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You searched for subject:(Mathematics education). Showing records 1 – 30 of 6795 total matches.

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1. Tse, Jasmine. An explication of the Hilbert basis theorem and its relation to school mathematics.

Degree: 2009, California State University, Long Beach

  For this thesis, I explore one aspect of commutative ring theory through the explication of the Hilbert Basis Theorem. This includes: (1) clear definitions… (more)

Subjects/Keywords: Education, Mathematics; Mathematics

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

APA (6th Edition):

Tse, J. (2009). An explication of the Hilbert basis theorem and its relation to school mathematics. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1466156

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):

Tse, Jasmine. “An explication of the Hilbert basis theorem and its relation to school mathematics.” 2009. Thesis, California State University, Long Beach. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1466156.

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

MLA Handbook (7th Edition):

Tse, Jasmine. “An explication of the Hilbert basis theorem and its relation to school mathematics.” 2009. Web. 27 Feb 2021.

Vancouver:

Tse J. An explication of the Hilbert basis theorem and its relation to school mathematics. [Internet] [Thesis]. California State University, Long Beach; 2009. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1466156.

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

Council of Science Editors:

Tse J. An explication of the Hilbert basis theorem and its relation to school mathematics. [Thesis]. California State University, Long Beach; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1466156

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


The University of Oklahoma

2. Cook, John Paul. A guided reinvention of ring, integral domain, and field.

Degree: 2012, The University of Oklahoma

  Abstract algebra enjoys a prestigious position in mathematics and the undergraduate mathematics curriculum. A typical abstract algebra course aims to provide students with a… (more)

Subjects/Keywords: Education, Mathematics; Mathematics

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

APA (6th Edition):

Cook, J. P. (2012). A guided reinvention of ring, integral domain, and field. (Thesis). The University of Oklahoma. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3517320

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):

Cook, John Paul. “A guided reinvention of ring, integral domain, and field.” 2012. Thesis, The University of Oklahoma. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3517320.

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

MLA Handbook (7th Edition):

Cook, John Paul. “A guided reinvention of ring, integral domain, and field.” 2012. Web. 27 Feb 2021.

Vancouver:

Cook JP. A guided reinvention of ring, integral domain, and field. [Internet] [Thesis]. The University of Oklahoma; 2012. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3517320.

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

Council of Science Editors:

Cook JP. A guided reinvention of ring, integral domain, and field. [Thesis]. The University of Oklahoma; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3517320

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


Baylor University

3. Sizemore, Cheri Brown. Voices of reform : an oral history of the impact of mathematics reform on Texas public schools : 1960 - 2010.

Degree: EdD, Educational Administration., 2011, Baylor University

 Since the launch of the Soviet satellite, Sputnik, rocked America's confidence as a strong nation, mathematics education reforms have been the focus of much debate… (more)

Subjects/Keywords: Mathematics.; Mathematics education.; Mathematics reform.

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

APA (6th Edition):

Sizemore, C. B. (2011). Voices of reform : an oral history of the impact of mathematics reform on Texas public schools : 1960 - 2010. (Doctoral Dissertation). Baylor University. Retrieved from http://hdl.handle.net/2104/8099

Chicago Manual of Style (16th Edition):

Sizemore, Cheri Brown. “Voices of reform : an oral history of the impact of mathematics reform on Texas public schools : 1960 - 2010.” 2011. Doctoral Dissertation, Baylor University. Accessed February 27, 2021. http://hdl.handle.net/2104/8099.

MLA Handbook (7th Edition):

Sizemore, Cheri Brown. “Voices of reform : an oral history of the impact of mathematics reform on Texas public schools : 1960 - 2010.” 2011. Web. 27 Feb 2021.

Vancouver:

Sizemore CB. Voices of reform : an oral history of the impact of mathematics reform on Texas public schools : 1960 - 2010. [Internet] [Doctoral dissertation]. Baylor University; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2104/8099.

Council of Science Editors:

Sizemore CB. Voices of reform : an oral history of the impact of mathematics reform on Texas public schools : 1960 - 2010. [Doctoral Dissertation]. Baylor University; 2011. Available from: http://hdl.handle.net/2104/8099

4. Bofah, Emmanuel Adu-tutu. A Cross-cultural Analysis of the Dimensions of Mathematics-related Affect : Assessing the psychometric properties and the relationship with achievement.

Degree: Department of Teacher Education, 2016, University of Helsinki

 The aim of the present set of studies in this dissertation was to examine the psychometric properties of measures of mathematics-related affect developed and normalized… (more)

Subjects/Keywords: Mathematics Education; Mathematics Education

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

APA (6th Edition):

Bofah, E. A. (2016). A Cross-cultural Analysis of the Dimensions of Mathematics-related Affect : Assessing the psychometric properties and the relationship with achievement. (Doctoral Dissertation). University of Helsinki. Retrieved from http://hdl.handle.net/10138/161278

Chicago Manual of Style (16th Edition):

Bofah, Emmanuel Adu-tutu. “A Cross-cultural Analysis of the Dimensions of Mathematics-related Affect : Assessing the psychometric properties and the relationship with achievement.” 2016. Doctoral Dissertation, University of Helsinki. Accessed February 27, 2021. http://hdl.handle.net/10138/161278.

MLA Handbook (7th Edition):

Bofah, Emmanuel Adu-tutu. “A Cross-cultural Analysis of the Dimensions of Mathematics-related Affect : Assessing the psychometric properties and the relationship with achievement.” 2016. Web. 27 Feb 2021.

Vancouver:

Bofah EA. A Cross-cultural Analysis of the Dimensions of Mathematics-related Affect : Assessing the psychometric properties and the relationship with achievement. [Internet] [Doctoral dissertation]. University of Helsinki; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10138/161278.

Council of Science Editors:

Bofah EA. A Cross-cultural Analysis of the Dimensions of Mathematics-related Affect : Assessing the psychometric properties and the relationship with achievement. [Doctoral Dissertation]. University of Helsinki; 2016. Available from: http://hdl.handle.net/10138/161278

5. Alexander, Cathleen Marie. Community college developmental education students' understanding of foundational fraction concepts.

Degree: 2014, University of California, Davis

Mathematics, in general, and algebra courses, in particular, have been categorized as "gatekeepers" for higher education, better jobs, and even citizenship. For many low-income… (more)

Subjects/Keywords: Education, Mathematics; Mathematics; Education, General

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

APA (6th Edition):

Alexander, C. M. (2014). Community college developmental education students' understanding of foundational fraction concepts. (Thesis). University of California, Davis. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3614168

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):

Alexander, Cathleen Marie. “Community college developmental education students' understanding of foundational fraction concepts.” 2014. Thesis, University of California, Davis. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3614168.

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

MLA Handbook (7th Edition):

Alexander, Cathleen Marie. “Community college developmental education students' understanding of foundational fraction concepts.” 2014. Web. 27 Feb 2021.

Vancouver:

Alexander CM. Community college developmental education students' understanding of foundational fraction concepts. [Internet] [Thesis]. University of California, Davis; 2014. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3614168.

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

Council of Science Editors:

Alexander CM. Community college developmental education students' understanding of foundational fraction concepts. [Thesis]. University of California, Davis; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3614168

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

6. Galle, Gillian E. What do students do in self-formed mathematics study groups?.

Degree: PhD, 2013, University of New Hampshire

  An implicit assumption of many university classes is that students will spend a large amount of time outside the classroom refining their understanding of… (more)

Subjects/Keywords: Education; Mathematics; Mathematics Education

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

APA (6th Edition):

Galle, G. E. (2013). What do students do in self-formed mathematics study groups?. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/716

Chicago Manual of Style (16th Edition):

Galle, Gillian E. “What do students do in self-formed mathematics study groups?.” 2013. Doctoral Dissertation, University of New Hampshire. Accessed February 27, 2021. https://scholars.unh.edu/dissertation/716.

MLA Handbook (7th Edition):

Galle, Gillian E. “What do students do in self-formed mathematics study groups?.” 2013. Web. 27 Feb 2021.

Vancouver:

Galle GE. What do students do in self-formed mathematics study groups?. [Internet] [Doctoral dissertation]. University of New Hampshire; 2013. [cited 2021 Feb 27]. Available from: https://scholars.unh.edu/dissertation/716.

Council of Science Editors:

Galle GE. What do students do in self-formed mathematics study groups?. [Doctoral Dissertation]. University of New Hampshire; 2013. Available from: https://scholars.unh.edu/dissertation/716


University of Akron

7. Aldrich, Rachel Renkel. Fraction Proficiency in Adult Students and Their Success in Algebra.

Degree: MS, Mathematics, 2015, University of Akron

 As a mathematics educator, it has been said time and time again that algebra is the stepping stone to all of mathematics. However, many researchers… (more)

Subjects/Keywords: Mathematics; Mathematics Education; fractions, algebra, mathematics education

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APA (6th Edition):

Aldrich, R. R. (2015). Fraction Proficiency in Adult Students and Their Success in Algebra. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1438859693

Chicago Manual of Style (16th Edition):

Aldrich, Rachel Renkel. “Fraction Proficiency in Adult Students and Their Success in Algebra.” 2015. Masters Thesis, University of Akron. Accessed February 27, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=akron1438859693.

MLA Handbook (7th Edition):

Aldrich, Rachel Renkel. “Fraction Proficiency in Adult Students and Their Success in Algebra.” 2015. Web. 27 Feb 2021.

Vancouver:

Aldrich RR. Fraction Proficiency in Adult Students and Their Success in Algebra. [Internet] [Masters thesis]. University of Akron; 2015. [cited 2021 Feb 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1438859693.

Council of Science Editors:

Aldrich RR. Fraction Proficiency in Adult Students and Their Success in Algebra. [Masters Thesis]. University of Akron; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1438859693


University of Toledo

8. Namatovu, Winnifred Kiwanuka. Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study.

Degree: PhD, Foundations of Education, 2015, University of Toledo

 The purpose of this study was to examine how middle school mathematics teachers understand culturally relevant and responsive teaching practices as well as how their… (more)

Subjects/Keywords: Education; Mathematics Education

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

APA (6th Edition):

Namatovu, W. K. (2015). Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692

Chicago Manual of Style (16th Edition):

Namatovu, Winnifred Kiwanuka. “Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study.” 2015. Doctoral Dissertation, University of Toledo. Accessed February 27, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692.

MLA Handbook (7th Edition):

Namatovu, Winnifred Kiwanuka. “Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study.” 2015. Web. 27 Feb 2021.

Vancouver:

Namatovu WK. Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study. [Internet] [Doctoral dissertation]. University of Toledo; 2015. [cited 2021 Feb 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692.

Council of Science Editors:

Namatovu WK. Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study. [Doctoral Dissertation]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692

9. Mendez, Luz E. Math Mastery| Teaching the Teacher by Conceptualizing the Concepts, Studying the Students, and Assessing the Assessments.

Degree: 2012, Prescott College

  Teaching the teacher of mathematics is a complex yet essential task that requires transcending the typical college and professional development educational experience. This paper… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Mendez, L. E. (2012). Math Mastery| Teaching the Teacher by Conceptualizing the Concepts, Studying the Students, and Assessing the Assessments. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1503883

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):

Mendez, Luz E. “Math Mastery| Teaching the Teacher by Conceptualizing the Concepts, Studying the Students, and Assessing the Assessments.” 2012. Thesis, Prescott College. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1503883.

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

MLA Handbook (7th Edition):

Mendez, Luz E. “Math Mastery| Teaching the Teacher by Conceptualizing the Concepts, Studying the Students, and Assessing the Assessments.” 2012. Web. 27 Feb 2021.

Vancouver:

Mendez LE. Math Mastery| Teaching the Teacher by Conceptualizing the Concepts, Studying the Students, and Assessing the Assessments. [Internet] [Thesis]. Prescott College; 2012. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1503883.

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

Council of Science Editors:

Mendez LE. Math Mastery| Teaching the Teacher by Conceptualizing the Concepts, Studying the Students, and Assessing the Assessments. [Thesis]. Prescott College; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1503883

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


The University of Arizona

10. Fernandes, Anthony M. A. Building alliances| A partnership between a middle school mathematics teacher and a university researcher.

Degree: 2007, The University of Arizona

  This case study examined the evolution of a partnership between a middle school mathematics teacher and a university researcher around discussions on the content… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Fernandes, A. M. A. (2007). Building alliances| A partnership between a middle school mathematics teacher and a university researcher. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3264582

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):

Fernandes, Anthony M A. “Building alliances| A partnership between a middle school mathematics teacher and a university researcher.” 2007. Thesis, The University of Arizona. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3264582.

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

MLA Handbook (7th Edition):

Fernandes, Anthony M A. “Building alliances| A partnership between a middle school mathematics teacher and a university researcher.” 2007. Web. 27 Feb 2021.

Vancouver:

Fernandes AMA. Building alliances| A partnership between a middle school mathematics teacher and a university researcher. [Internet] [Thesis]. The University of Arizona; 2007. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3264582.

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

Council of Science Editors:

Fernandes AMA. Building alliances| A partnership between a middle school mathematics teacher and a university researcher. [Thesis]. The University of Arizona; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3264582

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


University of Montana

11. Haverhals, Nicolas John. Students' development in proof| A longitudinal study.

Degree: 2011, University of Montana

  Despite importance of teaching proof in any undergraduate mathematics program, many students have difficulties with proof (Dreyfus, 1999; Harel & Sowder, 2003; Selden &… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Haverhals, N. J. (2011). Students' development in proof| A longitudinal study. (Thesis). University of Montana. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3457406

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):

Haverhals, Nicolas John. “Students' development in proof| A longitudinal study.” 2011. Thesis, University of Montana. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3457406.

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

MLA Handbook (7th Edition):

Haverhals, Nicolas John. “Students' development in proof| A longitudinal study.” 2011. Web. 27 Feb 2021.

Vancouver:

Haverhals NJ. Students' development in proof| A longitudinal study. [Internet] [Thesis]. University of Montana; 2011. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457406.

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

Council of Science Editors:

Haverhals NJ. Students' development in proof| A longitudinal study. [Thesis]. University of Montana; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457406

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

12. Kelly, Dianne K. In students' words| The development of student attitudes toward mathematics – A social perspective.

Degree: 2011, University of Massachusetts Boston

  Student interest in pursuing advanced studies and careers in Science, Technology, Engineering, and Mathematics (STEM) has garnered much attention lately from government, business, and… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Kelly, D. K. (2011). In students' words| The development of student attitudes toward mathematics – A social perspective. (Thesis). University of Massachusetts Boston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3457411

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):

Kelly, Dianne K. “In students' words| The development of student attitudes toward mathematics – A social perspective.” 2011. Thesis, University of Massachusetts Boston. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3457411.

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

MLA Handbook (7th Edition):

Kelly, Dianne K. “In students' words| The development of student attitudes toward mathematics – A social perspective.” 2011. Web. 27 Feb 2021.

Vancouver:

Kelly DK. In students' words| The development of student attitudes toward mathematics – A social perspective. [Internet] [Thesis]. University of Massachusetts Boston; 2011. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457411.

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

Council of Science Editors:

Kelly DK. In students' words| The development of student attitudes toward mathematics – A social perspective. [Thesis]. University of Massachusetts Boston; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457411

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


University of California, Berkeley

13. Campbell, Mariana Elaine. Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving.

Degree: 2012, University of California, Berkeley

  This dissertation explores the question of how strategic and conceptual knowledge co-develop over the course of several episodes of mathematical problem solving. The core… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Campbell, M. E. (2012). Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving. (Thesis). University of California, Berkeley. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3498781

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):

Campbell, Mariana Elaine. “Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving.” 2012. Thesis, University of California, Berkeley. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3498781.

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

MLA Handbook (7th Edition):

Campbell, Mariana Elaine. “Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving.” 2012. Web. 27 Feb 2021.

Vancouver:

Campbell ME. Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving. [Internet] [Thesis]. University of California, Berkeley; 2012. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3498781.

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

Council of Science Editors:

Campbell ME. Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving. [Thesis]. University of California, Berkeley; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3498781

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

14. Hemphill, David C. Algebra Readiness Outcomes of Sixth-Grade Boys and Girls Placed in Challenge Math Based on Measured Math Ability Compared to Sixth-Grade Boys and Girls Placed in Challenge Math Based on Teachers' Recommendations.

Degree: 2012, University of Nebraska at Omaha

  The first pretest-posttest hypothesis was tested using the dependent <i> t</i> test. Null hypotheses for test score improvement over time were rejected for the… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Hemphill, D. C. (2012). Algebra Readiness Outcomes of Sixth-Grade Boys and Girls Placed in Challenge Math Based on Measured Math Ability Compared to Sixth-Grade Boys and Girls Placed in Challenge Math Based on Teachers' Recommendations. (Thesis). University of Nebraska at Omaha. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3503899

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):

Hemphill, David C. “Algebra Readiness Outcomes of Sixth-Grade Boys and Girls Placed in Challenge Math Based on Measured Math Ability Compared to Sixth-Grade Boys and Girls Placed in Challenge Math Based on Teachers' Recommendations.” 2012. Thesis, University of Nebraska at Omaha. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3503899.

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

MLA Handbook (7th Edition):

Hemphill, David C. “Algebra Readiness Outcomes of Sixth-Grade Boys and Girls Placed in Challenge Math Based on Measured Math Ability Compared to Sixth-Grade Boys and Girls Placed in Challenge Math Based on Teachers' Recommendations.” 2012. Web. 27 Feb 2021.

Vancouver:

Hemphill DC. Algebra Readiness Outcomes of Sixth-Grade Boys and Girls Placed in Challenge Math Based on Measured Math Ability Compared to Sixth-Grade Boys and Girls Placed in Challenge Math Based on Teachers' Recommendations. [Internet] [Thesis]. University of Nebraska at Omaha; 2012. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3503899.

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

Council of Science Editors:

Hemphill DC. Algebra Readiness Outcomes of Sixth-Grade Boys and Girls Placed in Challenge Math Based on Measured Math Ability Compared to Sixth-Grade Boys and Girls Placed in Challenge Math Based on Teachers' Recommendations. [Thesis]. University of Nebraska at Omaha; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3503899

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

15. Eberle, Robert Scott. Children's Mathematical Understandings of Tessellations| A Cognitive and Aesthetic Synthesis.

Degree: 2012, The University of Texas at Austin

  Tessellations have a rich mathematical structure and are especially appropriate as a context for teaching geometry in the middle grades. Few studies have researched… (more)

Subjects/Keywords: Education; Mathematics

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APA (6th Edition):

Eberle, R. S. (2012). Children's Mathematical Understandings of Tessellations| A Cognitive and Aesthetic Synthesis. (Thesis). The University of Texas at Austin. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3530288

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):

Eberle, Robert Scott. “Children's Mathematical Understandings of Tessellations| A Cognitive and Aesthetic Synthesis.” 2012. Thesis, The University of Texas at Austin. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3530288.

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

MLA Handbook (7th Edition):

Eberle, Robert Scott. “Children's Mathematical Understandings of Tessellations| A Cognitive and Aesthetic Synthesis.” 2012. Web. 27 Feb 2021.

Vancouver:

Eberle RS. Children's Mathematical Understandings of Tessellations| A Cognitive and Aesthetic Synthesis. [Internet] [Thesis]. The University of Texas at Austin; 2012. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3530288.

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

Council of Science Editors:

Eberle RS. Children's Mathematical Understandings of Tessellations| A Cognitive and Aesthetic Synthesis. [Thesis]. The University of Texas at Austin; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3530288

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

16. Naresh, Nirmala. Workplace mathematics of the bus conductors in Chennai, India.

Degree: 2009, Illinois State University

  Sociocultural dimensions of mathematical knowledge have greatly influenced research in the field of mathematics education in the past few decades, resulting in the rise… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Naresh, N. (2009). Workplace mathematics of the bus conductors in Chennai, India. (Thesis). Illinois State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3353093

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):

Naresh, Nirmala. “Workplace mathematics of the bus conductors in Chennai, India.” 2009. Thesis, Illinois State University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3353093.

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

MLA Handbook (7th Edition):

Naresh, Nirmala. “Workplace mathematics of the bus conductors in Chennai, India.” 2009. Web. 27 Feb 2021.

Vancouver:

Naresh N. Workplace mathematics of the bus conductors in Chennai, India. [Internet] [Thesis]. Illinois State University; 2009. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3353093.

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

Council of Science Editors:

Naresh N. Workplace mathematics of the bus conductors in Chennai, India. [Thesis]. Illinois State University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3353093

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


Colorado State University

17. Pilgrim, Mary E. A concepts for calculus intervention| Measuring student attitudes toward mathematics and achievement in calculus.

Degree: 2010, Colorado State University

  Data indicate that about 40 percent of students initially enrolled in MATH 160: Calculus for Physical Scientists I finish the course with a grade… (more)

Subjects/Keywords: Education; Mathematics

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APA (6th Edition):

Pilgrim, M. E. (2010). A concepts for calculus intervention| Measuring student attitudes toward mathematics and achievement in calculus. (Thesis). Colorado State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3419112

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):

Pilgrim, Mary E. “A concepts for calculus intervention| Measuring student attitudes toward mathematics and achievement in calculus.” 2010. Thesis, Colorado State University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3419112.

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

MLA Handbook (7th Edition):

Pilgrim, Mary E. “A concepts for calculus intervention| Measuring student attitudes toward mathematics and achievement in calculus.” 2010. Web. 27 Feb 2021.

Vancouver:

Pilgrim ME. A concepts for calculus intervention| Measuring student attitudes toward mathematics and achievement in calculus. [Internet] [Thesis]. Colorado State University; 2010. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3419112.

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

Council of Science Editors:

Pilgrim ME. A concepts for calculus intervention| Measuring student attitudes toward mathematics and achievement in calculus. [Thesis]. Colorado State University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3419112

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

18. Figgins, Linda Sue. Four elementary teachers' journeys into the understanding and application of mathematical proficiency.

Degree: 2011, Northern Illinois University

  The National Research Council (NRC) has recommended that the integrated and balanced advancement of the five strands of mathematical proficiency should guide the teaching… (more)

Subjects/Keywords: Education; Mathematics

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APA (6th Edition):

Figgins, L. S. (2011). Four elementary teachers' journeys into the understanding and application of mathematical proficiency. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3439612

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):

Figgins, Linda Sue. “Four elementary teachers' journeys into the understanding and application of mathematical proficiency.” 2011. Thesis, Northern Illinois University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3439612.

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

MLA Handbook (7th Edition):

Figgins, Linda Sue. “Four elementary teachers' journeys into the understanding and application of mathematical proficiency.” 2011. Web. 27 Feb 2021.

Vancouver:

Figgins LS. Four elementary teachers' journeys into the understanding and application of mathematical proficiency. [Internet] [Thesis]. Northern Illinois University; 2011. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3439612.

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

Council of Science Editors:

Figgins LS. Four elementary teachers' journeys into the understanding and application of mathematical proficiency. [Thesis]. Northern Illinois University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3439612

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

19. Meador, Adam. The Socioeconomic Achievement Gap in Mathematics.

Degree: 2011, Lindenwood University

  Currently in the United States a gap exists in the education of high and low socio-economic students. There is an education available for the… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Meador, A. (2011). The Socioeconomic Achievement Gap in Mathematics. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3478097

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):

Meador, Adam. “The Socioeconomic Achievement Gap in Mathematics.” 2011. Thesis, Lindenwood University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3478097.

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

MLA Handbook (7th Edition):

Meador, Adam. “The Socioeconomic Achievement Gap in Mathematics.” 2011. Web. 27 Feb 2021.

Vancouver:

Meador A. The Socioeconomic Achievement Gap in Mathematics. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478097.

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

Council of Science Editors:

Meador A. The Socioeconomic Achievement Gap in Mathematics. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478097

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

20. Adams, Vicki. Employment of an Informal Educational Mathematical Facility to Lower Math Anxiety and Improve Teacher and Student Attitudes Towards Understanding Mathematics.

Degree: 2012, Lindenwood University

  Students do not pursue careers in science, technology, engineering, or mathematics (STEM) because of a lack of ability, but rather a lack of positive… (more)

Subjects/Keywords: Education; Mathematics

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APA (6th Edition):

Adams, V. (2012). Employment of an Informal Educational Mathematical Facility to Lower Math Anxiety and Improve Teacher and Student Attitudes Towards Understanding Mathematics. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3517970

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):

Adams, Vicki. “Employment of an Informal Educational Mathematical Facility to Lower Math Anxiety and Improve Teacher and Student Attitudes Towards Understanding Mathematics.” 2012. Thesis, Lindenwood University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3517970.

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

MLA Handbook (7th Edition):

Adams, Vicki. “Employment of an Informal Educational Mathematical Facility to Lower Math Anxiety and Improve Teacher and Student Attitudes Towards Understanding Mathematics.” 2012. Web. 27 Feb 2021.

Vancouver:

Adams V. Employment of an Informal Educational Mathematical Facility to Lower Math Anxiety and Improve Teacher and Student Attitudes Towards Understanding Mathematics. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3517970.

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

Council of Science Editors:

Adams V. Employment of an Informal Educational Mathematical Facility to Lower Math Anxiety and Improve Teacher and Student Attitudes Towards Understanding Mathematics. [Thesis]. Lindenwood University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3517970

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


North Carolina State University

21. Kenney, Rachael H. The influence of symbols on pre-calculus students' problem solving goals and activities.

Degree: 2008, North Carolina State University

  The purpose of this study is to investigate students’ uses and interpretations of mathematical symbols and the influences that symbols have on students’ goals… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Kenney, R. H. (2008). The influence of symbols on pre-calculus students' problem solving goals and activities. (Thesis). North Carolina State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3329205

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):

Kenney, Rachael H. “The influence of symbols on pre-calculus students' problem solving goals and activities.” 2008. Thesis, North Carolina State University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3329205.

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

MLA Handbook (7th Edition):

Kenney, Rachael H. “The influence of symbols on pre-calculus students' problem solving goals and activities.” 2008. Web. 27 Feb 2021.

Vancouver:

Kenney RH. The influence of symbols on pre-calculus students' problem solving goals and activities. [Internet] [Thesis]. North Carolina State University; 2008. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3329205.

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

Council of Science Editors:

Kenney RH. The influence of symbols on pre-calculus students' problem solving goals and activities. [Thesis]. North Carolina State University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3329205

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

22. Lee, Suiv. PISA functional literacy as represented in Taiwanese mathematics textbooks.

Degree: 2013, Teachers College, Columbia University

  PISA is a large international educational assessment activity coordinated by the Organization for Economic Co-operation and Development (OECD). PISA's "Functional Literacy" emphasizes the theoretical… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Lee, S. (2013). PISA functional literacy as represented in Taiwanese mathematics textbooks. (Thesis). Teachers College, Columbia University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3555238

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

Chicago Manual of Style (16th Edition):

Lee, Suiv. “PISA functional literacy as represented in Taiwanese mathematics textbooks.” 2013. Thesis, Teachers College, Columbia University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3555238.

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

MLA Handbook (7th Edition):

Lee, Suiv. “PISA functional literacy as represented in Taiwanese mathematics textbooks.” 2013. Web. 27 Feb 2021.

Vancouver:

Lee S. PISA functional literacy as represented in Taiwanese mathematics textbooks. [Internet] [Thesis]. Teachers College, Columbia University; 2013. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3555238.

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

Council of Science Editors:

Lee S. PISA functional literacy as represented in Taiwanese mathematics textbooks. [Thesis]. Teachers College, Columbia University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3555238

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


Montana State University

23. Jensen, Taylor Austin. A study of the relationship between introductory calculus students' understanding of function and their understanding of limit.

Degree: 2010, Montana State University

  Introductory calculus students are often successful in doing procedural tasks in calculus even when their understanding of the underlying concepts is lacking, and these… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Jensen, T. A. (2010). A study of the relationship between introductory calculus students' understanding of function and their understanding of limit. (Thesis). Montana State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3386647

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):

Jensen, Taylor Austin. “A study of the relationship between introductory calculus students' understanding of function and their understanding of limit.” 2010. Thesis, Montana State University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3386647.

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

MLA Handbook (7th Edition):

Jensen, Taylor Austin. “A study of the relationship between introductory calculus students' understanding of function and their understanding of limit.” 2010. Web. 27 Feb 2021.

Vancouver:

Jensen TA. A study of the relationship between introductory calculus students' understanding of function and their understanding of limit. [Internet] [Thesis]. Montana State University; 2010. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3386647.

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

Council of Science Editors:

Jensen TA. A study of the relationship between introductory calculus students' understanding of function and their understanding of limit. [Thesis]. Montana State University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3386647

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

24. Farber, Michael Jacob. Organizing a Grassroots Math Literacy Campaign| The Launching of the Young People's Project in Los Angeles.

Degree: 2011, Loyola Marymount University

  The purpose of this study was to delve into the emerging awareness of the social factors that contribute to the teaching and learning of… (more)

Subjects/Keywords: Education; Mathematics

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APA (6th Edition):

Farber, M. J. (2011). Organizing a Grassroots Math Literacy Campaign| The Launching of the Young People's Project in Los Angeles. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3432865

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):

Farber, Michael Jacob. “Organizing a Grassroots Math Literacy Campaign| The Launching of the Young People's Project in Los Angeles.” 2011. Thesis, Loyola Marymount University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3432865.

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

MLA Handbook (7th Edition):

Farber, Michael Jacob. “Organizing a Grassroots Math Literacy Campaign| The Launching of the Young People's Project in Los Angeles.” 2011. Web. 27 Feb 2021.

Vancouver:

Farber MJ. Organizing a Grassroots Math Literacy Campaign| The Launching of the Young People's Project in Los Angeles. [Internet] [Thesis]. Loyola Marymount University; 2011. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3432865.

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

Council of Science Editors:

Farber MJ. Organizing a Grassroots Math Literacy Campaign| The Launching of the Young People's Project in Los Angeles. [Thesis]. Loyola Marymount University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3432865

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


University of California – Berkeley

25. Champney, Danielle Dawn. Explaining Infinite Series: An Exploration of Students' Images.

Degree: Science & Mathematics Education, 2013, University of California – Berkeley

 This study uses self-generated representations (SGR) - images produced in the act of explaining - as a means of uncovering what university calculus students understand… (more)

Subjects/Keywords: Mathematics education

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APA (6th Edition):

Champney, D. D. (2013). Explaining Infinite Series: An Exploration of Students' Images. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/02h9g7dw

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):

Champney, Danielle Dawn. “Explaining Infinite Series: An Exploration of Students' Images.” 2013. Thesis, University of California – Berkeley. Accessed February 27, 2021. http://www.escholarship.org/uc/item/02h9g7dw.

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

MLA Handbook (7th Edition):

Champney, Danielle Dawn. “Explaining Infinite Series: An Exploration of Students' Images.” 2013. Web. 27 Feb 2021.

Vancouver:

Champney DD. Explaining Infinite Series: An Exploration of Students' Images. [Internet] [Thesis]. University of California – Berkeley; 2013. [cited 2021 Feb 27]. Available from: http://www.escholarship.org/uc/item/02h9g7dw.

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

Council of Science Editors:

Champney DD. Explaining Infinite Series: An Exploration of Students' Images. [Thesis]. University of California – Berkeley; 2013. Available from: http://www.escholarship.org/uc/item/02h9g7dw

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


Harvard University

26. Fenn, Ethan A. The Uses of Spurious Proofs in Teaching Mathematics.

Degree: 2018, Harvard University

A spurious proof is a mathematical proof that seems to be logically cogent at every step, but reaches a conclusion that is clearly impossible. This… (more)

Subjects/Keywords: Education; Mathematics

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APA (6th Edition):

Fenn, E. A. (2018). The Uses of Spurious Proofs in Teaching Mathematics. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945146

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):

Fenn, Ethan A. “The Uses of Spurious Proofs in Teaching Mathematics.” 2018. Thesis, Harvard University. Accessed February 27, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945146.

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

MLA Handbook (7th Edition):

Fenn, Ethan A. “The Uses of Spurious Proofs in Teaching Mathematics.” 2018. Web. 27 Feb 2021.

Vancouver:

Fenn EA. The Uses of Spurious Proofs in Teaching Mathematics. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Feb 27]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945146.

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

Council of Science Editors:

Fenn EA. The Uses of Spurious Proofs in Teaching Mathematics. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945146

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

27. Hornbein, Peter. Students' use of metaphor and gesture during collaborative work on tasks designed to foster students' covariational reasoning.

Degree: 2015, University of Colorado at Denver

  Researchers have argued that gesture and speech, two elements of discourse, are neurologically related, and that language and mental imagery are intertwined. Because of… (more)

Subjects/Keywords: Mathematics education

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APA (6th Edition):

Hornbein, P. (2015). Students' use of metaphor and gesture during collaborative work on tasks designed to foster students' covariational reasoning. (Thesis). University of Colorado at Denver. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1588190

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):

Hornbein, Peter. “Students' use of metaphor and gesture during collaborative work on tasks designed to foster students' covariational reasoning.” 2015. Thesis, University of Colorado at Denver. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1588190.

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

MLA Handbook (7th Edition):

Hornbein, Peter. “Students' use of metaphor and gesture during collaborative work on tasks designed to foster students' covariational reasoning.” 2015. Web. 27 Feb 2021.

Vancouver:

Hornbein P. Students' use of metaphor and gesture during collaborative work on tasks designed to foster students' covariational reasoning. [Internet] [Thesis]. University of Colorado at Denver; 2015. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1588190.

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

Council of Science Editors:

Hornbein P. Students' use of metaphor and gesture during collaborative work on tasks designed to foster students' covariational reasoning. [Thesis]. University of Colorado at Denver; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1588190

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


Temple University

28. Sweeney, Bridget Sarita. Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability.

Degree: PhD, 2009, Temple University

School Psychology

Curriculum-based measurement (CBM) is a fast, reliable, and valid set of procedures for measuring student progress in basic skills. However, the predictive validity… (more)

Subjects/Keywords: Education; Mathematics

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

APA (6th Edition):

Sweeney, B. S. (2009). Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,43841

Chicago Manual of Style (16th Edition):

Sweeney, Bridget Sarita. “Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability.” 2009. Doctoral Dissertation, Temple University. Accessed February 27, 2021. http://digital.library.temple.edu/u?/p245801coll10,43841.

MLA Handbook (7th Edition):

Sweeney, Bridget Sarita. “Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability.” 2009. Web. 27 Feb 2021.

Vancouver:

Sweeney BS. Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2021 Feb 27]. Available from: http://digital.library.temple.edu/u?/p245801coll10,43841.

Council of Science Editors:

Sweeney BS. Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,43841

29. Pair, Jeffrey David. The Nature of Mathematics| A Heuristic Inquiry.

Degree: 2017, Middle Tennessee State University

  What is mathematics? What does it mean to be a mathematician? What should students understand about the nature of mathematical knowledge and inquiry? Research… (more)

Subjects/Keywords: Mathematics education

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

APA (6th Edition):

Pair, J. D. (2017). The Nature of Mathematics| A Heuristic Inquiry. (Thesis). Middle Tennessee State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10287185

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):

Pair, Jeffrey David. “The Nature of Mathematics| A Heuristic Inquiry.” 2017. Thesis, Middle Tennessee State University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10287185.

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

MLA Handbook (7th Edition):

Pair, Jeffrey David. “The Nature of Mathematics| A Heuristic Inquiry.” 2017. Web. 27 Feb 2021.

Vancouver:

Pair JD. The Nature of Mathematics| A Heuristic Inquiry. [Internet] [Thesis]. Middle Tennessee State University; 2017. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10287185.

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

Council of Science Editors:

Pair JD. The Nature of Mathematics| A Heuristic Inquiry. [Thesis]. Middle Tennessee State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10287185

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

30. Sanders, Bre Peeler. A study of teachers' beliefs and perceptions of flexible mathematics groups and its relationship to the key elements of differentiated instruction.

Degree: 2015, Gallaudet University

  Charged with the ensuring that students are meeting and exceeding state and federal expectations, teachers have turned to differentiated instruction as a means of… (more)

Subjects/Keywords: Mathematics education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sanders, B. P. (2015). A study of teachers' beliefs and perceptions of flexible mathematics groups and its relationship to the key elements of differentiated instruction. (Thesis). Gallaudet University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3718983

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):

Sanders, Bre Peeler. “A study of teachers' beliefs and perceptions of flexible mathematics groups and its relationship to the key elements of differentiated instruction.” 2015. Thesis, Gallaudet University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3718983.

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

MLA Handbook (7th Edition):

Sanders, Bre Peeler. “A study of teachers' beliefs and perceptions of flexible mathematics groups and its relationship to the key elements of differentiated instruction.” 2015. Web. 27 Feb 2021.

Vancouver:

Sanders BP. A study of teachers' beliefs and perceptions of flexible mathematics groups and its relationship to the key elements of differentiated instruction. [Internet] [Thesis]. Gallaudet University; 2015. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3718983.

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

Council of Science Editors:

Sanders BP. A study of teachers' beliefs and perceptions of flexible mathematics groups and its relationship to the key elements of differentiated instruction. [Thesis]. Gallaudet University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3718983

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

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