdl.handle.net/1957/50775.

MLA Handbook (7^{th} Edition):

Campbell, Matthew Paul, 1983-. “Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design.” 2014. Web. 16 Jul 2019.

Vancouver:

Campbell, Matthew Paul 1. Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design. [Internet] [Doctoral dissertation]. Oregon State University; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1957/50775.

Council of Science Editors:

Campbell, Matthew Paul 1. Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design. [Doctoral Dissertation]. Oregon State University; 2014. Available from: http://hdl.handle.net/1957/50775

University of Hong Kong

2.
周鴻強; Chow, Hung-keung.
The relationship between spatial sense and *secondary*
three students' learning of the solid visualization in 3D
figures.

Degree: MEd, 2015, University of Hong Kong

URL: Chow, H. [周鴻強]. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703914 ; http://hdl.handle.net/10722/223641

►

In this *study*, the spatial sense development before and after learning the topic “More about 3D figures” was investigated and the spatial sense differences of…
(more)

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

Record Details Similar Records

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

APA (6^{th} Edition):

周鴻強; Chow, H. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Masters Thesis). University of Hong Kong. Retrieved from Chow, H. [周鴻強]. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703914 ; http://hdl.handle.net/10722/223641

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

周鴻強; Chow, Hung-keung. “The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures.” 2015. Masters Thesis, University of Hong Kong. Accessed July 16, 2019. Chow, H. [周鴻強]. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703914 ; http://hdl.handle.net/10722/223641.

MLA Handbook (7^{th} Edition):

周鴻強; Chow, Hung-keung. “The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures.” 2015. Web. 16 Jul 2019.

Vancouver:

周鴻強; Chow H. The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2019 Jul 16]. Available from: Chow, H. [周鴻強]. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703914 ; http://hdl.handle.net/10722/223641.

Council of Science Editors:

周鴻強; Chow H. The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. [Masters Thesis]. University of Hong Kong; 2015. Available from: Chow, H. [周鴻強]. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703914 ; http://hdl.handle.net/10722/223641

University of Victoria

3.
McAskill, Donald Bruce.
A program evaluation of applications of *Mathematics* 10 in British Columbia public schools.

Degree: Interdisciplinary Graduate Program, 2018, University of Victoria

URL: https://dspace.library.uvic.ca//handle/1828/9089

► This is an outcomes based program evaluation which used a nonequivalent control-group design to determine the effectiveness of the implementation of Applications of *Mathematics* 10…
(more)

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

Record Details Similar Records

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

APA (6^{th} Edition):

McAskill, D. B. (2018). A program evaluation of applications of Mathematics 10 in British Columbia public schools. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9089

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

Not specified: Masters Thesis or Doctoral Dissertation

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

McAskill, Donald Bruce. “A program evaluation of applications of Mathematics 10 in British Columbia public schools.” 2018. Thesis, University of Victoria. Accessed July 16, 2019. https://dspace.library.uvic.ca//handle/1828/9089.

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

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

McAskill, Donald Bruce. “A program evaluation of applications of Mathematics 10 in British Columbia public schools.” 2018. Web. 16 Jul 2019.

Vancouver:

McAskill DB. A program evaluation of applications of Mathematics 10 in British Columbia public schools. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Jul 16]. Available from: https://dspace.library.uvic.ca//handle/1828/9089.

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

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McAskill DB. A program evaluation of applications of Mathematics 10 in British Columbia public schools. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9089

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

4.
Youman, Elizabeth E. (Elizabeth Emily), 1988-.
A Meta-*Study* on Sustainability and *Secondary* *Mathematics* Education.

Degree: Department of Mathematical Sciences, 2018, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,2631

►

This meta *study* examines using critical discourse analysis to show how sustainability is framed and used in current *mathematics* education research and to what extent…
(more)

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

Record Details Similar Records

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

APA (6^{th} Edition):

Youman, Elizabeth E. (Elizabeth Emily), 1. (2018). A Meta-Study on Sustainability and Secondary Mathematics Education. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2631

Not specified: Masters Thesis or Doctoral Dissertation

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

Youman, Elizabeth E. (Elizabeth Emily), 1988-. “A Meta-Study on Sustainability and Secondary Mathematics Education.” 2018. Thesis, Central Connecticut State University. Accessed July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2631.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Youman, Elizabeth E. (Elizabeth Emily), 1988-. “A Meta-Study on Sustainability and Secondary Mathematics Education.” 2018. Web. 16 Jul 2019.

Vancouver:

Youman, Elizabeth E. (Elizabeth Emily) 1. A Meta-Study on Sustainability and Secondary Mathematics Education. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2019 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2631.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Youman, Elizabeth E. (Elizabeth Emily) 1. A Meta-Study on Sustainability and Secondary Mathematics Education. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2631

Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

5.
Mulendema, Peter.
Perceptions and Attitudes of Zambian High School pupils towards *Mathematics* : a case of selected Schools on the Copperbelt
.

Degree: 2012, University of Zambia

URL: http://hdl.handle.net/123456789/1923

► One's perception and attitude towards *Mathematics* affects their conception of how it should be learned and presented (Ernest, 1998). This *study* was a survey of…
(more)

Subjects/Keywords: Mathematics; Mathematics - Study and teaching (Secondary ) - Zambia

Record Details Similar Records

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APA (6^{th} Edition):

Mulendema, P. (2012). Perceptions and Attitudes of Zambian High School pupils towards Mathematics : a case of selected Schools on the Copperbelt . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1923

Not specified: Masters Thesis or Doctoral Dissertation

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

Mulendema, Peter. “Perceptions and Attitudes of Zambian High School pupils towards Mathematics : a case of selected Schools on the Copperbelt .” 2012. Thesis, University of Zambia. Accessed July 16, 2019. http://hdl.handle.net/123456789/1923.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Mulendema, Peter. “Perceptions and Attitudes of Zambian High School pupils towards Mathematics : a case of selected Schools on the Copperbelt .” 2012. Web. 16 Jul 2019.

Vancouver:

Mulendema P. Perceptions and Attitudes of Zambian High School pupils towards Mathematics : a case of selected Schools on the Copperbelt . [Internet] [Thesis]. University of Zambia; 2012. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/123456789/1923.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mulendema P. Perceptions and Attitudes of Zambian High School pupils towards Mathematics : a case of selected Schools on the Copperbelt . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1923

Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

6.
McNaught, Melissa D., 1972-.
Implementation of integrated *mathematics* textbooks in *secondary* school classrooms.

Degree: 2009, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/6146

► The *study* reports how 44 *secondary* school teachers implemented the first two courses of an integrated *mathematics* textbook series, Core-Plus. Textbook implementation was examined in…
(more)

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

Record Details Similar Records

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

APA (6^{th} Edition):

McNaught, Melissa D., 1. (2009). Implementation of integrated mathematics textbooks in secondary school classrooms. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/6146

Not specified: Masters Thesis or Doctoral Dissertation

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

McNaught, Melissa D., 1972-. “Implementation of integrated mathematics textbooks in secondary school classrooms.” 2009. Thesis, University of Missouri – Columbia. Accessed July 16, 2019. http://hdl.handle.net/10355/6146.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

McNaught, Melissa D., 1972-. “Implementation of integrated mathematics textbooks in secondary school classrooms.” 2009. Web. 16 Jul 2019.

Vancouver:

McNaught, Melissa D. 1. Implementation of integrated mathematics textbooks in secondary school classrooms. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10355/6146.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McNaught, Melissa D. 1. Implementation of integrated mathematics textbooks in secondary school classrooms. [Thesis]. University of Missouri – Columbia; 2009. Available from: http://hdl.handle.net/10355/6146

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

7.
Lacy, John G., 1982-.
Incorporating Socratic seminars into a high school *mathematics* curriculum.

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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1665

► This research *study* examined whether the use of Socratic seminars is an effective *teaching* method in a high school *mathematics* classroom. The *study* was conducted…
(more)

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

Record Details Similar Records

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

APA (6^{th} Edition):

Lacy, John G., 1. (2011). Incorporating Socratic seminars into a high school mathematics curriculum. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1665

Not specified: Masters Thesis or Doctoral Dissertation

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

Lacy, John G., 1982-. “Incorporating Socratic seminars into a high school mathematics curriculum.” 2011. Thesis, Central Connecticut State University. Accessed July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1665.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Lacy, John G., 1982-. “Incorporating Socratic seminars into a high school mathematics curriculum.” 2011. Web. 16 Jul 2019.

Vancouver:

Lacy, John G. 1. Incorporating Socratic seminars into a high school mathematics curriculum. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2019 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1665.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lacy, John G. 1. Incorporating Socratic seminars into a high school mathematics curriculum. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1665

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

8.
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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1221

► 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)

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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 July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1221.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Kuethman, Jessica A. “Tracking student progress in mathematics from high school to college : an empirical study at a four year university.” 2009. Web. 16 Jul 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 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1221.

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

Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

9.
Engledowl, Christopher.
*Secondary**mathematics* teachers' informal inferential reasoning: the role of knowledge structures for measures of center, spread and shape.

Degree: 2017, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/62300

► This *study* examined middle and *secondary* *mathematics* teachers' knowledge structures, informal inferential reasoning (IIR), and pedagogical content knowledge (PCK) for statistics. Using task-based clinical interviews…
(more)

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

Record Details Similar Records

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

APA (6^{th} Edition):

Engledowl, C. (2017). Secondary mathematics teachers' informal inferential reasoning: the role of knowledge structures for measures of center, spread and shape. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/62300

Not specified: Masters Thesis or Doctoral Dissertation

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

Engledowl, Christopher. “Secondary mathematics teachers' informal inferential reasoning: the role of knowledge structures for measures of center, spread and shape.” 2017. Thesis, University of Missouri – Columbia. Accessed July 16, 2019. http://hdl.handle.net/10355/62300.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Engledowl, Christopher. “Secondary mathematics teachers' informal inferential reasoning: the role of knowledge structures for measures of center, spread and shape.” 2017. Web. 16 Jul 2019.

Vancouver:

Engledowl C. Secondary mathematics teachers' informal inferential reasoning: the role of knowledge structures for measures of center, spread and shape. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10355/62300.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Engledowl C. Secondary mathematics teachers' informal inferential reasoning: the role of knowledge structures for measures of center, spread and shape. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/62300

Not specified: Masters Thesis or Doctoral Dissertation

University of Hong Kong

10.
Zuo, Haode.
Advanced *mathematics* knowledge of senior *secondary* school
teachers in China and its influence on classroom
* teaching*.

Degree: PhD, 2017, University of Hong Kong

URL: http://hdl.handle.net/10722/250744

►

Results of international studies suggest East Asian students’ outstanding *mathematics* achievement can be partially attributed to their teachers’ high levels of competence in *mathematics* knowledge.…
(more)

Subjects/Keywords: China - Mathematics - Study and teaching (Secondary)

Record Details Similar Records

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

APA (6^{th} Edition):

Zuo, H. (2017). Advanced mathematics knowledge of senior secondary school teachers in China and its influence on classroom teaching. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/250744

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

Zuo, Haode. “Advanced mathematics knowledge of senior secondary school teachers in China and its influence on classroom teaching.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed July 16, 2019. http://hdl.handle.net/10722/250744.

MLA Handbook (7^{th} Edition):

Zuo, Haode. “Advanced mathematics knowledge of senior secondary school teachers in China and its influence on classroom teaching.” 2017. Web. 16 Jul 2019.

Vancouver:

Zuo H. Advanced mathematics knowledge of senior secondary school teachers in China and its influence on classroom teaching. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10722/250744.

Council of Science Editors:

Zuo H. Advanced mathematics knowledge of senior secondary school teachers in China and its influence on classroom teaching. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/250744

University of Hong Kong

11. 林紫慧.; Lam, Tsz-wai, Eva. Studying teachers' use of metaphors in the context of directednumbers.

Degree: EdD, 2012, University of Hong Kong

URL: Lam, T. E. [林紫慧]. (2012). Studying teachers' use of metaphors in the context of directed numbers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4982853 ; http://dx.doi.org/10.5353/th_b4982853 ; http://hdl.handle.net/10722/183642

► People use metaphors to describe or understand one thing in terms of another. The central idea of this thesis is that metaphors can be used…
(more)

Subjects/Keywords: Metaphor.; Mathematics - Study and teaching (Secondary).

Record Details Similar Records

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

APA (6^{th} Edition):

林紫慧.; Lam, Tsz-wai, E. (2012). Studying teachers' use of metaphors in the context of directednumbers. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lam, T. E. [林紫慧]. (2012). Studying teachers' use of metaphors in the context of directed numbers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4982853 ; http://dx.doi.org/10.5353/th_b4982853 ; http://hdl.handle.net/10722/183642

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

林紫慧.; Lam, Tsz-wai, Eva. “Studying teachers' use of metaphors in the context of directednumbers.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed July 16, 2019. Lam, T. E. [林紫慧]. (2012). Studying teachers' use of metaphors in the context of directed numbers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4982853 ; http://dx.doi.org/10.5353/th_b4982853 ; http://hdl.handle.net/10722/183642.

MLA Handbook (7^{th} Edition):

林紫慧.; Lam, Tsz-wai, Eva. “Studying teachers' use of metaphors in the context of directednumbers.” 2012. Web. 16 Jul 2019.

Vancouver:

林紫慧.; Lam, Tsz-wai E. Studying teachers' use of metaphors in the context of directednumbers. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2019 Jul 16]. Available from: Lam, T. E. [林紫慧]. (2012). Studying teachers' use of metaphors in the context of directed numbers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4982853 ; http://dx.doi.org/10.5353/th_b4982853 ; http://hdl.handle.net/10722/183642.

Council of Science Editors:

林紫慧.; Lam, Tsz-wai E. Studying teachers' use of metaphors in the context of directednumbers. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Lam, T. E. [林紫慧]. (2012). Studying teachers' use of metaphors in the context of directed numbers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4982853 ; http://dx.doi.org/10.5353/th_b4982853 ; http://hdl.handle.net/10722/183642

Central Connecticut State University

12. Walsh, Diane M. The relationship between focused-instruction of vocabulary and mathematical achievement.

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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1206

► This *study* examined whether focused-instruction of vocabulary had an impact on overall mathematical achievement. The *study* was conducted over the course of 18 weeks and…
(more)

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

Record Details Similar Records

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

APA (6^{th} Edition):

Walsh, D. M. (2009). The relationship between focused-instruction of vocabulary and mathematical achievement. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1206

Not specified: Masters Thesis or Doctoral Dissertation

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

Walsh, Diane M. “The relationship between focused-instruction of vocabulary and mathematical achievement.” 2009. Thesis, Central Connecticut State University. Accessed July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1206.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Walsh, Diane M. “The relationship between focused-instruction of vocabulary and mathematical achievement.” 2009. Web. 16 Jul 2019.

Vancouver:

Walsh DM. The relationship between focused-instruction of vocabulary and mathematical achievement. [Internet] [Thesis]. Central Connecticut State University; 2009. [cited 2019 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1206.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walsh DM. The relationship between focused-instruction of vocabulary and mathematical achievement. [Thesis]. Central Connecticut State University; 2009. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1206

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

13.
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

URL: http://content.library.ccsu.edu/u?/ccsutheses,2097

►

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.

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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 July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2097.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Gonzalez, Michele Leane, 1983-. “Self-assessment in the classroom and its effect on student achievement in mathematics.” 2010. Web. 16 Jul 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 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2097.

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

Not specified: Masters Thesis or Doctoral Dissertation

Rhodes University

14.
Marongwe, Anesu Desmond.
An enquiry into the formative and summative assessment procedures, and perceptions thereof, of grade 10 *mathematics* teachers : a Namibian case * study*.

Degree: Faculty of Education, Education, 2013, Rhodes University

URL: http://hdl.handle.net/10962/d1001513

► The purpose of this *study* was to gain insight into observed discrepancies between continuous assessment and final examination average marks in Grade 10 *Mathematics* in…
(more)

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

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

APA (6^{th} Edition):

Marongwe, A. D. (2013). An enquiry into the formative and summative assessment procedures, and perceptions thereof, of grade 10 mathematics teachers : a Namibian case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1001513

Not specified: Masters Thesis or Doctoral Dissertation

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

Marongwe, Anesu Desmond. “An enquiry into the formative and summative assessment procedures, and perceptions thereof, of grade 10 mathematics teachers : a Namibian case study.” 2013. Thesis, Rhodes University. Accessed July 16, 2019. http://hdl.handle.net/10962/d1001513.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Marongwe, Anesu Desmond. “An enquiry into the formative and summative assessment procedures, and perceptions thereof, of grade 10 mathematics teachers : a Namibian case study.” 2013. Web. 16 Jul 2019.

Vancouver:

Marongwe AD. An enquiry into the formative and summative assessment procedures, and perceptions thereof, of grade 10 mathematics teachers : a Namibian case study. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10962/d1001513.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marongwe AD. An enquiry into the formative and summative assessment procedures, and perceptions thereof, of grade 10 mathematics teachers : a Namibian case study. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1001513

Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

15. Buys, Christina. Wanopvattinge ten opsigte van breuke by N1-studente.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/9586

►

M.Ed. (*Subject* Didactics)

Each child has his own personality and individuality. Children are learning in different ways, at different tempo's and achieve different heights of… (more)

Subjects/Keywords: Fractions - Mathematics - Study and teaching (Secondary)

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APA (6^{th} Edition):

Buys, C. (2014). Wanopvattinge ten opsigte van breuke by N1-studente. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9586

Not specified: Masters Thesis or Doctoral Dissertation

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

Buys, Christina. “Wanopvattinge ten opsigte van breuke by N1-studente.” 2014. Thesis, University of Johannesburg. Accessed July 16, 2019. http://hdl.handle.net/10210/9586.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Buys, Christina. “Wanopvattinge ten opsigte van breuke by N1-studente.” 2014. Web. 16 Jul 2019.

Vancouver:

Buys C. Wanopvattinge ten opsigte van breuke by N1-studente. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10210/9586.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buys C. Wanopvattinge ten opsigte van breuke by N1-studente. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9586

Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

16.
Nkhase, Senoelo Chalice.
* Teaching* the relevance of

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/6494

►

M.Ed.

High school *mathematics* learners often take *mathematics* education for granted. They *study* *mathematics* simply because it is included in the school curriculum, and thus…
(more)

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

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APA (6^{th} Edition):

Nkhase, S. C. (2012). Teaching the relevance of mathematics. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6494

Not specified: Masters Thesis or Doctoral Dissertation

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

Nkhase, Senoelo Chalice. “Teaching the relevance of mathematics.” 2012. Thesis, University of Johannesburg. Accessed July 16, 2019. http://hdl.handle.net/10210/6494.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Nkhase, Senoelo Chalice. “Teaching the relevance of mathematics.” 2012. Web. 16 Jul 2019.

Vancouver:

Nkhase SC. Teaching the relevance of mathematics. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10210/6494.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nkhase SC. Teaching the relevance of mathematics. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6494

Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

17.
Mkhize, Duduzile Rosemary.
The impact of *mathematics* interventions in high schools : a mixed method inquiry.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/11931

►

D.Ed. (Curriculum Studies)

This *study* investigated the impact of *mathematics* interventions on learner participation and performance in *mathematics* within Gauteng 47 high schools in the…
(more)

Subjects/Keywords: Mathematics - Study and teaching (Secondary) - South Africa

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

APA (6^{th} Edition):

Mkhize, D. R. (2014). The impact of mathematics interventions in high schools : a mixed method inquiry. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11931

Not specified: Masters Thesis or Doctoral Dissertation

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

Mkhize, Duduzile Rosemary. “The impact of mathematics interventions in high schools : a mixed method inquiry.” 2014. Thesis, University of Johannesburg. Accessed July 16, 2019. http://hdl.handle.net/10210/11931.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Mkhize, Duduzile Rosemary. “The impact of mathematics interventions in high schools : a mixed method inquiry.” 2014. Web. 16 Jul 2019.

Vancouver:

Mkhize DR. The impact of mathematics interventions in high schools : a mixed method inquiry. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10210/11931.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mkhize DR. The impact of mathematics interventions in high schools : a mixed method inquiry. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11931

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

18.
Lounsbury, Rebecca Eliot, 1990-.
A Comparison of Achievement in *Mathematics* and Confidence in *Mathematics* by Gender and Grade Level.

Degree: Department of Mathematical Sciences, 2018, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,2841

►

*Mathematics* is a critical filter in an increasingly technological society, but many students have an abundance of anxiety toward *mathematics*. Research shows that this anxiety…
(more)

Subjects/Keywords: Mathematics – Study and teaching (Secondary); Academic achievement.

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APA (6^{th} Edition):

Lounsbury, Rebecca Eliot, 1. (2018). A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2841

Not specified: Masters Thesis or Doctoral Dissertation

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

Lounsbury, Rebecca Eliot, 1990-. “A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level.” 2018. Thesis, Central Connecticut State University. Accessed July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2841.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Lounsbury, Rebecca Eliot, 1990-. “A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level.” 2018. Web. 16 Jul 2019.

Vancouver:

Lounsbury, Rebecca Eliot 1. A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2019 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2841.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lounsbury, Rebecca Eliot 1. A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2841

Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

19.
Shange, Dumazile Sylvia.
An exploration of the teachers' experiences in *teaching* within curriculum and assessment policy statement (CAPS) uMbumbulu Circuit.

Degree: 2015, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/15377

► This is a qualitative case *study* within an interpretive paradigm of five Grade 10 *Mathematics* teachers from five different schools in the Umbumbulu circuit who…
(more)

Subjects/Keywords: Mathematics - Study and teaching Secondary - South Africa.; Mathematics - Study and teaching (Secondary); Geometry - Study and teaching (Secondary); Theses - Education.

Record Details Similar Records

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

APA (6^{th} Edition):

Shange, D. S. (2015). An exploration of the teachers' experiences in teaching within curriculum and assessment policy statement (CAPS) uMbumbulu Circuit. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15377

Not specified: Masters Thesis or Doctoral Dissertation

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

Shange, Dumazile Sylvia. “An exploration of the teachers' experiences in teaching within curriculum and assessment policy statement (CAPS) uMbumbulu Circuit.” 2015. Thesis, University of KwaZulu-Natal. Accessed July 16, 2019. http://hdl.handle.net/10413/15377.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Shange, Dumazile Sylvia. “An exploration of the teachers' experiences in teaching within curriculum and assessment policy statement (CAPS) uMbumbulu Circuit.” 2015. Web. 16 Jul 2019.

Vancouver:

Shange DS. An exploration of the teachers' experiences in teaching within curriculum and assessment policy statement (CAPS) uMbumbulu Circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10413/15377.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shange DS. An exploration of the teachers' experiences in teaching within curriculum and assessment policy statement (CAPS) uMbumbulu Circuit. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/15377

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

20. Oleksenko, Vasyl Justin,1979-. Use of multiple representations in the classroom.

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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1297

► The purpose of this *study* was to examine the effects of using Multiple Representations Charts in the classroom. This thesis was focused on the comparison…
(more)

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

Record Details Similar Records

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

APA (6^{th} Edition):

Oleksenko, V. J. (2010). Use of multiple representations in the classroom. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1297

Not specified: Masters Thesis or Doctoral Dissertation

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

Oleksenko, Vasyl Justin,1979-. “Use of multiple representations in the classroom.” 2010. Thesis, Central Connecticut State University. Accessed July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1297.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Oleksenko, Vasyl Justin,1979-. “Use of multiple representations in the classroom.” 2010. Web. 16 Jul 2019.

Vancouver:

Oleksenko VJ. Use of multiple representations in the classroom. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1297.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oleksenko VJ. Use of multiple representations in the classroom. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1297

Not specified: Masters Thesis or Doctoral Dissertation

Rhodes University

21.
Dongwi, Beata Lididimikeni.
* Mathematics* teachers' experiences of designing and implementing a circle geometry

Degree: Faculty of Education, Education, 2013, Rhodes University

URL: http://hdl.handle.net/10962/d1003133

► The aim of this case *study* was to examine, analyze and report on the findings of the experiences of selected *mathematics* teachers when they used…
(more)

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

Record Details Similar Records

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APA (6^{th} Edition):

Dongwi, B. L. (2013). Mathematics teachers' experiences of designing and implementing a circle geometry teaching programme using the van Hiele phases of instruction as a conceptual framework: a Namibian case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003133

Not specified: Masters Thesis or Doctoral Dissertation

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

Dongwi, Beata Lididimikeni. “Mathematics teachers' experiences of designing and implementing a circle geometry teaching programme using the van Hiele phases of instruction as a conceptual framework: a Namibian case study.” 2013. Thesis, Rhodes University. Accessed July 16, 2019. http://hdl.handle.net/10962/d1003133.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Dongwi, Beata Lididimikeni. “Mathematics teachers' experiences of designing and implementing a circle geometry teaching programme using the van Hiele phases of instruction as a conceptual framework: a Namibian case study.” 2013. Web. 16 Jul 2019.

Vancouver:

Dongwi BL. Mathematics teachers' experiences of designing and implementing a circle geometry teaching programme using the van Hiele phases of instruction as a conceptual framework: a Namibian case study. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10962/d1003133.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dongwi BL. Mathematics teachers' experiences of designing and implementing a circle geometry teaching programme using the van Hiele phases of instruction as a conceptual framework: a Namibian case study. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1003133

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

22.
Klesczewski, Ruth R., 1963-.
The effect of post-*secondary* remedial math on time to graduation and graduation rates for business majors.

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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1579

► Many resources are currently devoted to math remediation at the college level (Phipps, 1998. Plucker, Wongsarnpigoon, Houser, 2006). These are additional courses that students must…
(more)

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

Record Details Similar Records

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

APA (6^{th} Edition):

Klesczewski, Ruth R., 1. (2010). The effect of post-secondary remedial math on time to graduation and graduation rates for business majors. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1579

Not specified: Masters Thesis or Doctoral Dissertation

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

Klesczewski, Ruth R., 1963-. “The effect of post-secondary remedial math on time to graduation and graduation rates for business majors.” 2010. Thesis, Central Connecticut State University. Accessed July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1579.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Klesczewski, Ruth R., 1963-. “The effect of post-secondary remedial math on time to graduation and graduation rates for business majors.” 2010. Web. 16 Jul 2019.

Vancouver:

Klesczewski, Ruth R. 1. The effect of post-secondary remedial math on time to graduation and graduation rates for business majors. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1579.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Klesczewski, Ruth R. 1. The effect of post-secondary remedial math on time to graduation and graduation rates for business majors. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1579

Not specified: Masters Thesis or Doctoral Dissertation

Macquarie University

23.
Tahir, Salma.
The effect of a multifaceted variable approach on the learning and *teaching* of algebra in the junior *secondary* school.

Degree: PhD, 2012, Macquarie University

URL: http://hdl.handle.net/1959.14/204000

►

"October, 2011"

Bibliography: p. 155-164.

Introduction – Student difficulties in algebra – *Teaching* approaches – Methodology – Results: the teachers – Results: the students (phase…
(more)

Subjects/Keywords: Algebra – Study and teaching (Secondary); Mathematics – Study and teaching (Secondary); Variables (Mathematics); algebra; secondary school; teaching approach; variable

Record Details Similar Records

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

APA (6^{th} Edition):

Tahir, S. (2012). The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/204000

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

Tahir, Salma. “The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school.” 2012. Doctoral Dissertation, Macquarie University. Accessed July 16, 2019. http://hdl.handle.net/1959.14/204000.

MLA Handbook (7^{th} Edition):

Tahir, Salma. “The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school.” 2012. Web. 16 Jul 2019.

Vancouver:

Tahir S. The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school. [Internet] [Doctoral dissertation]. Macquarie University; 2012. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1959.14/204000.

Council of Science Editors:

Tahir S. The effect of a multifaceted variable approach on the learning and teaching of algebra in the junior secondary school. [Doctoral Dissertation]. Macquarie University; 2012. Available from: http://hdl.handle.net/1959.14/204000

University of Johannesburg

24. Stofberg, Francois Jacobus. 'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/11935

►

M.Ed. (*Subject* Didactics)

The ideal in education is that the curriculum provided (by the teacher) and the curriculum received (by the pupil), as originally drafted… (more)

Subjects/Keywords: Mathematics - Study and teaching (Secondary) - South Africa; Mathematics - Remedial teaching; Mathematics - Study and teaching (Secondary) - Audio-visual aids

Record Details Similar Records

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

APA (6^{th} Edition):

Stofberg, F. J. (2014). 'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11935

Not specified: Masters Thesis or Doctoral Dissertation

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

Stofberg, Francois Jacobus. “'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde.” 2014. Thesis, University of Johannesburg. Accessed July 16, 2019. http://hdl.handle.net/10210/11935.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Stofberg, Francois Jacobus. “'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde.” 2014. Web. 16 Jul 2019.

Vancouver:

Stofberg FJ. 'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10210/11935.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stofberg FJ. 'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11935

Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

25. Marina Elizabeth Myburgh. Begeleiding van leerlinge met wiskunde-probleme.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/11933

►

M.Ed. (*Subject* Didactics)

*Mathematics* opens doorways for further studies and careers in the technological and information age. Many students experience problems coping with *Mathematics* in…
(more)

Subjects/Keywords: Mathematics - Remedial teaching; Mathematics - Study and teaching (Secondary); Mathematics - Remedial teaching - South Africa - Transvaal

Record Details Similar Records

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

APA (6^{th} Edition):

Myburgh, M. E. (2014). Begeleiding van leerlinge met wiskunde-probleme. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11933

Not specified: Masters Thesis or Doctoral Dissertation

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

Myburgh, Marina Elizabeth. “Begeleiding van leerlinge met wiskunde-probleme.” 2014. Thesis, University of Johannesburg. Accessed July 16, 2019. http://hdl.handle.net/10210/11933.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Myburgh, Marina Elizabeth. “Begeleiding van leerlinge met wiskunde-probleme.” 2014. Web. 16 Jul 2019.

Vancouver:

Myburgh ME. Begeleiding van leerlinge met wiskunde-probleme. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10210/11933.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Myburgh ME. Begeleiding van leerlinge met wiskunde-probleme. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11933

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

26. Melillo, Michael J., 1982-. The effect of writing comments as feedback on collected homework.

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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1584

► This *study* examined whether writing targeted feedback to students on collected homework in the form of specific, process-related comments would have an impact in student…
(more)

Subjects/Keywords: Mathematics – Study and teaching (Secondary); Algebra – Study and teaching (Secondary); Homework; Interaction analysis in education

Record Details Similar Records

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

APA (6^{th} Edition):

Melillo, Michael J., 1. (2010). The effect of writing comments as feedback on collected homework. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1584

Not specified: Masters Thesis or Doctoral Dissertation

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

Melillo, Michael J., 1982-. “The effect of writing comments as feedback on collected homework.” 2010. Thesis, Central Connecticut State University. Accessed July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1584.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Melillo, Michael J., 1982-. “The effect of writing comments as feedback on collected homework.” 2010. Web. 16 Jul 2019.

Vancouver:

Melillo, Michael J. 1. The effect of writing comments as feedback on collected homework. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1584.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Melillo, Michael J. 1. The effect of writing comments as feedback on collected homework. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1584

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

27. Schlosser, Theresa Knotek, 1956-. Using algebra tiles to aid students in factoring polynomials.

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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1589

► This *study* investigated whether using concrete *mathematics* manipulatives affected student achievement in factoring second-degree polynomials. The 16 day *study* included 64 high school sophomores in…
(more)

Subjects/Keywords: Algebra – Study and teaching (Secondary); Manipulatives (Education) – Mathematics – Study and teaching (Secondary)

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Schlosser, Theresa Knotek, 1. (2010). Using algebra tiles to aid students in factoring polynomials. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1589

Not specified: Masters Thesis or Doctoral Dissertation

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

Schlosser, Theresa Knotek, 1956-. “Using algebra tiles to aid students in factoring polynomials.” 2010. Thesis, Central Connecticut State University. Accessed July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1589.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Schlosser, Theresa Knotek, 1956-. “Using algebra tiles to aid students in factoring polynomials.” 2010. Web. 16 Jul 2019.

Vancouver:

Schlosser, Theresa Knotek 1. Using algebra tiles to aid students in factoring polynomials. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1589.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schlosser, Theresa Knotek 1. Using algebra tiles to aid students in factoring polynomials. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1589

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

28.
Martinez, José F., 1958-.
The Impact of Learning Logs on *Secondary* Students' *Mathematics* Achievement and Attitudes about Writing in Math.

Degree: Department of Educational Leadership, 2013, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1860

►

Achievement in *mathematics*, as evidenced by scores on international assessments, is a persistent national concern. The expectations of the Common Core State Standards for *Mathematics*…
(more)

Subjects/Keywords: Diaries – Authorship – Study and teaching (Secondary); Mathematics – Study and teaching (Secondary); Numeracy.; Metacognition.; Written communication.

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Martinez, José F., 1. (2013). The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1860

Not specified: Masters Thesis or Doctoral Dissertation

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

Martinez, José F., 1958-. “The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math.” 2013. Thesis, Central Connecticut State University. Accessed July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1860.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Martinez, José F., 1958-. “The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math.” 2013. Web. 16 Jul 2019.

Vancouver:

Martinez, José F. 1. The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Jul 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1860.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martinez, José F. 1. The Impact of Learning Logs on Secondary Students' Mathematics Achievement and Attitudes about Writing in Math. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1860

Not specified: Masters Thesis or Doctoral Dissertation

Rhodes University

29. Muhembo, Gottfried Mbundu. An analysis of how visualisation processes can be used by teachers participating in an intervention programme to teach for conceptual understanding of geometry.

Degree: Faculty of Education, Education, 2018, Rhodes University

URL: http://hdl.handle.net/10962/62439

► Visualisation in general and visualisation processes in particular have received much attention in the *mathematics* education research literature. Literature suggests that the appropriate use of…
(more)

Subjects/Keywords: Mathematics – Study and teaching (Secondary); Geometry – Study and teaching (Secondary); Teacher effectiveness – Namibia; Visualization

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Muhembo, G. M. (2018). An analysis of how visualisation processes can be used by teachers participating in an intervention programme to teach for conceptual understanding of geometry. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/62439

Not specified: Masters Thesis or Doctoral Dissertation

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

Muhembo, Gottfried Mbundu. “An analysis of how visualisation processes can be used by teachers participating in an intervention programme to teach for conceptual understanding of geometry.” 2018. Thesis, Rhodes University. Accessed July 16, 2019. http://hdl.handle.net/10962/62439.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Muhembo, Gottfried Mbundu. “An analysis of how visualisation processes can be used by teachers participating in an intervention programme to teach for conceptual understanding of geometry.” 2018. Web. 16 Jul 2019.

Vancouver:

Muhembo GM. An analysis of how visualisation processes can be used by teachers participating in an intervention programme to teach for conceptual understanding of geometry. [Internet] [Thesis]. Rhodes University; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10962/62439.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muhembo GM. An analysis of how visualisation processes can be used by teachers participating in an intervention programme to teach for conceptual understanding of geometry. [Thesis]. Rhodes University; 2018. Available from: http://hdl.handle.net/10962/62439

Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

30.
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

URL: http://hdl.handle.net/123456789/2053

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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 July 16, 2019. http://hdl.handle.net/123456789/2053.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} 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. 16 Jul 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 Jul 16]. Available from: http://hdl.handle.net/123456789/2053.

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

Not specified: Masters Thesis or Doctoral Dissertation