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You searched for subject:(Mathematics Study AND teaching Elementary ). Showing records 1 – 30 of 17737 total matches.

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Central Connecticut State University

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Thesis, Central Connecticut State University. Accessed October 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

MLA Handbook (7th Edition):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Web. 16 Oct 2019.

Vancouver:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Oct 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

Council of Science Editors:

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

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


Central Connecticut State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Thesis, Central Connecticut State University. Accessed October 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

MLA Handbook (7th Edition):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Web. 16 Oct 2019.

Vancouver:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Oct 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

Council of Science Editors:

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

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


Central Connecticut State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Thesis, Central Connecticut State University. Accessed October 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

MLA Handbook (7th Edition):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Web. 16 Oct 2019.

Vancouver:

Timreck, Kaitlyn E. 1. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. [Internet] [Thesis]. Central Connecticut State University; 2019. [cited 2019 Oct 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

Council of Science Editors:

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

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


University of Johannesburg

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

Degree: 2014, University of Johannesburg

M.Ed. (Mathematics in Education)

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Thesis, University of Johannesburg. Accessed October 16, 2019. http://hdl.handle.net/10210/11526.

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

MLA Handbook (7th Edition):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Web. 16 Oct 2019.

Vancouver:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10210/11526.

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

Council of Science Editors:

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

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


Central Connecticut State University

5. Keithan, Amy E. Development and Implementation of Mathematics Instruction Programs Based on Students' Individual Cognitive and Developmental Abilities.

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

 The purpose of this project is to develop and implement instructional, mathematics programs that are based on the students' individual developmental and cognitive levels of… (more)

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

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APA (6th Edition):

Keithan, A. E. (2009). Development and Implementation of Mathematics Instruction Programs Based on Students' Individual Cognitive and Developmental Abilities. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,921

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):

Keithan, Amy E. “Development and Implementation of Mathematics Instruction Programs Based on Students' Individual Cognitive and Developmental Abilities.” 2009. Thesis, Central Connecticut State University. Accessed October 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,921.

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

MLA Handbook (7th Edition):

Keithan, Amy E. “Development and Implementation of Mathematics Instruction Programs Based on Students' Individual Cognitive and Developmental Abilities.” 2009. Web. 16 Oct 2019.

Vancouver:

Keithan AE. Development and Implementation of Mathematics Instruction Programs Based on Students' Individual Cognitive and Developmental Abilities. [Internet] [Thesis]. Central Connecticut State University; 2009. [cited 2019 Oct 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,921.

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

Council of Science Editors:

Keithan AE. Development and Implementation of Mathematics Instruction Programs Based on Students' Individual Cognitive and Developmental Abilities. [Thesis]. Central Connecticut State University; 2009. Available from: http://content.library.ccsu.edu/u?/ccsutheses,921

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


Central Connecticut State University

6. Hallisey, Erin Mary, 1993-. Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance.

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

The purpose of this study was to determine the effects of classification and written composition of story problems on problem solving performance. The research specifically… (more)

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

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APA (6th Edition):

Hallisey, Erin Mary, 1. (2019). Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2911

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):

Hallisey, Erin Mary, 1993-. “Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance.” 2019. Thesis, Central Connecticut State University. Accessed October 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2911.

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

MLA Handbook (7th Edition):

Hallisey, Erin Mary, 1993-. “Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance.” 2019. Web. 16 Oct 2019.

Vancouver:

Hallisey, Erin Mary 1. Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance. [Internet] [Thesis]. Central Connecticut State University; 2019. [cited 2019 Oct 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2911.

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

Council of Science Editors:

Hallisey, Erin Mary 1. Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance. [Thesis]. Central Connecticut State University; 2019. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2911

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


Columbia University

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

Degree: 2016, Columbia University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Weber, Jennifer Danielle. “The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.” 2016. Doctoral Dissertation, Columbia University. Accessed October 16, 2019. https://doi.org/10.7916/D8H9957D.

MLA Handbook (7th Edition):

Weber, Jennifer Danielle. “The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.” 2016. Web. 16 Oct 2019.

Vancouver:

Weber JD. The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2019 Oct 16]. Available from: https://doi.org/10.7916/D8H9957D.

Council of Science Editors:

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


Cape Peninsula University of Technology

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

Degree: 2019, Cape Peninsula University of Technology

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Afonso, Dominique Gabriala. “The development of algebraic thinking in the foundation phase: a comparative study of two different curricula .” 2019. Thesis, Cape Peninsula University of Technology. Accessed October 16, 2019. http://etd.cput.ac.za/handle/20.500.11838/2864.

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

MLA Handbook (7th Edition):

Afonso, Dominique Gabriala. “The development of algebraic thinking in the foundation phase: a comparative study of two different curricula .” 2019. Web. 16 Oct 2019.

Vancouver:

Afonso DG. The development of algebraic thinking in the foundation phase: a comparative study of two different curricula . [Internet] [Thesis]. Cape Peninsula University of Technology; 2019. [cited 2019 Oct 16]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2864.

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

Council of Science Editors:

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

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


Utah Valley University

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

Degree: 2013, Utah Valley University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Warnick, Linda. “Interactive Math Strategy Teaching Guide.” 2013. Thesis, Utah Valley University. Accessed October 16, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,622.

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

MLA Handbook (7th Edition):

Warnick, Linda. “Interactive Math Strategy Teaching Guide.” 2013. Web. 16 Oct 2019.

Vancouver:

Warnick L. Interactive Math Strategy Teaching Guide. [Internet] [Thesis]. Utah Valley University; 2013. [cited 2019 Oct 16]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,622.

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

Council of Science Editors:

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

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


Utah Valley University

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

Degree: 2015, Utah Valley University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mortensen, Randa. “Effects of Student Understanding from Student-created Math Manipulatives .” 2015. Thesis, Utah Valley University. Accessed October 16, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,671.

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

MLA Handbook (7th Edition):

Mortensen, Randa. “Effects of Student Understanding from Student-created Math Manipulatives .” 2015. Web. 16 Oct 2019.

Vancouver:

Mortensen R. Effects of Student Understanding from Student-created Math Manipulatives . [Internet] [Thesis]. Utah Valley University; 2015. [cited 2019 Oct 16]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,671.

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

Council of Science Editors:

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

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


Rhodes University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Metelerkamp, Roger Gregory. “The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners.” 2014. Masters Thesis, Rhodes University. Accessed October 16, 2019. http://hdl.handle.net/10962/d1013169.

MLA Handbook (7th Edition):

Metelerkamp, Roger Gregory. “The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners.” 2014. Web. 16 Oct 2019.

Vancouver:

Metelerkamp RG. The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. [Internet] [Masters thesis]. Rhodes University; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10962/d1013169.

Council of Science Editors:

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


Rhodes University

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Young, Catherine. “Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia.” 2017. Thesis, Rhodes University. Accessed October 16, 2019. http://hdl.handle.net/10962/4977.

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

MLA Handbook (7th Edition):

Young, Catherine. “Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia.” 2017. Web. 16 Oct 2019.

Vancouver:

Young C. Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia. [Internet] [Thesis]. Rhodes University; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10962/4977.

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

Council of Science Editors:

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

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


Cape Peninsula University of Technology

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

Degree: 2016, Cape Peninsula University of Technology

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mntunjani, Lindiwe. “The use of mathematical resources to teach number concepts in the foundation phase .” 2016. Thesis, Cape Peninsula University of Technology. Accessed October 16, 2019. http://etd.cput.ac.za/handle/20.500.11838/2494.

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

MLA Handbook (7th Edition):

Mntunjani, Lindiwe. “The use of mathematical resources to teach number concepts in the foundation phase .” 2016. Web. 16 Oct 2019.

Vancouver:

Mntunjani L. The use of mathematical resources to teach number concepts in the foundation phase . [Internet] [Thesis]. Cape Peninsula University of Technology; 2016. [cited 2019 Oct 16]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2494.

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

Council of Science Editors:

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

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


Central Connecticut State University

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hubschman, Rebecca S., 1986-. “Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade.” 2014. Thesis, Central Connecticut State University. Accessed October 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1994.

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

MLA Handbook (7th Edition):

Hubschman, Rebecca S., 1986-. “Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade.” 2014. Web. 16 Oct 2019.

Vancouver:

Hubschman, Rebecca S. 1. Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2019 Oct 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1994.

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

Council of Science Editors:

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

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

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

Degree: 2015, SUNY College at Fredonia

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alrouqi, Fawaz. “The impact of “Clickers” on student achievement in second grade math class. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed October 16, 2019. http://hdl.handle.net/1951/65690.

MLA Handbook (7th Edition):

Alrouqi, Fawaz. “The impact of “Clickers” on student achievement in second grade math class. ” 2015. Web. 16 Oct 2019.

Vancouver:

Alrouqi F. The impact of “Clickers” on student achievement in second grade math class. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1951/65690.

Council of Science Editors:

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


Cape Peninsula University of Technology

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

Degree: 2016, Cape Peninsula University of Technology

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Petersen, Belinda. “Writing and mathematical problem-solving in grade 3 .” 2016. Thesis, Cape Peninsula University of Technology. Accessed October 16, 2019. http://etd.cput.ac.za/handle/20.500.11838/2366.

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

MLA Handbook (7th Edition):

Petersen, Belinda. “Writing and mathematical problem-solving in grade 3 .” 2016. Web. 16 Oct 2019.

Vancouver:

Petersen B. Writing and mathematical problem-solving in grade 3 . [Internet] [Thesis]. Cape Peninsula University of Technology; 2016. [cited 2019 Oct 16]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2366.

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

Council of Science Editors:

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

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


Central Connecticut State University

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Grigerek, Alexandra Garry, 1988-. “Creating a School-Wide Intervention Program Using the Cognitively Guided Instructional Approach.” 2016. Thesis, Central Connecticut State University. Accessed October 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2283.

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

MLA Handbook (7th Edition):

Grigerek, Alexandra Garry, 1988-. “Creating a School-Wide Intervention Program Using the Cognitively Guided Instructional Approach.” 2016. Web. 16 Oct 2019.

Vancouver:

Grigerek, Alexandra Garry 1. Creating a School-Wide Intervention Program Using the Cognitively Guided Instructional Approach. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2019 Oct 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2283.

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

Council of Science Editors:

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

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


Central Connecticut State University

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Macaluso, Michael A. (Michael Anthony), 1986-. “The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade.” 2016. Thesis, Central Connecticut State University. Accessed October 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2302.

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

MLA Handbook (7th Edition):

Macaluso, Michael A. (Michael Anthony), 1986-. “The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade.” 2016. Web. 16 Oct 2019.

Vancouver:

Macaluso, Michael A. (Michael Anthony) 1. The Relationship Between Standardized Test Scores and Daily Math Journal Writing in Fourth Grade. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2019 Oct 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2302.

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

Council of Science Editors:

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

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


Utah Valley University

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

Degree: 2017, Utah Valley University

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

75 p.;

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Baker, Courtney L. “Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.” 2017. Thesis, Utah Valley University. Accessed October 16, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,728.

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

MLA Handbook (7th Edition):

Baker, Courtney L. “Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.” 2017. Web. 16 Oct 2019.

Vancouver:

Baker CL. Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics. [Internet] [Thesis]. Utah Valley University; 2017. [cited 2019 Oct 16]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,728.

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

Council of Science Editors:

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

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


Columbia University

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

Degree: 2014, Columbia University

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kyriakou, Raeann. “New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century.” 2014. Doctoral Dissertation, Columbia University. Accessed October 16, 2019. https://doi.org/10.7916/D8K07GVZ.

MLA Handbook (7th Edition):

Kyriakou, Raeann. “New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century.” 2014. Web. 16 Oct 2019.

Vancouver:

Kyriakou R. New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2019 Oct 16]. Available from: https://doi.org/10.7916/D8K07GVZ.

Council of Science Editors:

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

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Fasteen, Jodi I. “An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses.” 2015. Doctoral Dissertation, Portland State University. Accessed October 16, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/2314.

MLA Handbook (7th Edition):

Fasteen, Jodi I. “An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses.” 2015. Web. 16 Oct 2019.

Vancouver:

Fasteen JI. An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses. [Internet] [Doctoral dissertation]. Portland State University; 2015. [cited 2019 Oct 16]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2314.

Council of Science Editors:

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

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

Degree: 2015, SUNY College at Cortland

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ferder, Benjamin. “The integration of kinesthetic learning through the math & movement program: pilot study .” 2015. Masters Thesis, SUNY College at Cortland. Accessed October 16, 2019. http://hdl.handle.net/1951/69278.

MLA Handbook (7th Edition):

Ferder, Benjamin. “The integration of kinesthetic learning through the math & movement program: pilot study .” 2015. Web. 16 Oct 2019.

Vancouver:

Ferder B. The integration of kinesthetic learning through the math & movement program: pilot study . [Internet] [Masters thesis]. SUNY College at Cortland; 2015. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1951/69278.

Council of Science Editors:

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


University of Oregon

23. Omlin-Ruback, Holly I. A study of mathematics homework.

Degree: 2009, University of Oregon

 After spending the day learning in elementary school, most children across the United States are given homework , assignments to be completed outside of the… (more)

Subjects/Keywords: Homework; Elementary education; Achievement; Mathematics  – Study and teaching (Elementary); Mathematics homework; Mathematics education; Education, Elementary; Curriculum development

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

APA (6th Edition):

Omlin-Ruback, H. I. (2009). A study of mathematics homework. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/10342

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):

Omlin-Ruback, Holly I. “A study of mathematics homework.” 2009. Thesis, University of Oregon. Accessed October 16, 2019. http://hdl.handle.net/1794/10342.

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

MLA Handbook (7th Edition):

Omlin-Ruback, Holly I. “A study of mathematics homework.” 2009. Web. 16 Oct 2019.

Vancouver:

Omlin-Ruback HI. A study of mathematics homework. [Internet] [Thesis]. University of Oregon; 2009. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1794/10342.

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

Council of Science Editors:

Omlin-Ruback HI. A study of mathematics homework. [Thesis]. University of Oregon; 2009. Available from: http://hdl.handle.net/1794/10342

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


Utah Valley University

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

Degree: 2011, Utah Valley University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mataalii-Tavana, DeeDee. “How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?.” 2011. Thesis, Utah Valley University. Accessed October 16, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,558.

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

MLA Handbook (7th Edition):

Mataalii-Tavana, DeeDee. “How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?.” 2011. Web. 16 Oct 2019.

Vancouver:

Mataalii-Tavana D. How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?. [Internet] [Thesis]. Utah Valley University; 2011. [cited 2019 Oct 16]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,558.

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

Council of Science Editors:

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

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


Utah Valley University

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

Degree: 2018, Utah Valley University

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hart, Jason Robert. “Integrating Math and Science: Making Connections in an Elementary Setting .” 2018. Thesis, Utah Valley University. Accessed October 16, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,721.

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

MLA Handbook (7th Edition):

Hart, Jason Robert. “Integrating Math and Science: Making Connections in an Elementary Setting .” 2018. Web. 16 Oct 2019.

Vancouver:

Hart JR. Integrating Math and Science: Making Connections in an Elementary Setting . [Internet] [Thesis]. Utah Valley University; 2018. [cited 2019 Oct 16]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,721.

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

Council of Science Editors:

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

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


University of North Carolina – Greensboro

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

Degree: 2016, University of North Carolina – Greensboro

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Saunders, Audrea. “Facilitation of Mathematics Professional Development: a case study of supporting teachers’ learning of the core practice of leading mathematical discussions.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 16, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21017.

MLA Handbook (7th Edition):

Saunders, Audrea. “Facilitation of Mathematics Professional Development: a case study of supporting teachers’ learning of the core practice of leading mathematical discussions.” 2016. Web. 16 Oct 2019.

Vancouver:

Saunders A. Facilitation of Mathematics Professional Development: a case study of supporting teachers’ learning of the core practice of leading mathematical discussions. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Oct 16]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21017.

Council of Science Editors:

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


Michigan State University

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

Degree: 2014, Michigan State University

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ayieko, Rachel A. “The influence of opportunity to learn to teach mathematics on preservice teachers' knowledge and beliefs : a comparative study.” 2014. Thesis, Michigan State University. Accessed October 16, 2019. http://etd.lib.msu.edu/islandora/object/etd:2987.

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

MLA Handbook (7th Edition):

Ayieko, Rachel A. “The influence of opportunity to learn to teach mathematics on preservice teachers' knowledge and beliefs : a comparative study.” 2014. Web. 16 Oct 2019.

Vancouver:

Ayieko RA. The influence of opportunity to learn to teach mathematics on preservice teachers' knowledge and beliefs : a comparative study. [Internet] [Thesis]. Michigan State University; 2014. [cited 2019 Oct 16]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2987.

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

Council of Science Editors:

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

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


University of Florida

28. Noel, Megan. An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?.

Degree: 2010, University of Florida

 According to the National Center for Education Statistics, public K-12 education is the backbone of many industrialized nations’ educational systems. The relative success of the… (more)

Subjects/Keywords: Censuses; Education; Mathematical tables; Mathematics; Mathematics education; Mathematics teachers; Poverty; Schools; Students; Teachers; Education, Elementary; Mathematics – Study and teaching (Elementary)

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

APA (6th Edition):

Noel, M. (2010). An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057657

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):

Noel, Megan. “An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?.” 2010. Thesis, University of Florida. Accessed October 16, 2019. http://ufdc.ufl.edu/AA00057657.

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

MLA Handbook (7th Edition):

Noel, Megan. “An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?.” 2010. Web. 16 Oct 2019.

Vancouver:

Noel M. An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?. [Internet] [Thesis]. University of Florida; 2010. [cited 2019 Oct 16]. Available from: http://ufdc.ufl.edu/AA00057657.

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

Council of Science Editors:

Noel M. An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?. [Thesis]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/AA00057657

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


Rhodes University

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Lee, Amanda Jane. “A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase.” 2014. Thesis, Rhodes University. Accessed October 16, 2019. http://hdl.handle.net/10962/d1015664.

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

MLA Handbook (7th Edition):

Lee, Amanda Jane. “A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase.” 2014. Web. 16 Oct 2019.

Vancouver:

Lee AJ. A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase. [Internet] [Thesis]. Rhodes University; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10962/d1015664.

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

Council of Science Editors:

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

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


University of Alberta

30. Dodsworth, Dianne Joyce. Routine mathematical problems and mathematical inquiry in an elementary classroom: tensions and struggles.

Degree: PhD, Department of Elementary Education, 1999, University of Alberta

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

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

APA (6th Edition):

Dodsworth, D. J. (1999). Routine mathematical problems and mathematical inquiry in an elementary classroom: tensions and struggles. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ws859j171

Chicago Manual of Style (16th Edition):

Dodsworth, Dianne Joyce. “Routine mathematical problems and mathematical inquiry in an elementary classroom: tensions and struggles.” 1999. Doctoral Dissertation, University of Alberta. Accessed October 16, 2019. https://era.library.ualberta.ca/files/ws859j171.

MLA Handbook (7th Edition):

Dodsworth, Dianne Joyce. “Routine mathematical problems and mathematical inquiry in an elementary classroom: tensions and struggles.” 1999. Web. 16 Oct 2019.

Vancouver:

Dodsworth DJ. Routine mathematical problems and mathematical inquiry in an elementary classroom: tensions and struggles. [Internet] [Doctoral dissertation]. University of Alberta; 1999. [cited 2019 Oct 16]. Available from: https://era.library.ualberta.ca/files/ws859j171.

Council of Science Editors:

Dodsworth DJ. Routine mathematical problems and mathematical inquiry in an elementary classroom: tensions and struggles. [Doctoral Dissertation]. University of Alberta; 1999. Available from: https://era.library.ualberta.ca/files/ws859j171

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