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Montana State University

1.
Mudzimiri, Rejoice.
A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary *mathematics* * teachers*.

Degree: College of Letters & Science, 2012, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1910

► The Technological Pedagogical Content Knowledge (TPACK) framework is a relatively new construct that offers a useful perspective from which to understand the development of pre-service…
(more)

Subjects/Keywords: Student teachers.; Mathematics teachers.

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Mudzimiri, R. (2012). A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1910

Not specified: Masters Thesis or Doctoral Dissertation

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

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Thesis, Montana State University. Accessed October 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1910.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Web. 23 Oct 2019.

Vancouver:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910

Not specified: Masters Thesis or Doctoral Dissertation

Victoria University of Wellington

2.
Vaile, Shelley.
* Teachers*' beliefs about the teaching, learning and assessment of

Degree: 2018, Victoria University of Wellington

URL: http://hdl.handle.net/10063/7736

► *Teachers* in New Zealand are required to make judgments of students’ achievement in reading, writing and *mathematics* against the National Standards and to report these…
(more)

Subjects/Keywords: Teachers; Beliefs; Mathematics

Record Details Similar Records

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

APA (6^{th} Edition):

Vaile, S. (2018). Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/7736

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

Vaile, Shelley. “Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments.” 2018. Masters Thesis, Victoria University of Wellington. Accessed October 23, 2019. http://hdl.handle.net/10063/7736.

MLA Handbook (7^{th} Edition):

Vaile, Shelley. “Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments.” 2018. Web. 23 Oct 2019.

Vancouver:

Vaile S. Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments. [Internet] [Masters thesis]. Victoria University of Wellington; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10063/7736.

Council of Science Editors:

Vaile S. Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments. [Masters Thesis]. Victoria University of Wellington; 2018. Available from: http://hdl.handle.net/10063/7736

University of Aberdeen

3.
Martin, Helen.
Learning *mathematics* for teaching : an exploratory study of e-formative assessment within initial teacher education.

Degree: PhD, 2014, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452

► This study explores learning *mathematics* for teaching through a particular enactment of e-formative assessment, a series of six online study sessions. The data involved 173…
(more)

Subjects/Keywords: 370; Mathematics; Teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Martin, H. (2014). Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452

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

Martin, Helen. “Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed October 23, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452.

MLA Handbook (7^{th} Edition):

Martin, Helen. “Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education.” 2014. Web. 23 Oct 2019.

Vancouver:

Martin H. Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2019 Oct 23]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452.

Council of Science Editors:

Martin H. Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education. [Doctoral Dissertation]. University of Aberdeen; 2014. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452

University of Zambia

4.
Kaliba, Michelo.
Perceptions of heads of departments and *mathematics* *teachers* towards teaching and learning of *mathematics* using problem solving methods in a lesson study cycle
.

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4950

► *Mathematics* *teachers* in Zambia are involved in the teaching and learning of *mathematics* using the problem solving method. The purpose of the study was to…
(more)

Subjects/Keywords: Teachers – Zambia Mathematics – teachers of – Zambia

Record Details Similar Records

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

APA (6^{th} Edition):

Kaliba, M. (2016). Perceptions of heads of departments and mathematics teachers towards teaching and learning of mathematics using problem solving methods in a lesson study cycle . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4950

Not specified: Masters Thesis or Doctoral Dissertation

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

Kaliba, Michelo. “Perceptions of heads of departments and mathematics teachers towards teaching and learning of mathematics using problem solving methods in a lesson study cycle .” 2016. Thesis, University of Zambia. Accessed October 23, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4950.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Kaliba, Michelo. “Perceptions of heads of departments and mathematics teachers towards teaching and learning of mathematics using problem solving methods in a lesson study cycle .” 2016. Web. 23 Oct 2019.

Vancouver:

Kaliba M. Perceptions of heads of departments and mathematics teachers towards teaching and learning of mathematics using problem solving methods in a lesson study cycle . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Oct 23]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4950.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kaliba M. Perceptions of heads of departments and mathematics teachers towards teaching and learning of mathematics using problem solving methods in a lesson study cycle . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4950

Not specified: Masters Thesis or Doctoral Dissertation

University of Oklahoma

5.
Harper, Mary Ellen.
Influence of a Non-traditional *Mathematics* Content Course on Preservice *Teachers*' Beliefs.

Degree: PhD, 2012, University of Oklahoma

URL: http://hdl.handle.net/11244/318973

► A continued and ongoing call for improvement and change in *mathematics* teaching and learning suggests a need for re-visioning the ways in which *mathematics* *teachers*…
(more)

Subjects/Keywords: Mathematics teachers – Training of; Student teachers – Attitudes

Record Details Similar Records

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

APA (6^{th} Edition):

Harper, M. E. (2012). Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318973

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

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed October 23, 2019. http://hdl.handle.net/11244/318973.

MLA Handbook (7^{th} Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Web. 23 Oct 2019.

Vancouver:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/11244/318973.

Council of Science Editors:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318973

University of Georgia

6.
Bismarck, Stephen.
* Mathematics* teacher roles when using technology: understanding the roles of facilitator and mediator.

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

URL: http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd

► Investigating the effect technology has on the secondary *mathematics* classroom instruction has been a growing topic in *mathematics* education since calculators and computers became readily…
(more)

Subjects/Keywords: in-service mathematics teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Bismarck, S. (2009). Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd

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

Bismarck, Stephen. “Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator.” 2009. Doctoral Dissertation, University of Georgia. Accessed October 23, 2019. http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd.

MLA Handbook (7^{th} Edition):

Bismarck, Stephen. “Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator.” 2009. Web. 23 Oct 2019.

Vancouver:

Bismarck S. Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Oct 23]. Available from: http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd.

Council of Science Editors:

Bismarck S. Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd

University of Georgia

7.
Hallman, Allyson.
Preservice elementary *teachers*' use of mathematical discussion in the implementation of problem-solving tasks.

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

URL: http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd

► Engaging in mathematical communication holds promise for student learning, but focusing teaching practice on mathematical discourse is challenging. Teacher education has been shown to have…
(more)

Subjects/Keywords: Preservice elementary mathematics teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Hallman, A. (2011). Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd

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

Hallman, Allyson. “Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.” 2011. Doctoral Dissertation, University of Georgia. Accessed October 23, 2019. http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd.

MLA Handbook (7^{th} Edition):

Hallman, Allyson. “Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.” 2011. Web. 23 Oct 2019.

Vancouver:

Hallman A. Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Oct 23]. Available from: http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd.

Council of Science Editors:

Hallman A. Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd

University of Alberta

8.
Cooke, Stuart Wesley.
A study of the relationship between selected teacher
characteristics and student achievement in traditional and modern
*mathematics*.

Degree: MEd, 1966, University of Alberta

URL: https://era.library.ualberta.ca/files/1g05ff025

Subjects/Keywords: Mathematics teachers.

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Cooke, S. W. (1966). A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/1g05ff025

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

Cooke, Stuart Wesley. “A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics.” 1966. Masters Thesis, University of Alberta. Accessed October 23, 2019. https://era.library.ualberta.ca/files/1g05ff025.

MLA Handbook (7^{th} Edition):

Cooke, Stuart Wesley. “A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics.” 1966. Web. 23 Oct 2019.

Vancouver:

Cooke SW. A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics. [Internet] [Masters thesis]. University of Alberta; 1966. [cited 2019 Oct 23]. Available from: https://era.library.ualberta.ca/files/1g05ff025.

Council of Science Editors:

Cooke SW. A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics. [Masters Thesis]. University of Alberta; 1966. Available from: https://era.library.ualberta.ca/files/1g05ff025

University of KwaZulu-Natal

9.
[No author].
Links between content knowledge and practice in a *mathematics* teacher education course.

Degree: Education, 2009, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/1133

► The link between content knowledge and how this influences classroom practice has been prominent in educational research in recent years. Shulman was the forerunner of…
(more)

Subjects/Keywords: Mathematics teachers – Training of.; Education.

Record Details Similar Records

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

APA (6^{th} Edition):

author], [. (2009). Links between content knowledge and practice in a mathematics teacher education course. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1133

Not specified: Masters Thesis or Doctoral Dissertation

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

author], [No. “Links between content knowledge and practice in a mathematics teacher education course. ” 2009. Thesis, University of KwaZulu-Natal. Accessed October 23, 2019. http://hdl.handle.net/10413/1133.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

author], [No. “Links between content knowledge and practice in a mathematics teacher education course. ” 2009. Web. 23 Oct 2019.

Vancouver:

author] [. Links between content knowledge and practice in a mathematics teacher education course. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10413/1133.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Links between content knowledge and practice in a mathematics teacher education course. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/1133

Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

10.
Freeman, Barbara L.
Effects of a written intervention on the state anxiety of new *mathematics* * teachers*.

Degree: PhD, Mathematics Education, 1990, Oregon State University

URL: http://hdl.handle.net/1957/37100

► The goal of the research project was to assess the effect of a written intervention on the state anxiety of new *mathematics* *teachers*. Twenty-eight beginning…
(more)

Subjects/Keywords: Mathematics teachers

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Freeman, B. L. (1990). Effects of a written intervention on the state anxiety of new mathematics teachers. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/37100

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

Freeman, Barbara L. “Effects of a written intervention on the state anxiety of new mathematics teachers.” 1990. Doctoral Dissertation, Oregon State University. Accessed October 23, 2019. http://hdl.handle.net/1957/37100.

MLA Handbook (7^{th} Edition):

Freeman, Barbara L. “Effects of a written intervention on the state anxiety of new mathematics teachers.” 1990. Web. 23 Oct 2019.

Vancouver:

Freeman BL. Effects of a written intervention on the state anxiety of new mathematics teachers. [Internet] [Doctoral dissertation]. Oregon State University; 1990. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1957/37100.

Council of Science Editors:

Freeman BL. Effects of a written intervention on the state anxiety of new mathematics teachers. [Doctoral Dissertation]. Oregon State University; 1990. Available from: http://hdl.handle.net/1957/37100

Montana State University

11.
Mathison, Heather Renee.
Implementing professional development: a case study of *mathematics* *teachers* using inquiry in the classroom context.

Degree: College of Letters & Science, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1804

► A body of research supports the use of inquiry-based instruction in science and its use has been advocated in *mathematics*, but mathematical inquiry remains ill…
(more)

Subjects/Keywords: Mathematics teachers.; Career development.

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Mathison, H. R. (2011). Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1804

Not specified: Masters Thesis or Doctoral Dissertation

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

Mathison, Heather Renee. “Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context.” 2011. Thesis, Montana State University. Accessed October 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1804.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Mathison, Heather Renee. “Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context.” 2011. Web. 23 Oct 2019.

Vancouver:

Mathison HR. Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Oct 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1804.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mathison HR. Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1804

Not specified: Masters Thesis or Doctoral Dissertation

University of Aberdeen

12.
Martin, Helen.
Learning *mathematics* for teaching.

Degree: School of Education., 2014, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210704 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210704&custom_att_2=simple_viewer

Subjects/Keywords: Mathematics; Teachers

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Martin, H. (2014). Learning mathematics for teaching. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210704 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210704&custom_att_2=simple_viewer

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

Martin, Helen. “Learning mathematics for teaching.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed October 23, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210704 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210704&custom_att_2=simple_viewer.

MLA Handbook (7^{th} Edition):

Martin, Helen. “Learning mathematics for teaching.” 2014. Web. 23 Oct 2019.

Vancouver:

Martin H. Learning mathematics for teaching. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2019 Oct 23]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210704 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210704&custom_att_2=simple_viewer.

Council of Science Editors:

Martin H. Learning mathematics for teaching. [Doctoral Dissertation]. University of Aberdeen; 2014. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210704 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210704&custom_att_2=simple_viewer

University of Houston

13.
Sun, Li.
Characterizing Teachable Moments in Classrooms of Experienced *Mathematics* * Teachers*.

Degree: Curriculum and Instruction, Department of, 2015, University of Houston

URL: http://hdl.handle.net/10657/1801

► It has been widely agreed upon within the *mathematics* education community that there are important moments within a *mathematics* lesson that a teacher needs to…
(more)

Subjects/Keywords: teachable moments; experienced mathematics teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Sun, L. (2015). Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1801

Not specified: Masters Thesis or Doctoral Dissertation

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

Sun, Li. “Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers.” 2015. Thesis, University of Houston. Accessed October 23, 2019. http://hdl.handle.net/10657/1801.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Sun, Li. “Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers.” 2015. Web. 23 Oct 2019.

Vancouver:

Sun L. Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10657/1801.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sun L. Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1801

Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

14.
Evans, John James.
A critical analysis of procedures for evaluating student
*teachers* in secondary * mathematics*.

Degree: PhD, Graduate School, 1953, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965

Subjects/Keywords: Mathematics; Mathematics; Teachers

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Evans, J. J. (1953). A critical analysis of procedures for evaluating student teachers in secondary mathematics. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965

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

Evans, John James. “A critical analysis of procedures for evaluating student teachers in secondary mathematics.” 1953. Doctoral Dissertation, The Ohio State University. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965.

MLA Handbook (7^{th} Edition):

Evans, John James. “A critical analysis of procedures for evaluating student teachers in secondary mathematics.” 1953. Web. 23 Oct 2019.

Vancouver:

Evans JJ. A critical analysis of procedures for evaluating student teachers in secondary mathematics. [Internet] [Doctoral dissertation]. The Ohio State University; 1953. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965.

Council of Science Editors:

Evans JJ. A critical analysis of procedures for evaluating student teachers in secondary mathematics. [Doctoral Dissertation]. The Ohio State University; 1953. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965

University of Zambia

15.
Munakasaka, Chikuba.
Reflective Practice: Studying changes in a *Mathematics* Teacher's Classroom Practice
.

Degree: 2012, University of Zambia

URL: http://hdl.handle.net/123456789/1902

► This study investigated a *mathematics* school teacher changing his classroom practice through reflective practice. The study, which was in the form of action research, was…
(more)

Subjects/Keywords: Mathematics Teachers; Mathematics – Study and teaching

Record Details Similar Records

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

APA (6^{th} Edition):

Munakasaka, C. (2012). Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1902

Not specified: Masters Thesis or Doctoral Dissertation

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

Munakasaka, Chikuba. “Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice .” 2012. Thesis, University of Zambia. Accessed October 23, 2019. http://hdl.handle.net/123456789/1902.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Munakasaka, Chikuba. “Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice .” 2012. Web. 23 Oct 2019.

Vancouver:

Munakasaka C. Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice . [Internet] [Thesis]. University of Zambia; 2012. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/123456789/1902.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Munakasaka C. Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1902

Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

16.
Reddy, Inbavathee.
* Mathematics* and its application in the physical world.

Degree: 2009, University of Johannesburg

URL: http://hdl.handle.net/10210/2010

►

M.Ed.

The method used in the classroom is thought to have an effect on the learners learning the purpose/use of *mathematics* in their environment. Many…
(more)

Subjects/Keywords: mathematics teachers; mathematics study and teaching

Record Details Similar Records

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

APA (6^{th} Edition):

Reddy, I. (2009). Mathematics and its application in the physical world. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2010

Not specified: Masters Thesis or Doctoral Dissertation

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

Reddy, Inbavathee. “Mathematics and its application in the physical world.” 2009. Thesis, University of Johannesburg. Accessed October 23, 2019. http://hdl.handle.net/10210/2010.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Reddy, Inbavathee. “Mathematics and its application in the physical world.” 2009. Web. 23 Oct 2019.

Vancouver:

Reddy I. Mathematics and its application in the physical world. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10210/2010.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reddy I. Mathematics and its application in the physical world. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2010

Not specified: Masters Thesis or Doctoral Dissertation

University of Florida

17.
Tutak, Fatma.
A Study of Geometry Content Knowledge of Elementary Preservice *Teachers* The Case of Quadrilaterals.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

URL: http://ufdc.ufl.edu/UFE0041186

► A STUDY OF GEOMETRY CONTENT KNOWLEDGE OF ELEMENTARY PRESERVICE *TEACHERS*: THE CASE OFQUADRILATERALS Teacher quality is the most influential factor in student learning (Ferguson, 1991).…
(more)

Subjects/Keywords: College mathematics; Geometry; Learning; Mathematical knowledge; Mathematics; Mathematics education; Mathematics teachers; Preservice teachers; Students; Teachers; content, geometry, knowledge, mathematics, preservice, teacher

Record Details Similar Records

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

APA (6^{th} Edition):

Tutak, F. (2009). A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041186

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

Tutak, Fatma. “A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals.” 2009. Doctoral Dissertation, University of Florida. Accessed October 23, 2019. http://ufdc.ufl.edu/UFE0041186.

MLA Handbook (7^{th} Edition):

Tutak, Fatma. “A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals.” 2009. Web. 23 Oct 2019.

Vancouver:

Tutak F. A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Oct 23]. Available from: http://ufdc.ufl.edu/UFE0041186.

Council of Science Editors:

Tutak F. A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041186

University of Florida

18.
Apraiz, Kristen L.
The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School *Teachers* Beliefs about *Mathematics* Instruction.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

URL: http://ufdc.ufl.edu/UFE0046939

► The purpose of this study was to determine the extent to which elementary prospective *teachers* beliefs about *mathematics* instruction change as a result of participating…
(more)

Subjects/Keywords: Classrooms; College mathematics; Learning; Letter writing; Mathematics; Mathematics education; Mathematics teachers; Preservice teachers; Students; Teachers; beliefs – mathematics – preservice

Record Details Similar Records

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

APA (6^{th} Edition):

Apraiz, K. L. (2014). The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046939

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

Apraiz, Kristen L. “The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.” 2014. Doctoral Dissertation, University of Florida. Accessed October 23, 2019. http://ufdc.ufl.edu/UFE0046939.

MLA Handbook (7^{th} Edition):

Apraiz, Kristen L. “The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.” 2014. Web. 23 Oct 2019.

Vancouver:

Apraiz KL. The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Oct 23]. Available from: http://ufdc.ufl.edu/UFE0046939.

Council of Science Editors:

Apraiz KL. The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046939

Nelson Mandela Metropolitan University

19.
Botha, Adele.
An intervention for enhancing the *mathematics* teaching practices of grade four *teachers* in the Nelson Mandela Metropolitan area.

Degree: PhD, Faculty of Education, 2011, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/d1008176

► *Mathematics* is regarded as a driving force in economies worldwide. The performance of South African learners in *mathematics* over the past decade has highlighted that…
(more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics; Mathematics – Handbooks, manuals, etc; Mathematics teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Botha, A. (2011). An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1008176

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

Botha, Adele. “An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area.” 2011. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed October 23, 2019. http://hdl.handle.net/10948/d1008176.

MLA Handbook (7^{th} Edition):

Botha, Adele. “An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area.” 2011. Web. 23 Oct 2019.

Vancouver:

Botha A. An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10948/d1008176.

Council of Science Editors:

Botha A. An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2011. Available from: http://hdl.handle.net/10948/d1008176

Montana State University

20.
Samuels, Shari Lynne.
The evolution of prospective elementary *teachers*' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices.

Degree: College of Letters & Science, 2015, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/9213

► The purpose of this research was to explore the evolution of prospective elementary *teachers*' competencies (in practices, knowledge, and attitudes); examine the relationships that occur…
(more)

Subjects/Keywords: Mathematics teachers Training of.; Mathematics Study and teaching.; Teachers Attitudes.

Record Details Similar Records

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

APA (6^{th} Edition):

Samuels, S. L. (2015). The evolution of prospective elementary teachers' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9213

Not specified: Masters Thesis or Doctoral Dissertation

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

Samuels, Shari Lynne. “The evolution of prospective elementary teachers' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices.” 2015. Thesis, Montana State University. Accessed October 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9213.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Samuels, Shari Lynne. “The evolution of prospective elementary teachers' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices.” 2015. Web. 23 Oct 2019.

Vancouver:

Samuels SL. The evolution of prospective elementary teachers' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9213.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Samuels SL. The evolution of prospective elementary teachers' competencies : procedural knowledge, mathematical knowledge for teaching, attitudes, and enactment of mathematical practices. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9213

Not specified: Masters Thesis or Doctoral Dissertation

Massey University

21.
Alsaleh, Fatimah Ibrahim.
Preparedness to teach : the perceptions of Saudi female pre-service *mathematics* * teachers*.

Degree: PhD, Education, 2019, Massey University

URL: http://hdl.handle.net/10179/14975

► Being well prepared and experiencing a sense of preparedness for teaching is a key learning outcome of any initial teacher education (ITE) program. In order…
(more)

Subjects/Keywords: Mathematics teachers; Training of; Saudi Arabia; Student teachers; Attitudes; Women teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Alsaleh, F. I. (2019). Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14975

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

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Doctoral Dissertation, Massey University. Accessed October 23, 2019. http://hdl.handle.net/10179/14975.

MLA Handbook (7^{th} Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Web. 23 Oct 2019.

Vancouver:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10179/14975.

Council of Science Editors:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Doctoral Dissertation]. Massey University; 2019. Available from: http://hdl.handle.net/10179/14975

University of Florida

22.
Bae, Jungah.
Exploring Teacher Implementation of Reform-Oriented *Mathematics* Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2014, University of Florida

URL: http://ufdc.ufl.edu/UFE0047016

► A secondary analysis of the Early Childhood Longitudinal Study Kindergarten (ECLS-K) data set was conducted to investigate early *mathematics* learning within the context of reform-oriented…
(more)

Subjects/Keywords: Classrooms; Educational research; Learning; Mathematical variables; Mathematics; Mathematics education; Mathematics teachers; Self concept; Students; Teachers; implementation – instruction – mathematics – reform – teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Bae, J. (2014). Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047016

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

Bae, Jungah. “Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99.” 2014. Doctoral Dissertation, University of Florida. Accessed October 23, 2019. http://ufdc.ufl.edu/UFE0047016.

MLA Handbook (7^{th} Edition):

Bae, Jungah. “Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99.” 2014. Web. 23 Oct 2019.

Vancouver:

Bae J. Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Oct 23]. Available from: http://ufdc.ufl.edu/UFE0047016.

Council of Science Editors:

Bae J. Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047016

University of Florida

23.
Dix, Alice.
* Teachers*' Beliefs and Practices About Self-Regulated Learning in Secondary

Degree: PhD, Educational Leadership - Educational Administration and Policy, 2009, University of Florida

URL: http://ufdc.ufl.edu/UFE0041201

► The purposes of this study were to examine the relationship between high school *mathematics* *teachers*? reported beliefs and practices about self-regulated learning with observed classroom…
(more)

Subjects/Keywords: Classroom observations; Classrooms; Discourse; High school students; Learning; Mathematics; Mathematics education; Mathematics teachers; Students; Teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Dix, A. (2009). Teachers' Beliefs and Practices About Self-Regulated Learning in Secondary Mathematics Classrooms. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041201

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

Dix, Alice. “Teachers' Beliefs and Practices About Self-Regulated Learning in Secondary Mathematics Classrooms.” 2009. Doctoral Dissertation, University of Florida. Accessed October 23, 2019. http://ufdc.ufl.edu/UFE0041201.

MLA Handbook (7^{th} Edition):

Dix, Alice. “Teachers' Beliefs and Practices About Self-Regulated Learning in Secondary Mathematics Classrooms.” 2009. Web. 23 Oct 2019.

Vancouver:

Dix A. Teachers' Beliefs and Practices About Self-Regulated Learning in Secondary Mathematics Classrooms. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Oct 23]. Available from: http://ufdc.ufl.edu/UFE0041201.

Council of Science Editors:

Dix A. Teachers' Beliefs and Practices About Self-Regulated Learning in Secondary Mathematics Classrooms. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041201

Virginia Commonwealth University

24.
Nunnally, Heather.
Elementary *Teachers*' Definitions and Usage of Inquiry-Based *Mathematics* Instruction.

Degree: PhD, Education, 2019, Virginia Commonwealth University

URL: https://scholarscompass.vcu.edu/etd/5744

► Current educational leaders call for students to build his or her own mathematical understanding from experiences, coupled with feedback from peers, *teachers*, and themselves…
(more)

Subjects/Keywords: mathematics education; elementary mathematics; inquiry mathematics; inquiry-based mathematics; elementary teachers; Science and Mathematics Education

Record Details Similar Records

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

APA (6^{th} Edition):

Nunnally, H. (2019). Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5744

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

Nunnally, Heather. “Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 23, 2019. https://scholarscompass.vcu.edu/etd/5744.

MLA Handbook (7^{th} Edition):

Nunnally, Heather. “Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction.” 2019. Web. 23 Oct 2019.

Vancouver:

Nunnally H. Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2019 Oct 23]. Available from: https://scholarscompass.vcu.edu/etd/5744.

Council of Science Editors:

Nunnally H. Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction. [Doctoral Dissertation]. Virginia Commonwealth University; 2019. Available from: https://scholarscompass.vcu.edu/etd/5744

University of Florida

25.
Stripling, Christopher T.
Effects of *Mathematics* Integration on Mathematical Ability and Efficacy of Preservice * Teachers*.

Degree: PhD, Agricultural Education and Communication, 2012, University of Florida

URL: http://ufdc.ufl.edu/UFE0043943

► The purpose of this study was to determine the effects of *mathematics* teaching and integration strategies (MTIS) on preservice agriculture *teachers*' *mathematics* ability, personal *mathematics*…
(more)

Subjects/Keywords: Agricultural education; Agriculture; College mathematics; Education; Educational research; Mathematics; Mathematics education; Mathematics teachers; Preservice teachers; Teaching methods; agriculture – mathematics – preservice

Record Details Similar Records

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

APA (6^{th} Edition):

Stripling, C. T. (2012). Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043943

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

Stripling, Christopher T. “Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers.” 2012. Doctoral Dissertation, University of Florida. Accessed October 23, 2019. http://ufdc.ufl.edu/UFE0043943.

MLA Handbook (7^{th} Edition):

Stripling, Christopher T. “Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers.” 2012. Web. 23 Oct 2019.

Vancouver:

Stripling CT. Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Oct 23]. Available from: http://ufdc.ufl.edu/UFE0043943.

Council of Science Editors:

Stripling CT. Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043943

The Ohio State University

26.
Cutforth, Alissa.
A Transition from Informal to Formal Proof in K-12
* Mathematics*.

Degree: Master of Mathematical Sciences, Mathematical Sciences, 2017, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259

► Proof plays a valuable role in increasing understanding of *mathematics*. Despite recent calls for proof in all grades and all math courses, constructing formal proofs…
(more)

Subjects/Keywords: Mathematics; Mathematics Education; Proof; Proving; K-12 Mathematics; Prospective Teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Cutforth, A. (2017). A Transition from Informal to Formal Proof in K-12 Mathematics. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259

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

Cutforth, Alissa. “A Transition from Informal to Formal Proof in K-12 Mathematics.” 2017. Masters Thesis, The Ohio State University. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259.

MLA Handbook (7^{th} Edition):

Cutforth, Alissa. “A Transition from Informal to Formal Proof in K-12 Mathematics.” 2017. Web. 23 Oct 2019.

Vancouver:

Cutforth A. A Transition from Informal to Formal Proof in K-12 Mathematics. [Internet] [Masters thesis]. The Ohio State University; 2017. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259.

Council of Science Editors:

Cutforth A. A Transition from Informal to Formal Proof in K-12 Mathematics. [Masters Thesis]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259

University of Otago

27. Veloo, Palanisamy Kowndar. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .

Degree: 2010, University of Otago

URL: http://hdl.handle.net/10523/411

► This thesis reports on the development of number sense and mental computation proficiencies and their relationship to selected affective variables of Secondary 1 students, following…
(more)

Subjects/Keywords: instructional interventions; number sense; mental computation proficiencies; Brunei Darussalam; government secondary schools; mathematics teachers; Primary mathematics teachers; Secondary mathematics teachers

Record Details Similar Records

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

APA (6^{th} Edition):

Veloo, P. K. (2010). The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/411

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

Veloo, Palanisamy Kowndar. “The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .” 2010. Doctoral Dissertation, University of Otago. Accessed October 23, 2019. http://hdl.handle.net/10523/411.

MLA Handbook (7^{th} Edition):

Veloo, Palanisamy Kowndar. “The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .” 2010. Web. 23 Oct 2019.

Vancouver:

Veloo PK. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . [Internet] [Doctoral dissertation]. University of Otago; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10523/411.

Council of Science Editors:

Veloo PK. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . [Doctoral Dissertation]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/411

University of Florida

28.
Noel, Megan.
An International Outlook on U.S. Elementary *Mathematics*: Is There Cause for Concern?.

Degree: 2010, University of Florida

URL: http://ufdc.ufl.edu/AA00057657

► According to the National Center for Education Statistics, public K-12 education is the backbone of many industrialized nations’ educational systems. The relative success of the…
(more)

Subjects/Keywords: Censuses; Education; Mathematical tables; Mathematics; Mathematics education; Mathematics teachers; Poverty; Schools; Students; Teachers; Education, Elementary; Mathematics – Study and teaching (Elementary)

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Noel, M. (2010). An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057657

Not specified: Masters Thesis or Doctoral Dissertation

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

Noel, Megan. “An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?.” 2010. Thesis, University of Florida. Accessed October 23, 2019. http://ufdc.ufl.edu/AA00057657.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Noel, Megan. “An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?.” 2010. Web. 23 Oct 2019.

Vancouver:

Noel M. An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?. [Internet] [Thesis]. University of Florida; 2010. [cited 2019 Oct 23]. Available from: http://ufdc.ufl.edu/AA00057657.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Noel M. An International Outlook on U.S. Elementary Mathematics: Is There Cause for Concern?. [Thesis]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/AA00057657

Not specified: Masters Thesis or Doctoral Dissertation

University of Florida

29. Kelley, Ginno P. Factors That Have An Effect On Students Scores On the Florida Algebra 1 End-Of-Course Assessment In Algebra 1 Classrooms Using Interactive Whiteboard Tools.

Degree: EdD, Curriculum and Instruction (CCD) - Teaching and Learning, 2012, University of Florida

URL: http://ufdc.ufl.edu/UFE0044642

► This study examined the factors that have an effect on student scores on theFlorida End-of-Course (EOC) Assessment in four secondary Algebra 1 classroomsusing interactive whiteboard…
(more)

Subjects/Keywords: Algebra; Classrooms; Educational research; Learning; Mathematics; Mathematics education; Mathematics teachers; Observational research; Students; Teachers; algebra1 – interactive – iwb – iwt – mathematics – whiteboard

Record Details Similar Records

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

APA (6^{th} Edition):

Kelley, G. P. (2012). Factors That Have An Effect On Students Scores On the Florida Algebra 1 End-Of-Course Assessment In Algebra 1 Classrooms Using Interactive Whiteboard Tools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044642

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

Kelley, Ginno P. “Factors That Have An Effect On Students Scores On the Florida Algebra 1 End-Of-Course Assessment In Algebra 1 Classrooms Using Interactive Whiteboard Tools.” 2012. Doctoral Dissertation, University of Florida. Accessed October 23, 2019. http://ufdc.ufl.edu/UFE0044642.

MLA Handbook (7^{th} Edition):

Kelley, Ginno P. “Factors That Have An Effect On Students Scores On the Florida Algebra 1 End-Of-Course Assessment In Algebra 1 Classrooms Using Interactive Whiteboard Tools.” 2012. Web. 23 Oct 2019.

Vancouver:

Kelley GP. Factors That Have An Effect On Students Scores On the Florida Algebra 1 End-Of-Course Assessment In Algebra 1 Classrooms Using Interactive Whiteboard Tools. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Oct 23]. Available from: http://ufdc.ufl.edu/UFE0044642.

Council of Science Editors:

Kelley GP. Factors That Have An Effect On Students Scores On the Florida Algebra 1 End-Of-Course Assessment In Algebra 1 Classrooms Using Interactive Whiteboard Tools. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044642

University of Florida

30.
Peterek, Emily.
Culturally Responsive Teaching in the Context of *Mathematics* A Grounded Theory Approach.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

URL: http://ufdc.ufl.edu/UFE0024782

► The achievement gap between African American students and their white counterparts is pervasive in elementary school *mathematics* classrooms (Lee, 2006). Too often, step-by-step methods of…
(more)

Subjects/Keywords: African American culture; Classrooms; Cultural education; Learning; Mathematics; Mathematics education; Mathematics teachers; Schools; Students; Teachers; african, cultural, diversity, equity, mathematics, teaching

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Peterek, E. (2009). Culturally Responsive Teaching in the Context of Mathematics A Grounded Theory Approach. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024782

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

Peterek, Emily. “Culturally Responsive Teaching in the Context of Mathematics A Grounded Theory Approach.” 2009. Doctoral Dissertation, University of Florida. Accessed October 23, 2019. http://ufdc.ufl.edu/UFE0024782.

MLA Handbook (7^{th} Edition):

Peterek, Emily. “Culturally Responsive Teaching in the Context of Mathematics A Grounded Theory Approach.” 2009. Web. 23 Oct 2019.

Vancouver:

Peterek E. Culturally Responsive Teaching in the Context of Mathematics A Grounded Theory Approach. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Oct 23]. Available from: http://ufdc.ufl.edu/UFE0024782.

Council of Science Editors:

Peterek E. Culturally Responsive Teaching in the Context of Mathematics A Grounded Theory Approach. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024782