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Columbia University

1. Shloming, Jennifer Rebecca. Analysis of Mathematical Fiction with Geometric Themes.

Degree: 2012, Columbia University

URL: https://doi.org/10.7916/D86W9J54

► Analysis of mathematical fiction with geometric themes is a *study* that connects the genre of mathematical fiction with informal learning. This *study* provides an analysis…
(more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Shloming, J. R. (2012). Analysis of Mathematical Fiction with Geometric Themes. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D86W9J54

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

Shloming, Jennifer Rebecca. “Analysis of Mathematical Fiction with Geometric Themes.” 2012. Doctoral Dissertation, Columbia University. Accessed July 14, 2020. https://doi.org/10.7916/D86W9J54.

MLA Handbook (7^{th} Edition):

Shloming, Jennifer Rebecca. “Analysis of Mathematical Fiction with Geometric Themes.” 2012. Web. 14 Jul 2020.

Vancouver:

Shloming JR. Analysis of Mathematical Fiction with Geometric Themes. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Jul 14]. Available from: https://doi.org/10.7916/D86W9J54.

Council of Science Editors:

Shloming JR. Analysis of Mathematical Fiction with Geometric Themes. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D86W9J54

University of Zambia

2.
Zulu, Nthani, Hilda.
Preschool teacher's pedagogical content knowledge of pre-*mathematics*: the case of selected schools in Lusaka province of Zambia
.

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4751

► Childhood low levels of learning achievement in numeracy at middle primary school have proved to perpetuate into adult life. In order to raise children with…
(more)

Subjects/Keywords: Mathematics-study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Zulu, Nthani, H. (2016). Preschool teacher's pedagogical content knowledge of pre-mathematics: the case of selected schools in Lusaka province of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4751

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

Not specified: Masters Thesis or Doctoral Dissertation

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

Zulu, Nthani, Hilda. “Preschool teacher's pedagogical content knowledge of pre-mathematics: the case of selected schools in Lusaka province of Zambia .” 2016. Thesis, University of Zambia. Accessed July 14, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/4751.

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

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Zulu, Nthani, Hilda. “Preschool teacher's pedagogical content knowledge of pre-mathematics: the case of selected schools in Lusaka province of Zambia .” 2016. Web. 14 Jul 2020.

Vancouver:

Zulu, Nthani H. Preschool teacher's pedagogical content knowledge of pre-mathematics: the case of selected schools in Lusaka province of Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2020 Jul 14]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4751.

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

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zulu, Nthani H. Preschool teacher's pedagogical content knowledge of pre-mathematics: the case of selected schools in Lusaka province of Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4751

Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

3.
Campbell, Matthew Paul, 1983-.
Responsive pedagogies of practice : researching an ambitious secondary *mathematics* teacher education design.

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

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

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

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

Record Details Similar Records

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

APA (6^{th} Edition):

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

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

Campbell, Matthew Paul, 1983-. “Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design.” 2014. Doctoral Dissertation, Oregon State University. Accessed July 14, 2020. http://hdl.handle.net/1957/50775.

MLA Handbook (7^{th} Edition):

Campbell, Matthew Paul, 1983-. “Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design.” 2014. Web. 14 Jul 2020.

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 2020 Jul 14]. 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

Oregon State University

4.
Maluangnont, Sasiwan.
Teacher Candidates' Noticing of Instructional Features in the Context of an Ambitious *Mathematics* Teacher Education Program.

Degree: PhD, Mathematics Education, 2015, Oregon State University

URL: http://hdl.handle.net/1957/58101

► Teacher noticing is a necessary skill in order for teachers to elicit and respond to their students' mathematical ideas and support the ambitious learning goals…
(more)

Subjects/Keywords: Noticing; Mathematics – Study and teaching

Record Details Similar Records

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

APA (6^{th} Edition):

Maluangnont, S. (2015). Teacher Candidates' Noticing of Instructional Features in the Context of an Ambitious Mathematics Teacher Education Program. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/58101

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

Maluangnont, Sasiwan. “Teacher Candidates' Noticing of Instructional Features in the Context of an Ambitious Mathematics Teacher Education Program.” 2015. Doctoral Dissertation, Oregon State University. Accessed July 14, 2020. http://hdl.handle.net/1957/58101.

MLA Handbook (7^{th} Edition):

Maluangnont, Sasiwan. “Teacher Candidates' Noticing of Instructional Features in the Context of an Ambitious Mathematics Teacher Education Program.” 2015. Web. 14 Jul 2020.

Vancouver:

Maluangnont S. Teacher Candidates' Noticing of Instructional Features in the Context of an Ambitious Mathematics Teacher Education Program. [Internet] [Doctoral dissertation]. Oregon State University; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1957/58101.

Council of Science Editors:

Maluangnont S. Teacher Candidates' Noticing of Instructional Features in the Context of an Ambitious Mathematics Teacher Education Program. [Doctoral Dissertation]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/58101

University of Johannesburg

5. 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

URL: http://hdl.handle.net/10210/11526

►

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)

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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 July 14, 2020. http://hdl.handle.net/10210/11526.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Web. 14 Jul 2020.

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 2020 Jul 14]. Available from: http://hdl.handle.net/10210/11526.

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

Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

6. Coertzen, A.B. Riglyne vir sinvolle wiskunde-onderrig.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/9254

►

M.Ed. (*Mathematics*)

*Mathematics* is the gate and key of the sciences .•• Neglect ·of *Mathematics* works injury to all knowledge, since he who is ignorant…
(more)

Subjects/Keywords: Mathematics - Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Coertzen, A. B. (2014). Riglyne vir sinvolle wiskunde-onderrig. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9254

Not specified: Masters Thesis or Doctoral Dissertation

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

Coertzen, A B. “Riglyne vir sinvolle wiskunde-onderrig.” 2014. Thesis, University of Johannesburg. Accessed July 14, 2020. http://hdl.handle.net/10210/9254.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Coertzen, A B. “Riglyne vir sinvolle wiskunde-onderrig.” 2014. Web. 14 Jul 2020.

Vancouver:

Coertzen AB. Riglyne vir sinvolle wiskunde-onderrig. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10210/9254.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coertzen AB. Riglyne vir sinvolle wiskunde-onderrig. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9254

Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

7.
Mtonga, Daniel Stailud.
The nature of factors affecting pupils' attitudes towards learning *mathematics*: The case of selected Secondary Schools in Eastern Province
.

Degree: 2015, University of Zambia

URL: http://hdl.handle.net/123456789/3798

► This *study* sought to assess the nature of factors affecting interest and attitudes of pupils toward learning *Mathematics* in selected Secondary Schools in Eastern Province.…
(more)

Subjects/Keywords: Mathematics-Study and Teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Mtonga, D. S. (2015). The nature of factors affecting pupils' attitudes towards learning mathematics: The case of selected Secondary Schools in Eastern Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3798

Not specified: Masters Thesis or Doctoral Dissertation

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

Mtonga, Daniel Stailud. “The nature of factors affecting pupils' attitudes towards learning mathematics: The case of selected Secondary Schools in Eastern Province .” 2015. Thesis, University of Zambia. Accessed July 14, 2020. http://hdl.handle.net/123456789/3798.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Mtonga, Daniel Stailud. “The nature of factors affecting pupils' attitudes towards learning mathematics: The case of selected Secondary Schools in Eastern Province .” 2015. Web. 14 Jul 2020.

Vancouver:

Mtonga DS. The nature of factors affecting pupils' attitudes towards learning mathematics: The case of selected Secondary Schools in Eastern Province . [Internet] [Thesis]. University of Zambia; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/123456789/3798.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mtonga DS. The nature of factors affecting pupils' attitudes towards learning mathematics: The case of selected Secondary Schools in Eastern Province . [Thesis]. University of Zambia; 2015. Available from: http://hdl.handle.net/123456789/3798

Not specified: Masters Thesis or Doctoral Dissertation

University of Namibia

8.
Amoonga, Tobias.
The use of constructivism in *teaching* *mathematics* for understanding
.

Degree: 2008, University of Namibia

URL: http://hdl.handle.net/11070/420

► abstract provided by author; The major purpose of this *study* was to investigate factors and challenges that hindered effective *teaching* of *mathematics* for understanding in…
(more)

Subjects/Keywords: Mathematics ; Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Amoonga, T. (2008). The use of constructivism in teaching mathematics for understanding . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/420

Not specified: Masters Thesis or Doctoral Dissertation

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

Amoonga, Tobias. “The use of constructivism in teaching mathematics for understanding .” 2008. Thesis, University of Namibia. Accessed July 14, 2020. http://hdl.handle.net/11070/420.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Amoonga, Tobias. “The use of constructivism in teaching mathematics for understanding .” 2008. Web. 14 Jul 2020.

Vancouver:

Amoonga T. The use of constructivism in teaching mathematics for understanding . [Internet] [Thesis]. University of Namibia; 2008. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/11070/420.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Amoonga T. The use of constructivism in teaching mathematics for understanding . [Thesis]. University of Namibia; 2008. Available from: http://hdl.handle.net/11070/420

Not specified: Masters Thesis or Doctoral Dissertation

Rhodes University

9. Kangwa, Evaristo. An investigation of teachers' mathematical task selection in the Zambia context.

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

URL: http://hdl.handle.net/10962/d1001512

► This research sought to investigate the sources and type of tasks used in the *teaching* of trigonometry in Zambia’s secondary schools, and to investigate the…
(more)

Subjects/Keywords: Mathematics – Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Kangwa, E. (2013). An investigation of teachers' mathematical task selection in the Zambia context. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1001512

Not specified: Masters Thesis or Doctoral Dissertation

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

Kangwa, Evaristo. “An investigation of teachers' mathematical task selection in the Zambia context.” 2013. Thesis, Rhodes University. Accessed July 14, 2020. http://hdl.handle.net/10962/d1001512.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Kangwa, Evaristo. “An investigation of teachers' mathematical task selection in the Zambia context.” 2013. Web. 14 Jul 2020.

Vancouver:

Kangwa E. An investigation of teachers' mathematical task selection in the Zambia context. [Internet] [Thesis]. Rhodes University; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10962/d1001512.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kangwa E. An investigation of teachers' mathematical task selection in the Zambia context. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1001512

Not specified: Masters Thesis or Doctoral Dissertation

10.
Chabulembwa, Mwila David.
Challenges of *teaching* and learning *mathematics* at the Copperbelt University.

Degree: 2015, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/3778

► The purpose of this *study* was to investigate the challenges of *teaching* and learning *mathematics* at the Copperbelt University (CBU), the second largest public university…
(more)

Subjects/Keywords: Mathematics-Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Chabulembwa, M. D. (2015). Challenges of teaching and learning mathematics at the Copperbelt University. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/3778

Not specified: Masters Thesis or Doctoral Dissertation

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

Chabulembwa, Mwila David. “Challenges of teaching and learning mathematics at the Copperbelt University.” 2015. Thesis, University of Zimbabwe. Accessed July 14, 2020. http://dspace.unza.zm/handle/123456789/3778.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Chabulembwa, Mwila David. “Challenges of teaching and learning mathematics at the Copperbelt University.” 2015. Web. 14 Jul 2020.

Vancouver:

Chabulembwa MD. Challenges of teaching and learning mathematics at the Copperbelt University. [Internet] [Thesis]. University of Zimbabwe; 2015. [cited 2020 Jul 14]. Available from: http://dspace.unza.zm/handle/123456789/3778.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chabulembwa MD. Challenges of teaching and learning mathematics at the Copperbelt University. [Thesis]. University of Zimbabwe; 2015. Available from: http://dspace.unza.zm/handle/123456789/3778

Not specified: Masters Thesis or Doctoral Dissertation

North-West University

11.
Seroto, S M.
Mathematical concepts of the traditional building of the Limpopo Province that can be use to teach high school *mathematics* / N.M. Seroto
.

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/14418

► There are several factors in our environment such as cultural artefacts, murals, our tradition, buildings and language that can be used to teach *mathematics* in…
(more)

Subjects/Keywords: Mathematics; Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Seroto, S. M. (2012). Mathematical concepts of the traditional building of the Limpopo Province that can be use to teach high school mathematics / N.M. Seroto . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/14418

Not specified: Masters Thesis or Doctoral Dissertation

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

Seroto, S M. “Mathematical concepts of the traditional building of the Limpopo Province that can be use to teach high school mathematics / N.M. Seroto .” 2012. Thesis, North-West University. Accessed July 14, 2020. http://hdl.handle.net/10394/14418.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Seroto, S M. “Mathematical concepts of the traditional building of the Limpopo Province that can be use to teach high school mathematics / N.M. Seroto .” 2012. Web. 14 Jul 2020.

Vancouver:

Seroto SM. Mathematical concepts of the traditional building of the Limpopo Province that can be use to teach high school mathematics / N.M. Seroto . [Internet] [Thesis]. North-West University; 2012. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10394/14418.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Seroto SM. Mathematical concepts of the traditional building of the Limpopo Province that can be use to teach high school mathematics / N.M. Seroto . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/14418

Not specified: Masters Thesis or Doctoral Dissertation

North-West University

12.
Mokgomo, Lolo Florence.
An exploratory *study* of how learners communicate what they know during *mathematics* lesson / Lolo Florence Mokgomo
.

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/15975

► South Africa teachers who are *teaching* *Mathematics* were faced with challenges of implementing a new curriculum (National Curriculum Statement). They are expected to be innovative…
(more)

Subjects/Keywords: Mathematics; Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Mokgomo, L. F. (2010). An exploratory study of how learners communicate what they know during mathematics lesson / Lolo Florence Mokgomo . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15975

Not specified: Masters Thesis or Doctoral Dissertation

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

Mokgomo, Lolo Florence. “An exploratory study of how learners communicate what they know during mathematics lesson / Lolo Florence Mokgomo .” 2010. Thesis, North-West University. Accessed July 14, 2020. http://hdl.handle.net/10394/15975.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Mokgomo, Lolo Florence. “An exploratory study of how learners communicate what they know during mathematics lesson / Lolo Florence Mokgomo .” 2010. Web. 14 Jul 2020.

Vancouver:

Mokgomo LF. An exploratory study of how learners communicate what they know during mathematics lesson / Lolo Florence Mokgomo . [Internet] [Thesis]. North-West University; 2010. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10394/15975.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mokgomo LF. An exploratory study of how learners communicate what they know during mathematics lesson / Lolo Florence Mokgomo . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/15975

Not specified: Masters Thesis or Doctoral Dissertation

Columbia University

13.
Ham, Edward.
Beginning *mathematics* teachers from alternative certification programs : their success in the classroom and how they achieved it.

Degree: 2011, Columbia University

URL: https://doi.org/10.7916/D83B6622

► This dissertation focuses on beginning *mathematics* teachers from alternative certification programs and their perceptions of what is required to be successful. A mixed - methods…
(more)

Subjects/Keywords: Mathematics – Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Ham, E. (2011). Beginning mathematics teachers from alternative certification programs : their success in the classroom and how they achieved it. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D83B6622

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

Ham, Edward. “Beginning mathematics teachers from alternative certification programs : their success in the classroom and how they achieved it.” 2011. Doctoral Dissertation, Columbia University. Accessed July 14, 2020. https://doi.org/10.7916/D83B6622.

MLA Handbook (7^{th} Edition):

Ham, Edward. “Beginning mathematics teachers from alternative certification programs : their success in the classroom and how they achieved it.” 2011. Web. 14 Jul 2020.

Vancouver:

Ham E. Beginning mathematics teachers from alternative certification programs : their success in the classroom and how they achieved it. [Internet] [Doctoral dissertation]. Columbia University; 2011. [cited 2020 Jul 14]. Available from: https://doi.org/10.7916/D83B6622.

Council of Science Editors:

Ham E. Beginning mathematics teachers from alternative certification programs : their success in the classroom and how they achieved it. [Doctoral Dissertation]. Columbia University; 2011. Available from: https://doi.org/10.7916/D83B6622

Columbia University

14.
Jo, Lydia Hyeryung.
Asian American college students' *mathematics* success and the model minority stereotype.

Degree: 2012, Columbia University

URL: https://doi.org/10.7916/D8JS9XFB

► The often aggregated reports of academic excellence of Asian American students as a whole, compared to students from other ethnic groups offers compelling evidence that…
(more)

Subjects/Keywords: Mathematics – Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Jo, L. H. (2012). Asian American college students' mathematics success and the model minority stereotype. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8JS9XFB

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

Jo, Lydia Hyeryung. “Asian American college students' mathematics success and the model minority stereotype.” 2012. Doctoral Dissertation, Columbia University. Accessed July 14, 2020. https://doi.org/10.7916/D8JS9XFB.

MLA Handbook (7^{th} Edition):

Jo, Lydia Hyeryung. “Asian American college students' mathematics success and the model minority stereotype.” 2012. Web. 14 Jul 2020.

Vancouver:

Jo LH. Asian American college students' mathematics success and the model minority stereotype. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Jul 14]. Available from: https://doi.org/10.7916/D8JS9XFB.

Council of Science Editors:

Jo LH. Asian American college students' mathematics success and the model minority stereotype. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8JS9XFB

Columbia University

15.
Grant, Frida Kristin.
Cross National Comparisons of Excellence in University *Mathematics* Instructors - An Analysis of Key Characteristics of Excellent *Mathematics* Instructors based on Teacher Evaluation Forms.

Degree: 2014, Columbia University

URL: https://doi.org/10.7916/D8DJ5CKB

► Mathematicians have, historically, not been overly successful in their approach to *teaching* and much research has looked in to why this is so. *Teaching* *mathematics*…
(more)

Subjects/Keywords: Mathematics – Study and teaching

Record Details Similar Records

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

APA (6^{th} Edition):

Grant, F. K. (2014). Cross National Comparisons of Excellence in University Mathematics Instructors - An Analysis of Key Characteristics of Excellent Mathematics Instructors based on Teacher Evaluation Forms. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8DJ5CKB

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

Grant, Frida Kristin. “Cross National Comparisons of Excellence in University Mathematics Instructors - An Analysis of Key Characteristics of Excellent Mathematics Instructors based on Teacher Evaluation Forms.” 2014. Doctoral Dissertation, Columbia University. Accessed July 14, 2020. https://doi.org/10.7916/D8DJ5CKB.

MLA Handbook (7^{th} Edition):

Grant, Frida Kristin. “Cross National Comparisons of Excellence in University Mathematics Instructors - An Analysis of Key Characteristics of Excellent Mathematics Instructors based on Teacher Evaluation Forms.” 2014. Web. 14 Jul 2020.

Vancouver:

Grant FK. Cross National Comparisons of Excellence in University Mathematics Instructors - An Analysis of Key Characteristics of Excellent Mathematics Instructors based on Teacher Evaluation Forms. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2020 Jul 14]. Available from: https://doi.org/10.7916/D8DJ5CKB.

Council of Science Editors:

Grant FK. Cross National Comparisons of Excellence in University Mathematics Instructors - An Analysis of Key Characteristics of Excellent Mathematics Instructors based on Teacher Evaluation Forms. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8DJ5CKB

Columbia University

16. Dickman, Benjamin. Conceptions of Creativity in Elementary School Mathematical Problem Posing.

Degree: 2014, Columbia University

URL: https://doi.org/10.7916/D8MC8X69

► Mathematical problem posing and creativity are important areas within *mathematics* education, and have been connected by mathematicians, *mathematics* educators, and creativity theorists. However, the relationship…
(more)

Subjects/Keywords: Mathematics – Study and teaching

Record Details Similar Records

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

APA (6^{th} Edition):

Dickman, B. (2014). Conceptions of Creativity in Elementary School Mathematical Problem Posing. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8MC8X69

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

Dickman, Benjamin. “Conceptions of Creativity in Elementary School Mathematical Problem Posing.” 2014. Doctoral Dissertation, Columbia University. Accessed July 14, 2020. https://doi.org/10.7916/D8MC8X69.

MLA Handbook (7^{th} Edition):

Dickman, Benjamin. “Conceptions of Creativity in Elementary School Mathematical Problem Posing.” 2014. Web. 14 Jul 2020.

Vancouver:

Dickman B. Conceptions of Creativity in Elementary School Mathematical Problem Posing. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2020 Jul 14]. Available from: https://doi.org/10.7916/D8MC8X69.

Council of Science Editors:

Dickman B. Conceptions of Creativity in Elementary School Mathematical Problem Posing. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8MC8X69

Columbia University

17.
Reich, Heidi.
Classification of Spoken Discourse in *Teaching* the Construction of Mathematical Proof.

Degree: 2015, Columbia University

URL: https://doi.org/10.7916/D87S7MVF

► The purpose of this *study* is to analyze the patterns of classroom discourse when high school students move from performing prescribed algorithms in order to…
(more)

Subjects/Keywords: Mathematics – Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Reich, H. (2015). Classification of Spoken Discourse in Teaching the Construction of Mathematical Proof. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D87S7MVF

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

Reich, Heidi. “Classification of Spoken Discourse in Teaching the Construction of Mathematical Proof.” 2015. Doctoral Dissertation, Columbia University. Accessed July 14, 2020. https://doi.org/10.7916/D87S7MVF.

MLA Handbook (7^{th} Edition):

Reich, Heidi. “Classification of Spoken Discourse in Teaching the Construction of Mathematical Proof.” 2015. Web. 14 Jul 2020.

Vancouver:

Reich H. Classification of Spoken Discourse in Teaching the Construction of Mathematical Proof. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2020 Jul 14]. Available from: https://doi.org/10.7916/D87S7MVF.

Council of Science Editors:

Reich H. Classification of Spoken Discourse in Teaching the Construction of Mathematical Proof. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D87S7MVF

Central Connecticut State University

18.
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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1775

► 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)

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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 July 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1775.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Web. 14 Jul 2020.

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 2020 Jul 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

19.
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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1902

►

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)

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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 July 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1902.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Web. 14 Jul 2020.

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 2020 Jul 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

20.
Helfrich, Kathryn N., 1960-.
Toward Identification of Specific Classroom Mathematical Discourse Interactions and Behaviors that Increase Mathematical Understandings : A Case *Study* in a Fourth Grade Classroom.

Degree: Department of Mathematical Sciences, 2014, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1970

►

Previous mathematical research focused on developing discourse-rich *mathematics* communities in today's classrooms indicates that students need to engage in socially shared metacognition, or the monitoring…
(more)

Subjects/Keywords: Mathematics – Study and teaching.

Record Details Similar Records

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

APA (6^{th} Edition):

Helfrich, Kathryn N., 1. (2014). Toward Identification of Specific Classroom Mathematical Discourse Interactions and Behaviors that Increase Mathematical Understandings : A Case Study in a Fourth Grade Classroom. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1970

Not specified: Masters Thesis or Doctoral Dissertation

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

Helfrich, Kathryn N., 1960-. “Toward Identification of Specific Classroom Mathematical Discourse Interactions and Behaviors that Increase Mathematical Understandings : A Case Study in a Fourth Grade Classroom.” 2014. Thesis, Central Connecticut State University. Accessed July 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1970.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Helfrich, Kathryn N., 1960-. “Toward Identification of Specific Classroom Mathematical Discourse Interactions and Behaviors that Increase Mathematical Understandings : A Case Study in a Fourth Grade Classroom.” 2014. Web. 14 Jul 2020.

Vancouver:

Helfrich, Kathryn N. 1. Toward Identification of Specific Classroom Mathematical Discourse Interactions and Behaviors that Increase Mathematical Understandings : A Case Study in a Fourth Grade Classroom. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2020 Jul 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1970.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Helfrich, Kathryn N. 1. Toward Identification of Specific Classroom Mathematical Discourse Interactions and Behaviors that Increase Mathematical Understandings : A Case Study in a Fourth Grade Classroom. [Thesis]. Central Connecticut State University; 2014. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1970

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

21. Moran, Karri N. 1983-. Development and Implementation of Family Math Night To Build Student Achievement and Basic Skills.

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

URL: http://content.library.ccsu.edu/u?/ccsutheses,2017

►

The purpose of this special project was to strengthen the mathematical skills of students through the power of family interaction. By hosting a Family Math… (more)

Subjects/Keywords: Mathematics – Study and teaching.

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Moran, K. N. 1. (2014). Development and Implementation of Family Math Night To Build Student Achievement and Basic Skills. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2017

Not specified: Masters Thesis or Doctoral Dissertation

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

Moran, Karri N 1983-. “Development and Implementation of Family Math Night To Build Student Achievement and Basic Skills.” 2014. Thesis, Central Connecticut State University. Accessed July 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2017.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Moran, Karri N 1983-. “Development and Implementation of Family Math Night To Build Student Achievement and Basic Skills.” 2014. Web. 14 Jul 2020.

Vancouver:

Moran KN1. Development and Implementation of Family Math Night To Build Student Achievement and Basic Skills. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2020 Jul 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2017.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moran KN1. Development and Implementation of Family Math Night To Build Student Achievement and Basic Skills. [Thesis]. Central Connecticut State University; 2014. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2017

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

22.
Youman, Elizabeth E. (Elizabeth Emily), 1988-.
A Meta-*Study* on Sustainability and Secondary *Mathematics* Education.

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

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

►

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

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

Record Details Similar Records

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

APA (6^{th} Edition):

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

Not specified: Masters Thesis or Doctoral Dissertation

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

Youman, Elizabeth E. (Elizabeth Emily), 1988-. “A Meta-Study on Sustainability and Secondary Mathematics Education.” 2018. Thesis, Central Connecticut State University. Accessed July 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2631.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Youman, Elizabeth E. (Elizabeth Emily), 1988-. “A Meta-Study on Sustainability and Secondary Mathematics Education.” 2018. Web. 14 Jul 2020.

Vancouver:

Youman, Elizabeth E. (Elizabeth Emily) 1. A Meta-Study on Sustainability and Secondary Mathematics Education. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2020 Jul 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2631.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

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

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

23. 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

URL: http://content.library.ccsu.edu/u?/ccsutheses,2936

► 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)

Record Details Similar Records

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

APA (6^{th} 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

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} 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 July 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2936.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Web. 14 Jul 2020.

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 2020 Jul 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

24.
Germain, Bridget, N., 1992-.
A Reflective *Study* on Culturally Relevant *Mathematics* *Teaching* in My Classroom Practices / Bridget Germain.

Degree: Department of Mathematics, 2019, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,2945

►

The researcher is looking at the growth over time of use of culturally relevant mathematic instruction in her own lessons over a two-year time span.… (more)

Subjects/Keywords: Mathematics – Study and teaching.

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Germain, Bridget, N., 1. (2019). A Reflective Study on Culturally Relevant Mathematics Teaching in My Classroom Practices / Bridget Germain. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2945

Not specified: Masters Thesis or Doctoral Dissertation

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

Germain, Bridget, N., 1992-. “A Reflective Study on Culturally Relevant Mathematics Teaching in My Classroom Practices / Bridget Germain.” 2019. Thesis, Central Connecticut State University. Accessed July 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2945.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Germain, Bridget, N., 1992-. “A Reflective Study on Culturally Relevant Mathematics Teaching in My Classroom Practices / Bridget Germain.” 2019. Web. 14 Jul 2020.

Vancouver:

Germain, Bridget, N. 1. A Reflective Study on Culturally Relevant Mathematics Teaching in My Classroom Practices / Bridget Germain. [Internet] [Thesis]. Central Connecticut State University; 2019. [cited 2020 Jul 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2945.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Germain, Bridget, N. 1. A Reflective Study on Culturally Relevant Mathematics Teaching in My Classroom Practices / Bridget Germain. [Thesis]. Central Connecticut State University; 2019. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2945

Not specified: Masters Thesis or Doctoral Dissertation

Florida State University

25. Dayi, Guner. How Geogebra Contributes to Middle Grade Algebra I Students' Conceptual Understanding of Functions.

Degree: PhD, Teacher Education, 2015, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_2015fall_Dayi_fsu_0071E_12946 ;

►

The current *study* examined how GeoGebra contributed to middle grade Algebra I students' conceptual understanding of functions. In order to gain a deeper understanding a…
(more)

Subjects/Keywords: Mathematics; Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Dayi, G. (2015). How Geogebra Contributes to Middle Grade Algebra I Students' Conceptual Understanding of Functions. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2015fall_Dayi_fsu_0071E_12946 ;

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

Dayi, Guner. “How Geogebra Contributes to Middle Grade Algebra I Students' Conceptual Understanding of Functions.” 2015. Doctoral Dissertation, Florida State University. Accessed July 14, 2020. http://purl.flvc.org/fsu/fd/FSU_2015fall_Dayi_fsu_0071E_12946 ;.

MLA Handbook (7^{th} Edition):

Dayi, Guner. “How Geogebra Contributes to Middle Grade Algebra I Students' Conceptual Understanding of Functions.” 2015. Web. 14 Jul 2020.

Vancouver:

Dayi G. How Geogebra Contributes to Middle Grade Algebra I Students' Conceptual Understanding of Functions. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2020 Jul 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Dayi_fsu_0071E_12946 ;.

Council of Science Editors:

Dayi G. How Geogebra Contributes to Middle Grade Algebra I Students' Conceptual Understanding of Functions. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Dayi_fsu_0071E_12946 ;

Rutgers University

26. Gerstein, Miriam, 1984-. The interplay between teacher questioning and student reasoning.

Degree: PhD, Education, 2017, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/55477/

►

The purpose of the qualitative *study* is to describe patterns of relationships between teacher questioning and student responses, especially student reasoning. This *study* is positioned…
(more)

Subjects/Keywords: Mathematics – Study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Gerstein, Miriam, 1. (2017). The interplay between teacher questioning and student reasoning. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/55477/

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

Gerstein, Miriam, 1984-. “The interplay between teacher questioning and student reasoning.” 2017. Doctoral Dissertation, Rutgers University. Accessed July 14, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/55477/.

MLA Handbook (7^{th} Edition):

Gerstein, Miriam, 1984-. “The interplay between teacher questioning and student reasoning.” 2017. Web. 14 Jul 2020.

Vancouver:

Gerstein, Miriam 1. The interplay between teacher questioning and student reasoning. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2020 Jul 14]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55477/.

Council of Science Editors:

Gerstein, Miriam 1. The interplay between teacher questioning and student reasoning. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55477/

University of Victoria

27.
McAskill, Donald Bruce.
A program evaluation of applications of *Mathematics* 10 in British Columbia public schools.

Degree: Interdisciplinary Graduate Program, 2018, University of Victoria

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

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

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

Record Details Similar Records

❌

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

APA (6^{th} Edition):

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

Not specified: Masters Thesis or Doctoral Dissertation

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

McAskill, Donald Bruce. “A program evaluation of applications of Mathematics 10 in British Columbia public schools.” 2018. Thesis, University of Victoria. Accessed July 14, 2020. https://dspace.library.uvic.ca//handle/1828/9089.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

McAskill, Donald Bruce. “A program evaluation of applications of Mathematics 10 in British Columbia public schools.” 2018. Web. 14 Jul 2020.

Vancouver:

McAskill DB. A program evaluation of applications of Mathematics 10 in British Columbia public schools. [Internet] [Thesis]. University of Victoria; 2018. [cited 2020 Jul 14]. Available from: https://dspace.library.uvic.ca//handle/1828/9089.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

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

Not specified: Masters Thesis or Doctoral Dissertation

28.
Pacheco, Megan.
Problem-Based Learning in *Mathematics*: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand.

Degree: School of Education, 2012, Sonoma State University

URL: http://hdl.handle.net/10211.3/105523

► Purpose of the *Study*: Problem-based learning is a student-centered approach to *teaching* *mathematics* that helps students to develop critical thinking and problem-solving skills while learning…
(more)

Subjects/Keywords: mathematics – study and teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Pacheco, M. (2012). Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand. (Masters Thesis). Sonoma State University. Retrieved from http://hdl.handle.net/10211.3/105523

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

Pacheco, Megan. “Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand.” 2012. Masters Thesis, Sonoma State University. Accessed July 14, 2020. http://hdl.handle.net/10211.3/105523.

MLA Handbook (7^{th} Edition):

Pacheco, Megan. “Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand.” 2012. Web. 14 Jul 2020.

Vancouver:

Pacheco M. Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand. [Internet] [Masters thesis]. Sonoma State University; 2012. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10211.3/105523.

Council of Science Editors:

Pacheco M. Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand. [Masters Thesis]. Sonoma State University; 2012. Available from: http://hdl.handle.net/10211.3/105523

29. Brown, Stephanie. Encouraging Arithmetic: A Classroom Experiment.

Degree: 2016, NC Docks

URL: http://libres.uncg.edu/ir/uncp/f/Encouraging Arithmetic_A Classroom Experiment.pdf

► *Mathematics* is a major part of today’s society and is used in nearly everyone’s day to day life. Despite the importance of *mathematics* many students…
(more)

Subjects/Keywords: Mathematics – Study and Teaching

Record Details Similar Records

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

APA (6^{th} Edition):

Brown, S. (2016). Encouraging Arithmetic: A Classroom Experiment. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncp/f/Encouraging Arithmetic_A Classroom Experiment.pdf

Not specified: Masters Thesis or Doctoral Dissertation

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

Brown, Stephanie. “Encouraging Arithmetic: A Classroom Experiment.” 2016. Thesis, NC Docks. Accessed July 14, 2020. http://libres.uncg.edu/ir/uncp/f/Encouraging Arithmetic_A Classroom Experiment.pdf.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Brown, Stephanie. “Encouraging Arithmetic: A Classroom Experiment.” 2016. Web. 14 Jul 2020.

Vancouver:

Brown S. Encouraging Arithmetic: A Classroom Experiment. [Internet] [Thesis]. NC Docks; 2016. [cited 2020 Jul 14]. Available from: http://libres.uncg.edu/ir/uncp/f/Encouraging Arithmetic_A Classroom Experiment.pdf.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown S. Encouraging Arithmetic: A Classroom Experiment. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncp/f/Encouraging Arithmetic_A Classroom Experiment.pdf

Not specified: Masters Thesis or Doctoral Dissertation

Columbia University

30. Dituri, Philip Charles. Proof and Reasoning in Secondary School Algebra Textbooks.

Degree: 2013, Columbia University

URL: https://doi.org/10.7916/D8KP88CG

► The purpose of this *study* was to determine the extent to which the modeling of deductive reasoning and proof-type thinking occurs in a *mathematics* course…
(more)

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

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Dituri, P. C. (2013). Proof and Reasoning in Secondary School Algebra Textbooks. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8KP88CG

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

Dituri, Philip Charles. “Proof and Reasoning in Secondary School Algebra Textbooks.” 2013. Doctoral Dissertation, Columbia University. Accessed July 14, 2020. https://doi.org/10.7916/D8KP88CG.

MLA Handbook (7^{th} Edition):

Dituri, Philip Charles. “Proof and Reasoning in Secondary School Algebra Textbooks.” 2013. Web. 14 Jul 2020.

Vancouver:

Dituri PC. Proof and Reasoning in Secondary School Algebra Textbooks. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2020 Jul 14]. Available from: https://doi.org/10.7916/D8KP88CG.

Council of Science Editors:

Dituri PC. Proof and Reasoning in Secondary School Algebra Textbooks. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8KP88CG