subject:(Mathematics education)

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

Degree: 2009, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1466156

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3517320

► 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)

▼ Abstract algebra enjoys a prestigious position in mathematics and the undergraduate mathematics curriculum. A typical abstract algebra course aims to provide students with a glimpse into the elegance of mathematics by exposing them to structures that form its foundation—it arguably approximates the actual practice of mathematics better than any of the courses by which it is typically preceded. Regrettably, despite the importance and weight carried by the abstract algebra, the educational literature is replete with suggestions that undergraduate students do not appear to be grasping even the most fundamental ideas of the subject. Additionally, many students fail to make the connection between abstract algebra and the algebra they learned at the primary and secondary levels, perpetually blind to any interpretations of the subject beyond surface-level. These discrepancies have two problematic consequences. First, students who were otherwise enthusiastic and interested in mathematics experience a complete reversal and become indifferent and disengaged. Second, future mathematics teachers at the primary and secondary levels do not build upon their elementary understandings of algebra, leaving them unable to communicate traces of any deep and unifying ideas that govern the subject. To address this problem, it has been suggested that the traditional lecture method be eschewed in favor of a student-centered, discovery-based approach. There have been several responses to this call; most notable and relevant to this project is the work of Larsen (2004, 2009), who developed an instructional theory to support students' reinvention of group and group isomorphism. As no such innovative methods of instruction exist regarding ring field theory, this project details the development of an instructional theory supporting students' reinvention of fundamental structures from ring theory: ring, integral domain, and field. Rooted in the theory of Realistic Mathematics Education, this dissertation reports on a developmental research project conducted via multiple iterations of the constructivist teaching experiment, wherein the primary goal was to test and revise an instructional theory supporting the guided reinvention of ring, integral domain, and field. The findings include an empirically tested and revised instructional theory, as well as conceptual frameworks detailing the emergence and progressive formalization of the key features in a ring structure.

Subjects/Keywords: Education, Mathematics; Mathematics

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2104/8099

► 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)

▼ 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 in public schools for more than fifty years. Math education received blame through the years for threats to national security, a struggling economy, and a slide in international assessment rankings. Although students are taking more high school math courses now and the number of students enrolling in colleges and universities continues to increase, American students, particularly Texas students for this study, have not shown significant improvement on the state assessments. In the midst of these concerns, "math wars" between the traditionalists and the reformists have been raging, fueled by political and societal struggles over what and how mathematics should be taught. As in all wars, there are casualties; in this case, our youth have suffered. The solution to the problem is finding the middle ground - the balance - between the two approaches to math education. Reform research was brought to life by interviews of many high profile educational leaders, politicians, and reformers who wrote, led, or participated in math reforms in K-12 education between 1960 and 2010. Through the process of oral history methodology, experiential recollections from this select group were archived in Baylor University's Institute for Oral History, and significant recommendations were offered to current and future educational leaders for the improvement of mathematics programs in schools and districts across the state. Recommendations include: (1) University level: to increase the number of mathematics education programs; to encourage partnerships between university and public schools; (2) Public schools: to hire teachers with degrees in mathematics education to reduce anxiety levels and to increase confidence in teachers and students, especially at the elementary level; to sustain training and support for teachers, especially for those who work with reform curriculum; (3) Curriculum developers: to balance the math curriculum with traditional and reform methods; (4) Legislators: to review the accountability system to discover better methods to measure student growth. Advisors/Committee Members: Williamson, James Lonnie, 1934- (advisor).

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10138/161278

► 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)

▼ 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 in one culture for use in another, how these properties transcend cross-culturally in an African context, and the methodological challenges associated with the process. Further aims were to examine the relationships between these constructs on a cross-cultural level, and to explore any associations be-tween students background variables and mathematics achievement. With these aims in mind, we conducted four original empirical studies based on different types of structural equation modeling. Studies I and II explored the problems of importing an instrument from one culture into another, and the associated methodological challenges. More specifically, Study I gives a detailed account of the processes involved in applying structural equation modeling to validate mathematics-related affective measures developed in one culture (Finland) for use in another (Ghana). Reliability estimates and confirmatory factor analyses indicated that the Ghanaian data set did not fit the original hypothesized model (seven-factor structure). A series of factor and confirmatory factor analyses indicated a four-factor structure for the Ghanaian sample. Study II examined the possible causes of the differences in the factor structures from a cross-cultural perspective. The results indicate that measurement artifacts, cultural differences, and construct validity and adaptability were possible causes of the observed differences in factor structure between the Ghanaian and the theoretical model. In conclusion, it is suggested that re-searchers should be aware of construct importation and adaptation, and of the fact that measurement errors, question order, negatively worded item, translation, and content overlap may influence the reliability and validity of survey measures. Moreover, it is necessary to consider cultural variation and the methodological approaches involved in the theoretical settings in order to make any meaningful comparative assessment. Researchers focusing on cross-cultural mathematics-related affect are recommended to acquire the theoretical and practical knowledge necessary to address these issues using appropriate tools such as structural equation modeling. Study III investigated the psychometric properties (factor structure, reliabilities, method effect, and measurement invariance country and gender) of the mathematics-related affective constructs used in the 2011 Trends in International Mathematics and Science Study (TIMSS 2011) across the five participating African countries. It also examined the relationship between these mathematically related affective constructs, as well as the associations amongst the constructs, and between the students background variables and mathematics achievement cross-culturally. The results empirically support the multidimensionality of the construct, and the measures were largely invariant across the five educational…

Subjects/Keywords: Mathematics Education; Mathematics Education

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3614168

► 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)

▼ 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 and working adults, community college is the institution where they choose to develop their mathematics understanding so they can pursue their dreams. Unfortunately many fail in their attempts. In an effort to better understand their plight so that the community colleges can better meet their needs, I studied community college students' foundational fraction understanding. Specifically, I examined students' procedural skills and problem-solving strategies to determine evidence of fragmented knowledge and fragile learning. I investigated a sample of 373 adult students in four tiers of community college developmental education mathematics courses: Computational Arithmetic, Pre-Algebra, Beginning Algebra, and Intermediate Algebra. In Phase 1, I quantitatively examined students' performance on a written assessment of foundational fraction problems. I compared groups of students to determine if differences might be due to factors of course level, age, and number of years out of school. In Phase 2, I interviewed 33 of the lowest performing students and examined their explanations and categorized students' problem-solving strategies and levels of procedures and explanations while using the strategies. My analysis revealed five major findings. 1. Students' average score on an 11-item foundational fraction assessment was 74%, below what I considered mastery level on the assessment. 2. The assessment scores differed based on course level rather than other demographic factors. 3. On specific NAEP items, Algebra and Intermediate Algebra students scored similarly to United States eighth-graders, whereas Arithmetic and Pre-Algebra students scored higher than 4th graders yet lower than eighth-graders. 4. The foundational fraction items related to magnitude tended to be the most difficult for the students. 5. The major characteristics of students' conceptual understanding were fragmented, fragile, non-fluent and only rarely, sophisticated. While community college developmental education students know something about fractions, my research indicated that their knowledge was held as multiple unconnected knowledge chunks, bits and pieces of prior knowledge mixed with inaccurate, imprecise and partial notions and procedures making students' resulting "fraction sense" tenuous. Although they sometimes successfully solved problems, occasionally with sophisticated self-generated strategies, students were not fluent in their fraction knowledge. The dissertation ends with some recommendations for instructors to address students' limited fraction understanding along with some suggestions for the system as a whole to make fraction instruction a greater priority in developmental courses so that more students can achieve their goals.

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://scholars.unh.edu/dissertation/716

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=akron1438859693

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1503883

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3264582

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3457406

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3457411

► 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)

▼ Student interest in pursuing advanced studies and careers in Science, Technology, Engineering, and Mathematics (STEM) has garnered much attention lately from government, business, and education leaders due to inadequate flow in the United States' STEM pipeline. Existing research points to mathematical self-efficacy and to mathematical self-concept beliefs as integral to the likelihood that a student will pursue a career in a STEM field. Students' identities, such as the "good-math-student" identity need to be verified in order for students to enact them. Both identity verification and attitude are influenced by self-efficacy and self-concept. Existing research also points to teachers, parents, and peers as influencers of attitude. The current study seeks to add student voice, to this discussion—a feature that is largely absent from the literature. Year-end mathematics grades from grade 4 on were analyzed for 588 juniors and seniors currently enrolled in Revere High School and used to assign each student to a researcher defined performance category. All students were then surveyed and forty-two subsequently participated in focus group discussions. SPSS and Weft QDA were used to analyze the quantitative and qualitative data respectively. Relationships among variables were identified using crosstab tables with Chi-Square tests. Qualitative data was coded and analyzed for trends. Analysis shows that teachers have the strongest impact on student attitude toward mathematics. Attitudes are unstable and can vary with a change in teacher. Teachers who engage students in hands-on activities with real-world applications, who make students feel supported, who demonstrate passion for the subject, and who provide one-on-one attention have a positive effect on attitude toward math. Parents, especially fathers, impact attitude to a lesser degree and peers have very little influence on attitude. Surprisingly, students report older siblings as influencing their mathematics attitudes. Students in this study report higher self-concept beliefs than they do self-efficacy beliefs. Despite a generally positive attitude orientation among subjects, data show mathematics performance declines over the first three years of high school. Regarding mathematics, boys report more positive attitudes and have higher self-efficacy beliefs; special education students have decreased self-concept and decreased self-efficacy beliefs.

Subjects/Keywords: Education; Mathematics

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3498781

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3503899

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

▼ The first pretest-posttest hypothesis was tested using the dependent t test. Null hypotheses for test score improvement over time were rejected for the end of fifth-grade pretest compared to ending sixth-grade posttest math Essential Learner Outcome scores converted to standard scores for randomly selected sixth-grade girls meeting measured test score criteria for challenge math placement (n = 15): pretest M = 120.07, SD = 4.32; posttest M = 121.87, SD = 2.17; t(14) = 1.73, p = .05 (one-tailed), d = 0.500 and rejected for randomly selected sixth-grade girls not meeting measured test score criteria for challenge math placement (n = 15):: pretest M = 117.80, SD = 3.28; posttest M = 119.73, SD = 3.13; t(14) = 1.95, p < .05 (one-tailed), d = 0.503. However, null hypotheses for test score improvement over time were not rejected for the end of fifth-grade pretest compared to ending sixth-grade posttest math Essential Learner Outcome scores converted to standard scores for randomly selected sixth-grade boys meeting measured test score criteria for challenge math placement (n = 15):: pretest M = 120.00, SD = 2.54; posttest M = 121.47, SD = 2.85; t(14) = 1.59, p = .07 (one-tailed), d = 0.415 and not rejected for test score reduction over time for randomly selected sixth-grade boys not meeting measured test score criteria for challenge math placement (n = 15):: pretest M = 119.00, SD = 4.52; posttest M = 118.80, SD = 4.35; t(14) = -0.15, p = .44 (one-tailed), d = -0.038. Comparisons for sixth-grade boys meeting measured test score criteria for challenge math placement, sixth-grade girls meeting measured test score criteria for challenge math placement, sixth-grade boys not meeting measured test score criteria for challenge math placement, and sixth-grade girls not meeting measured test score criteria for challenge math placement was statistically significant, (F(3, 56) = 3.03, p = .04). Because a significant main effect was found post hoc, contrast analyses were conducted using independent t tests. Significant differences were found in the A (Boys Tested In) vs. C (Boys Placed In) comparison where t(28) = 1.99, p < .05 (one-tailed), d = 1.517; B (Girls Tested In) vs. C (Boys Placed In) comparison where t(28) = 2.45, p = .01 (one-tailed), d = 2.036; and B (Girls Tested In) vs. D (Girls Placed In) where t(28) = 2.17, p < .05 (one-tailed), d = 1.917. No significant differences were observed for the other post hoc comparisons A (Boys Tested In) vs. B (Girls Tested In); A (Boys Tested In) vs. D (Girls Placed In); and C (Boys Placed In) vs. D (Girls Placed In). Importantly, for all groups, a pattern of statistical improvement over time was found for end of fifth-grade pretest…

Subjects/Keywords: Education; Mathematics

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3530288

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3353093

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3419112

► 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)

▼ Data indicate that about 40 percent of students initially enrolled in MATH 160: Calculus for Physical Scientists I finish the course with a grade of D or F, dropped, or withdrew from the course (Reinholz, 2009). The high failure rate let to an intervention course (MATH 180) for students at risk of failing MATH 160. At-risk students were identified based on their calculus exam one scores. This dissertation reports on the effect of MATH 180 during the fall 2009 semester on both student achievement in MATH 160 and math attitude. Students identified as being at-risk of failing MATH 160 were invited to drop MATH 160 and enroll in MATH 180. Not all students that were invited accepted the invitation. After completing MATH 180 during the fall 2009 semester, students then had the option to enroll in MATH 160 for the spring 2010 semester. MATH 180 students exhibited improvement in exam one scores. From the fall 2009 semester to the spring 2010 semester students raised their exam one scores by one-half of a standard deviation. Although MATH 180 students showed improvement in MATH 160 during the spring 2010 semester, there were no overall significant differences in achievement between students that took MATH 180 and those that did not. Qualitative analysis indicated that MATH 180 students came to understand that calculus problems could be solved using multiple strategies, but they did not always know what those strategies were. In class it was hard at first to understand the direction it was going but it was helpful to try to think at math differently than I have been taught all my life. Math attitude was measured using the Modified Indiana Mathematics Belief Scales (MIMBS). MIMBS scores improved for students that took MATH 180, but there were no significant differences between MATH 180 students and non-MATH 180 students. There were significant correlations between constructs measured by the MIMBS and final course grade in MATH 160. Despite there being no significant differences in academic performance, trends in the data indicate higher final exam scores and course grades for students in the intervention group.

Subjects/Keywords: Education; Mathematics

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3439612

► 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)

▼ The National Research Council (NRC) has recommended that the integrated and balanced advancement of the five strands of mathematical proficiency should guide the teaching and learning of school mathematics. The graphic depiction developed by the NRC to represent the interrelated nature of the five strands was the conceptual framework for this research study, and all data collected were examined from this perspective. The five strands (conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition) offer a structure for looking at the understanding, skills, abilities, and principles that comprise mathematical proficiency. Because research suggests that professional development can improve mathematical proficiency, elementary teachers from a Midwestern school district who had participated in extensive mathematics professional development were selected for this study. Each teacher was interviewed three times, observed teaching mathematics nine times, and each one kept a journal during the four weeks we worked together, which allowed for in-depth data collection and triangulation of results. The stories that emerged from the data collected provide a picture of how these teachers cultivated mathematical proficiency in themselves and their students. Each teacher was able to use the concept of the five strands of mathematical proficiency to plan, implement, and reflect on the teaching and learning of mathematics. Each teacher found that journaling helped to document what she was learning about herself and mathematical proficiency; it was an important component in improving practice. Even though each teacher's journey to mathematical proficiency was very personal, there was a common thread that could be used by other teachers to improve their teaching of mathematics. That common thread included the planning of mathematics lessons, implementation of the lessons, and written journal entries about the process, with three interview/discussion sessions at the beginning, middle, and conclusion of the nine-lesson cycle. This study suggests that principals and curriculum developers should encourage the use of this model for professional development. Teachers were able to understand and apply the components of mathematical proficiency in order to improve instruction and student learning.

Subjects/Keywords: Education; Mathematics

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3478097

► 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)

▼ 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 socioeconomically challenged and a different system of education for those who live in a higher socioeconomic status. The purpose of this study was to explore the achievement gap in mathematics for elementary students. Specifically, the gap between the students' scores who attended a school with a free and reduced price meal percentage below 25% and students' scores who attended a school with a free and reduced price meal percentage above 75% was explored. Additionally, the focus of this study was to examine the mathematical strands with the greatest difference in achievement between the two groups. Identification of specific achievement gaps in mathematics could lead to a more individualized program of instruction and focused curriculum for students in poverty and those who are not performing at the same level as peers. The landmark differences between the groups were used to identify the gaps between student performances in both growth during the academic year and achievement on the content strands. The quantitative research questions were supported by students' scores on the Missouri Assessment Program test, Performance Series test, and Star Math test; data were used to apply a t-test to document significance, a Pearson r to demonstrate correlation, and a review of landmarks to document trends in the data. A qualitative research question was supported by interviews of building principals and provided a human perspective. Significant differences in growth were not noted in the study. The difference between content strands on the Performance Series test did not yield significant results. However, in a study of five years of Missouri Assessment Program data there were three content strands: number and operation, algebra, and measurement which were identified as having significant differences in students' scores.

Subjects/Keywords: Education; Mathematics

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3517970

► 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)

▼ Students do not pursue careers in science, technology, engineering, or mathematics (STEM) because of a lack of ability, but rather a lack of positive experiences with mathematics. Research has concluded that attitudes in math directly influence success in mathematics. As many as 75% of high school graduates in the United States suffer from mild to severe forms of math anxiety. The improvement of student achievement in mathematics in the United States lags behind that of many other nations in the world. Efforts to improve student achievement in mathematics have focused on developing effective teachers and teaching practices, creating state and national standards, and raising test scores. Advances in neuroscience and understanding how the brain learns mathematics are often not reflected in current instructional practices, and being "bad at math" is not viewed as a problem by American society. As a response to the current state of mathematics in the United States, the researcher created an informal educational center to provide positive mathematical experiences that demonstrate how math works. The Metamo4ic Math Center opened in 2007. This study investigated the effectiveness of a two-hour field trip visit to the Math Center on 114 elementary students, six teachers, and 42 preservice teachers. A Math Anxiety Scale - Revised (MAS-R) and knowledge concept map were administered to treatment and control groups pre-visit, post-visit, and post-post visit. Interviews were conducted pre and post visit. In addition, an independent evaluator observed each field trip visit. The results of the study indicated that the Math Center does significantly lessen anxiety and reduce negative attitudes toward mathematics in elementary students and their teachers. Although pre-service teachers demonstrated a lessening in anxiety, the decrease was not significant, and the results demonstrated that the pre-service teachers in both the treatment and control groups had anxiety levels significantly higher than the student and in-service teacher groups. This study led the researcher to conclude that a "Cycle of Anxiety" is contagious and continually perpetuated through the current instruction of mathematics. This study indicated that efforts to improve math achievement void of addressing negative attitudes and math anxiety might not be successful.

Subjects/Keywords: Education; Mathematics

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3329205

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3555238

► 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)

▼ 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 concept of mathematics as a human activity. From this pedagogical point of view, PISA's "mathematization cycle" serves as an infrastructure for a crucial feature in its designed. "Functional Literacy" stresses that the significance of mathematics education should reflect applied, authentic, and heuristic characteristics surrounded by an individual's daily life in society. In addition, PISA's assessments aim to measure students' mathematics competency level in a comprehensive way – interpreted as cognitive demands. PISA utilizes three competence clusters—reproduction, connections, and reflections—as well as six levels of the literacy scale to assess cognitive loads. Taiwan is a continually developing democratic country. Taiwanese students have performed at an advanced level in both PISA and TIMSS international assessments. Taiwan's mathematics textbooks determine the thinking and direction of their students' education. Could these high achievement Taiwanese students demonstrate be due to the fact that Taiwan's textbooks are compatible with PISA's theoretical principles? This study aimed to demonstrate "Functional Literacy" as presented in Taiwanese mathematics textbooks, and is focused on the content and design of Taiwanese mathematics textbook problems for secondary school. The main research explored the designed mathematization cycle used in the textbook problems and measured the level of cognitive loads required in the students' solutions in accordance with PISA's description. The results of this study revealed that selected instructional cycles in Taiwanese mathematics textbooks do demonstrate an ultimate correspondence PISA's principals with appropriate cognitive loads. The findings illustrated how PISA's theoretical concept could be implemented to develop future mathematics textbooks. Consequently, utilizing PISA's method may create a new constructive trend in designing curricula in mathematics education.

Subjects/Keywords: Education; Mathematics

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3386647

► 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)

▼ Introductory calculus students are often successful in doing procedural tasks in calculus even when their understanding of the underlying concepts is lacking, and these conceptual difficulties extend to the limit concept. Since the concept of limit in introductory calculus usually concerns a process applied to a single function, it seems reasonable to believe that a robust understanding of function is beneficial to and perhaps necessary for a meaningful understanding of limit. Therefore, the main goal of this dissertation is to quantitatively correlate students’ understanding of function and their understanding of limit. In particular, the correlation between the two is examined in the context of an introductory calculus course for future scientists and engineers at a public, land grant research university in the west. In order to measure the strength of the correlation between understanding of function and understanding of limit, two tests—the Precalculus Concept Assessment (PCA) to measure function understanding and the Limit Understanding Assessment (LUA) to measure limit understanding—were administered to students in all sections of the aforementioned introductory calculus course in the fall of 2008. A linear regression which included appropriate covariates was utilized in which students’ scores on the PCA were correlated with their scores on the LUA. Nonparametric bivariate correlations between students’ PCA scores and students’ scores on particular subcategories of limit understanding measured by the LUA were also calculated. Moreover, a descriptive profile of students’ understanding of limit was created which included possible explanations as to why students responded to LUA items the way they did. There was a strong positive linear correlation between PCA and LUA scores, and this correlation was highly significant (p < 0.001). Furthermore, the nonparametric correlations between PCA scores and LUA subcategory scores were all statistically significant p < 0.001). The descriptive profile of what the typical student understands about limit in each LUA subcategory supplied valuable context in which to interpret the quantitative results. Based on these results, it is concluded that understanding of function is a significant predictor of future understanding of limit. Recommendations for practicing mathematics educators and indications for future research are provided.

Subjects/Keywords: Education; Mathematics

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3432865

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://www.escholarship.org/uc/item/02h9g7dw

► 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)

▼ This study uses self-generated representations (SGR) - images produced in the act of explaining - as a means of uncovering what university calculus students understand about infinite series convergence. It makes use of student teaching episodes, in which students were asked to explain to a peer what that student might have missed had they been absent from class on the day(s) when infinite series were introduced and discussed. These student teaching episodes typically resulted in the spontaneous generation of several SGR, which provided physical referents with which both the student and an interviewer were able to interact. Students' explanations, via their SGR, included many more aspects of what they found important about that content than did the standard research technique of asking students to answer specific mathematics tasks.This study was specifically designed to address how students construct an understanding of infinite series. It also speaks to the broader goal of examining how students use SGR as a tool for explaining concepts, rather than simply as tools for solving specific problems. The main analysis indicates that both students and their professors/textbook, when introducing the topic of infinite series, make use of the following five different image types: plots of terms, plots of partial sums, areas under curves, geometric shapes, and number lines. However, the aspects of the mathematical concepts that the students and the professors/textbooks highlight in their explanations and modes of use for those image types are different, and at times conflicting. In particular, differences emerged along three dimensions of competence - limiting processes (Tall, 1980), language, and connections. While students using SGR generated many of the images that had been used by their professors, the limiting processes that they discussed via those images contrasted sharply. The professors and textbook chapter prioritized the limiting processes represented in particular image types to support mathematically sound conclusions. In contrast, many student explanations focused on limiting processes that did not lead to valid arguments about series convergence. There were also differences in use of language, in that students often assumed much more meaning than was intended in their professors' language choices, leading to problems with their explanations. Finally, while the experts connected their representations in meaningful ways, using other images to clarify or exemplify those that were used to define, students connected their understanding in different ways that were not always supportive of the convergence arguments that they were trying to make. This study expands the literature on students' understanding of infinite series topics, pointing to gaps in student understanding and ways in which students mis-applied what teachers had presented. In doing so, it suggests many avenues for improving infinite series instruction. In addition, the methods employed in this study are general, and open up ways of looking at student…

Subjects/Keywords: Mathematics education

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945146

►

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)

▼

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 occurs because a step of the proof has been cleverly written to conceal its own falsehood, and the hidden falsehood ultimately creates the incongruous conclusion. In the past, close reading of spurious proofs in order to discern which step is the false one has been a niche endeavor of recreational mathematics, and only occasionally used in the classroom as one among many types of long-form problems. However, spurious proofs have several distinctive—though sometimes neglected—values in the educational context. One of these sources of value is spurious proofs’ creation of “cognitive conflict” that stimulates critical thought in the contexts of both general problem solving and learning the proof process. Another underappreciated source of value is spurious proofs’ potential fitness for developing the “productive disposition” aspect of mathematical proficiency that sees math as a sensible and useful endeavor. This aspect of proficiency is widely recognized in the literature, but just as widely overlooked in the classroom, likely because it is usually something that must be taken or rejected wholesale. Spurious proofs, though, give teachers a rare means to reinforce this value in their students through an active problem-solving process. With a spurious proof, the coherency of the mathematical system is challenged when the proof offers a result that contradicts well-known mathematical knowledge, but still seems to be logically supported; the student must then actively validate the system’s coherency by searching out the proof’s logical flaw. In this way, a student is actively engaged in affirming the consistency of the mathematical system rather than simply accepting it, or not. After presenting some background information on the history and typology of spurious proofs, this thesis explains their value from cognitive conflict and coherency reinforcement in more detail, and then offers examples of how they may be put to use in the classroom beyond their generic role of simple long-form problems.

proof; sophism; fallacy; cognitive conflict; productive disposition

Advisors/Committee Members: Engelward, Andy, Knill, Oliver.

Subjects/Keywords: Education; Mathematics

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1588190

► 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)

▼ Researchers have argued that gesture and speech, two elements of discourse, are neurologically related, and that language and mental imagery are intertwined. Because of this relationship between language, gesture and image, these discourse elements may allow a teacher to make inferences about the reasoning the student is using. In order for the teacher to make these inferences, students must engage in discourse, which I am initially defining here as written and spoken language and the accompanying gestures. This requires that students work on open ended, contextual problems that provide opportunities for discourse. An area that provides opportunities for discourse includes functions and the relationship between the covarying quantities that the function expresses. By investigating discourse and covarying quantities, I will attempt to answer two, related research questions. What is the nature of students' use of metaphor and gesture when working collaboratively on tasks designed to provide opportunities for covariational reasoning? What information might the students' use of metaphor and gesture provide about the student's covariational reasoning? In order to answer these two questions, I analyzed data from four, ninth grade students during work on two task-based interviews in which the students completed a version of a widely-used bottle problem. The data analysis consisted of multiple passes coding for the quantitative operation, gesture and metaphor used by the students. Gesture and metaphor helped make inferences about the quantitative operation the students were using and whether they were comparing or coordinating covarying quantities. The students' gesture allowed me to infer more about the underlying imagery they were using than did metaphor, however, the two were most powerful when considered together. Two of the four students were primarily comparing amounts of change in the two quantities and the other two students coordinated the two quantities. The results led me to a conjecture about the relationship of language, imagery and gesture, and how this relationship might be used in both educational and research settings. I proposed a relationship between imagery, language and gesture that I referred to as the Language-Imagery-Gesture Triad with imagery and gesture forming the foundation supporting language. Linguistic structures such as metonymy and metaphor facilitate the relationship between imagery and language.

Subjects/Keywords: Mathematics education

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://digital.library.temple.edu/u?/p245801coll10,43841

►

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)

▼

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 of math computations and applications probes administered three times across the year (fall, winter, and spring) has not been compared to the TerraNova standardized assessment, nor has CBM's acceptability from corrective education teachers serving students out of the classroom been explored. In this study, nine corrective education teachers working in a large mid-Atlantic urban school district and providing corrective education services to private and parochial schools participated by administering math computations and concepts and applications CBM probes to second and/or third grade students three times. There were 453 second grade students in 19 nonpublic schools and 371 third grade students in 16 nonpublic schools who completed three computations and applications CBM probes at three different points in the year. Of these students, 133 second grade students in 13 parochial schools as well as 108 third grade students in 12 parochial schools completed the TerraNova math assessment. Through the use of multiple regression analyses, it was determined that the concepts and applications probes had significant levels of predictive validity while the computations probes were not found to have any predictive validity when compared to the Normal Curve Equivalent of the Total Math subtests. The nine corrective education teachers also completed three versions of the Assessment Rating Profile-15 (ARP-15), one prior to the use of CBM and two following its use. No significant difference was identified when comparing the results of the first rating scale with either of the second or when comparing the two different rating scales administered at the end of the year. Overall, the concepts and applications probes were found to be significantly predictive of performance on the TerraNova, Second Edition, Total Math subtests, despite the fact that the teachers did not indicate a strong like or dislike towards the use of CBM tools.

Temple University – Theses

Advisors/Committee Members: Connell, James, Fiorello, Catherine A., DuCette, Joseph P..

Subjects/Keywords: Education; Mathematics

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10287185

► 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)

▼ What is mathematics? What does it mean to be a mathematician? What should students understand about the nature of mathematical knowledge and inquiry? Research in the field of mathematics education has found that students often have naïve views about the nature of mathematics. Some believe that mathematics is a body of unchanging knowledge, a collection of arbitrary rules and procedures that must be memorized. Mathematics is seen as an impersonal and uncreative subject. To combat the naïve view, we need a humanistic vision and explicit goals for what we hope students understand about the nature of mathematics. The goal of this dissertation was to begin a systematic inquiry into the nature of mathematics by identifying humanistic characteristics of mathematics that may serve as goals for student understanding, and to tell real-life stories to illuminate those characteristics. Using the methodological framework of heuristic inquiry, the researcher identified such characteristics by collaborating with a professional mathematician, by co-teaching an undergraduate transition-to-proof course, and being open to mathematics wherever it appeared in life. The results of this study are the IDEA Framework for the Nature of Pure Mathematics and ten corresponding stories that illuminate the characteristics of the framework. The IDEA framework consists of four foundational characteristics: Our mathematical ideas and practices are part of our Identity; mathematical ideas and knowledge are Dynamic and forever refined; mathematical inquiry is an emotional Exploration of ideas; and mathematical ideas and knowledge are socially vetted through Argumentation. The stories that are told to illustrate the IDEA framework capture various experiences of the researcher, from conversations with his son to emotional classroom discussions between undergraduates in a transition-to-proof course. The researcher draws several implications for teaching and research. He argues that the IDEA framework should be tested in future research for its effectiveness as an aid in designing instruction that fosters humanistic conceptions of the nature of mathematics in the minds of students. He calls for a cultural renewal of undergraduate mathematics instruction, and he questions the focus on logic and set theory within transition-to-proof courses. Some instructional alternatives are presented. The final recommendation is that nature of mathematics become a subject in its own right for both students and teachers. If students and teachers are to revise their beliefs about the nature of mathematics, then they must have the opportunities to reflect on what they believe about mathematics and be confronted with experiences that challenge those beliefs.

Subjects/Keywords: Mathematics education

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3718983

► 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 Details Similar Records Cite « Share

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

APA (6^th 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 (16^th 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 (7^th 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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