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You searched for subject:(Mathematics Study AND teaching ). Showing records 1 – 30 of 19319 total matches.

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Columbia University

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

Degree: 2012, Columbia University

 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

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

APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

 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

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

APA (6th 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 (16th 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 (7th 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

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

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 July 14, 2020. 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. 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.

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


University of Johannesburg

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

Degree: 2014, University of Johannesburg

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

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

APA (6th Edition):

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

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):

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

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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 (16th 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 (7th 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

 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

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

APA (6th 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 (16th 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 (7th 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

 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

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

APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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

APA (6th 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 (16th 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 (7th 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

 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 July 14, 2020. 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. 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.

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

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

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

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 July 14, 2020. 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. 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.

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

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

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.

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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.

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

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

Council of Science Editors:

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

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


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

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

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 July 14, 2020. 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. 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.

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


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

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.

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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

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

APA (6th 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 (16th 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 (7th 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

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

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APA (6th 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 (16th 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 (7th 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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

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

Council of Science Editors:

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

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

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

 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

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

APA (6th 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 (16th 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 (7th 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

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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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 (16th 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 (7th 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

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