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You searched for subject:(Mathematics Study AND teaching Secondary ). Showing records 1 – 30 of 17421 total matches.

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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

 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)

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APA (6th 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 (16th 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 (7th 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

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)

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APA (6th 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 (16th 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 (7th 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

 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)

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APA (6th 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 (16th 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 (7th 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

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

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)

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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)

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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 July 16, 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. 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.

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 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

 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)

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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)

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APA (6th 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 (16th 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 (7th 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

 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).

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APA (6th 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 (16th 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 (7th 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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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

Thesis… (more)

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Gonzalez, Michele Leane, 1983-. “Self-assessment in the classroom and its effect on student achievement in mathematics.” 2010. Thesis, Central Connecticut State University. Accessed July 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2097.

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

MLA Handbook (7th Edition):

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

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

Council of Science Editors:

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

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


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

 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 (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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

APA (6th Edition):

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

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):

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.

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

MLA Handbook (7th 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.

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

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


University of Johannesburg

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

Degree: 2012, University of Johannesburg

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

APA (6th Edition):

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

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):

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

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

MLA Handbook (7th 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.

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

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

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 (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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.

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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)

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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


Rhodes University

21. 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.

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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)

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

"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

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

APA (6th 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 (16th 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 (7th 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

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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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

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

APA (6th Edition):

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

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):

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

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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)

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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.

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mulenga, George. “An Inquiry into what motivates student teachers in colleges of Education in Zambia to choose mathematics as their teaching subject: the case of basic and high school student teachers .” 2013. Thesis, University of Zambia. Accessed July 16, 2019. http://hdl.handle.net/123456789/2053.

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

MLA Handbook (7th Edition):

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

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

Council of Science Editors:

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

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

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