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 26, 2020. 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. 26 Feb 2020.

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 2020 Feb 26]. 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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Cook JP. A guided reinvention of ring, integral domain, and field. [Internet] [Thesis]. The University of Oklahoma; 2012. [cited 2020 Feb 26]. 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 26, 2020. 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. 26 Feb 2020.

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 2020 Feb 26]. 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. 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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Alexander CM. Community college developmental education students' understanding of foundational fraction concepts. [Internet] [Thesis]. University of California, Davis; 2014. [cited 2020 Feb 26]. 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

5. 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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Galle GE. What do students do in self-formed mathematics study groups?. [Internet] [Doctoral dissertation]. University of New Hampshire; 2013. [cited 2020 Feb 26]. 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

6. 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 26, 2020. 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. 26 Feb 2020.

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 2020 Feb 26]. 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

7. Ingalls, Victoria A. A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses.

Degree: EdD, College of Education, 2008, Ashland University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887

► The purpose of this study was to better understand the mathematics placement process currently used at Tiffin University as well as to compare the respective… (more)

Subjects/Keywords: Education; Mathematics; Mathematics Education; mathematics placement

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APA (6^th Edition):

Ingalls, V. A. (2008). A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887

Chicago Manual of Style (16^th Edition):

Ingalls, Victoria A. “A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses.” 2008. Doctoral Dissertation, Ashland University. Accessed February 26, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887.

MLA Handbook (7^th Edition):

Ingalls, Victoria A. “A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses.” 2008. Web. 26 Feb 2020.

Vancouver:

Ingalls VA. A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2020 Feb 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887.

Council of Science Editors:

Ingalls VA. A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887

University of Akron

8. 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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Aldrich RR. Fraction Proficiency in Adult Students and Their Success in Algebra. [Internet] [Masters thesis]. University of Akron; 2015. [cited 2020 Feb 26]. 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

The Ohio State University

9. Moore, David M. How the Visually Impaired View and Experience Mathematics in School.

Degree: MA, EDU Teaching and Learning, 2008, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1396453258

► This study investigates how the blind need mathematics communicated to them. Considerable evidence exists that learning strategies such as discussion, group learning, and speaking in… (more)

Subjects/Keywords: Education; Mathematics Education

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APA (6^th Edition):

Moore, D. M. (2008). How the Visually Impaired View and Experience Mathematics in School. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1396453258

Chicago Manual of Style (16^th Edition):

Moore, David M. “How the Visually Impaired View and Experience Mathematics in School.” 2008. Masters Thesis, The Ohio State University. Accessed February 26, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396453258.

MLA Handbook (7^th Edition):

Moore, David M. “How the Visually Impaired View and Experience Mathematics in School.” 2008. Web. 26 Feb 2020.

Vancouver:

Moore DM. How the Visually Impaired View and Experience Mathematics in School. [Internet] [Masters thesis]. The Ohio State University; 2008. [cited 2020 Feb 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1396453258.

Council of Science Editors:

Moore DM. How the Visually Impaired View and Experience Mathematics in School. [Masters Thesis]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1396453258

University of Toledo

10. 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 26, 2020. 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. 26 Feb 2020.

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 2020 Feb 26]. 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

11. 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 26, 2020. 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. 26 Feb 2020.

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 2020 Feb 26]. 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

12. 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 26, 2020. 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. 26 Feb 2020.

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 2020 Feb 26]. 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

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

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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Haverhals NJ. Students' development in proof| A longitudinal study. [Internet] [Thesis]. University of Montana; 2011. [cited 2020 Feb 26]. 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

14. 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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Kelly DK. In students' words| The development of student attitudes toward mathematics – A social perspective. [Internet] [Thesis]. University of Massachusetts Boston; 2011. [cited 2020 Feb 26]. 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

15. 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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Campbell ME. Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving. [Internet] [Thesis]. University of California, Berkeley; 2012. [cited 2020 Feb 26]. 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

16. 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 26, 2020. 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. 26 Feb 2020.

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 2020 Feb 26]. 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

17. 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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Eberle RS. Children's Mathematical Understandings of Tessellations| A Cognitive and Aesthetic Synthesis. [Internet] [Thesis]. The University of Texas at Austin; 2012. [cited 2020 Feb 26]. 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

18. 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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Naresh N. Workplace mathematics of the bus conductors in Chennai, India. [Internet] [Thesis]. Illinois State University; 2009. [cited 2020 Feb 26]. 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

19. 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 (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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Pilgrim ME. A concepts for calculus intervention| Measuring student attitudes toward mathematics and achievement in calculus. [Internet] [Thesis]. Colorado State University; 2010. [cited 2020 Feb 26]. 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

20. 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 (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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Figgins LS. Four elementary teachers' journeys into the understanding and application of mathematical proficiency. [Internet] [Thesis]. Northern Illinois University; 2011. [cited 2020 Feb 26]. 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

21. 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 (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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Meador A. The Socioeconomic Achievement Gap in Mathematics. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2020 Feb 26]. 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

22. 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 26, 2020. 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. 26 Feb 2020.

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 2020 Feb 26]. 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

23. 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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Kenney RH. The influence of symbols on pre-calculus students' problem solving goals and activities. [Internet] [Thesis]. North Carolina State University; 2008. [cited 2020 Feb 26]. 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

24. 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 26, 2020. 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. 26 Feb 2020.

Vancouver:

Lee S. PISA functional literacy as represented in Taiwanese mathematics textbooks. [Internet] [Thesis]. Teachers College, Columbia University; 2013. [cited 2020 Feb 26]. 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

25. 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 26, 2020. 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. 26 Feb 2020.

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 2020 Feb 26]. 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

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

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 26, 2020. 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. 26 Feb 2020.

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 2020 Feb 26]. 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 Georgia

27. Brown, Rachael Eriksen. Community building in mathematics professional development.

Degree: PhD, Mathematics Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/brown_rachael_e_200908_phd

► This study considers the practicality of creating a mathematical community of practice among mathematics middle school teachers in a 14-week PD experience. The concept of… (more)

Subjects/Keywords: Mathematics Education

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

APA (6^th Edition):

Brown, R. E. (2009). Community building in mathematics professional development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brown_rachael_e_200908_phd

Chicago Manual of Style (16^th Edition):

Brown, Rachael Eriksen. “Community building in mathematics professional development.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/brown_rachael_e_200908_phd.

MLA Handbook (7^th Edition):

Brown, Rachael Eriksen. “Community building in mathematics professional development.” 2009. Web. 26 Feb 2020.

Vancouver:

Brown RE. Community building in mathematics professional development. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/brown_rachael_e_200908_phd.

Council of Science Editors:

Brown RE. Community building in mathematics professional development. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/brown_rachael_e_200908_phd

University of Georgia

28. Brewley-Corbin, Denise Natasha. Case study analysis of mathematics literacy workers’ identity and understanding of numbers within a community of practice.

Degree: PhD, Mathematics Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/brewley-corbin_denise_n_200912_phd

► This study examined what identities four African American college mathematics literacy workers (CMLWs) and high school mathematics literacy workers (MLWs) of the Young People’s Project… (more)

▼ This study examined what identities four African American college mathematics literacy workers (CMLWs) and high school mathematics literacy workers (MLWs) of the Young People’s Project (YPP) in Chicago had during Flagway Game workshop training. This study also examined what understanding of numbers participants had as a result of their involvement in the training. The YPP is a youth empowerment and after-school mathematics initiative created by students in Jackson, Mississippi. The Flagway Game was a number theory game derived from the Möbius Function, to help students expand their understanding of natural numbers. The focus of this study was an MLW Flagway Game workshop training, which took place over 4 weeks at Abelin High in January 2007. The study used qualitative case study methodology (Yin, 2003), grounded within a theoretical framework of Wenger’s (1998) communities of practice (CoPs). Interviews were conducted with participants where they were asked to complete mathematical tasks to determine their levels of understanding of some number concepts used in Flagway. Participants were also asked to reflect on their experience in Flagway training and how that experience shaped their mathematics literacy work. Their responses were analyzed using Wenger’s three modes of belonging: engagement, imagination, and alignment. Participant responses were also analyzed from a critical race theory (CRT) perspective using counter-narratives, which showed how they worked towards mathematics literacy for liberation contrary to dominant narratives of failure and passivity. Because of their levels of engagement in practice, participants had a number of identities, which influenced how they understood some number concepts. There were some similarities and differences in identity across participants. CMLWs and MLWs viewed themselves as having; a sense of perseverance, a sense of responsibility, role models, agents of change, authorities in training, and doers of mathematics. The CMLWs were more likely than the MLWs to link their practice to a broader community of mathematics literacy workers. The CMLWs structured their practice to align with future pursuits. The MLWs did not use the work of alignment as readily in practice. CMLWs and MLWs used persistence and a commitment to their community in obtaining mathematics literacy for themselves and others. Advisors/Committee Members: Dorothy White.

Subjects/Keywords: Mathematics Education

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

APA (6^th Edition):

Brewley-Corbin, D. N. (2009). Case study analysis of mathematics literacy workers’ identity and understanding of numbers within a community of practice. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brewley-corbin_denise_n_200912_phd

Chicago Manual of Style (16^th Edition):

Brewley-Corbin, Denise Natasha. “Case study analysis of mathematics literacy workers’ identity and understanding of numbers within a community of practice.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/brewley-corbin_denise_n_200912_phd.

MLA Handbook (7^th Edition):

Brewley-Corbin, Denise Natasha. “Case study analysis of mathematics literacy workers’ identity and understanding of numbers within a community of practice.” 2009. Web. 26 Feb 2020.

Vancouver:

Brewley-Corbin DN. Case study analysis of mathematics literacy workers’ identity and understanding of numbers within a community of practice. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/brewley-corbin_denise_n_200912_phd.

Council of Science Editors:

Brewley-Corbin DN. Case study analysis of mathematics literacy workers’ identity and understanding of numbers within a community of practice. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/brewley-corbin_denise_n_200912_phd

University of Georgia

29. Lee, Hyeonmi. High school mathematics teachers’ use of technology in their learning and teaching: three cases.

Degree: PhD, Mathematics Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/lee_hyeonmi_201008_phd

► This study was designed to investigate how mathematics teachers used technology in their teaching, what and how they learned in their teacher education program in… (more)

▼ This study was designed to investigate how mathematics teachers used technology in their teaching, what and how they learned in their teacher education program in terms of using technology for teaching mathematics, and whether there were links or gaps between their learning and teaching in terms of using technology. The purpose of this study was to find useful ideas that may enrich technology-integrated courses in teacher education programs. Instrumental genesis theory and three metaphors: Zone of Proximal Development, Zone of Promoted Action, and Zone of Free Movement influenced the theoretical orientations of this study working as instruments for collecting and analyzing data. Goos’ (2005) categories of teachers’ working modes with technology were also used for this study. Three high school mathematics teachers who were graduates from the mathematics education department at the University of Georgia, where two technology integration courses were required, participated in this study. Using qualitative research methods, the main data sources include formal and informal interviews, and field notes and video recordings from observations. Inductive data analysis method for class observations data and content analysis methods for text data including transcribed interview data were used to find patterns. Comparisons between participant teachers’ learning and their teaching were made to determine what learning experiences in their teacher education program fostered their actual use of technology in meaningful ways. Also, comparisons between participant teachers in terms of their ways of using technology were made to discuss how different factors such as their working environments and their professional development opportunities affected their ways of using technology. Findings revealed that there were links between their learning and teaching in terms of using technology for teaching mathematics. Direct links were identified where the same mathematical topics at the same level were encountered in both their learning and teaching. Indirect links were found concerning their disposition to act toward using technology. However, their foci on using technology varied depending on their beliefs about students and students’ mathematics. Positive and/or productive meanings created during teachers’ use of technology also varied based on their foci. Advisors/Committee Members: John Olive.

Subjects/Keywords: mathematics education

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

APA (6^th Edition):

Lee, H. (2010). High school mathematics teachers’ use of technology in their learning and teaching: three cases. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lee_hyeonmi_201008_phd

Chicago Manual of Style (16^th Edition):

Lee, Hyeonmi. “High school mathematics teachers’ use of technology in their learning and teaching: three cases.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/lee_hyeonmi_201008_phd.

MLA Handbook (7^th Edition):

Lee, Hyeonmi. “High school mathematics teachers’ use of technology in their learning and teaching: three cases.” 2010. Web. 26 Feb 2020.

Vancouver:

Lee H. High school mathematics teachers’ use of technology in their learning and teaching: three cases. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/lee_hyeonmi_201008_phd.

Council of Science Editors:

Lee H. High school mathematics teachers’ use of technology in their learning and teaching: three cases. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/lee_hyeonmi_201008_phd

University of Georgia

30. Thomas, Sharren Michelle. Effective secondary mathematics teachers as warm demanders: descriptions of four African American teachers’ practices.

Degree: PhD, Mathematics Education, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/thomas_sharren_m_201108_phd

► This study examined how four African American high school mathematics teachers described their instructional practices for African American students. This study also examined the role… (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):

Thomas, S. M. (2011). Effective secondary mathematics teachers as warm demanders: descriptions of four African American teachers’ practices. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/thomas_sharren_m_201108_phd

Chicago Manual of Style (16^th Edition):

Thomas, Sharren Michelle. “Effective secondary mathematics teachers as warm demanders: descriptions of four African American teachers’ practices.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/thomas_sharren_m_201108_phd.

MLA Handbook (7^th Edition):

Thomas, Sharren Michelle. “Effective secondary mathematics teachers as warm demanders: descriptions of four African American teachers’ practices.” 2011. Web. 26 Feb 2020.

Vancouver:

Thomas SM. Effective secondary mathematics teachers as warm demanders: descriptions of four African American teachers’ practices. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/thomas_sharren_m_201108_phd.

Council of Science Editors:

Thomas SM. Effective secondary mathematics teachers as warm demanders: descriptions of four African American teachers’ practices. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/thomas_sharren_m_201108_phd

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Open Access Theses and Dissertations