Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Mathematics teachers). Showing records 1 – 30 of 1009 total matches.

[1] [2] [3] [4] [5] … [34]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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

Chicago Manual of Style (16th Edition):

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 February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1910.

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

MLA Handbook (7th Edition):

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Web. 25 Feb 2020.

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 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910.

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

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


Victoria University of Wellington

2. Vaile, Shelley. Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments.

Degree: 2018, Victoria University of Wellington

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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 February 25, 2020. http://hdl.handle.net/10063/7736.

MLA Handbook (7th 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. 25 Feb 2020.

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 2020 Feb 25]. 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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 February 25, 2020. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210704 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606452.

MLA Handbook (7th Edition):

Martin, Helen. “Learning mathematics for teaching : an exploratory study of e-formative assessment within initial teacher education.” 2014. Web. 25 Feb 2020.

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 2020 Feb 25]. 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


Columbia University

4. Karrass, Margaret. Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers.

Degree: 2012, Columbia University

 This study attempted to explore a possible relationship between diagrammatic reasoning and geometric knowledge of pre-service mathematics teachers. Diagrammatic reasoning skills, as a sequence of… (more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics teachers; Mathematics teachers – Training of

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Karrass, M. (2012). Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8Z03G5W

Chicago Manual of Style (16th Edition):

Karrass, Margaret. “Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers.” 2012. Doctoral Dissertation, Columbia University. Accessed February 25, 2020. https://doi.org/10.7916/D8Z03G5W.

MLA Handbook (7th Edition):

Karrass, Margaret. “Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers.” 2012. Web. 25 Feb 2020.

Vancouver:

Karrass M. Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Feb 25]. Available from: https://doi.org/10.7916/D8Z03G5W.

Council of Science Editors:

Karrass M. Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8Z03G5W


Columbia University

5. Karrass, Margaret. Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers.

Degree: 2012, Columbia University

 This study attempted to explore a possible relationship between diagrammatic reasoning and geometric knowledge of pre-service mathematics teachers. Diagrammatic reasoning skills, as a sequence of… (more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics teachers; Mathematics teachers – Training of

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Karrass, M. (2012). Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8PK0P5M

Chicago Manual of Style (16th Edition):

Karrass, Margaret. “Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers.” 2012. Doctoral Dissertation, Columbia University. Accessed February 25, 2020. https://doi.org/10.7916/D8PK0P5M.

MLA Handbook (7th Edition):

Karrass, Margaret. “Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers.” 2012. Web. 25 Feb 2020.

Vancouver:

Karrass M. Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Feb 25]. Available from: https://doi.org/10.7916/D8PK0P5M.

Council of Science Editors:

Karrass M. Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8PK0P5M


University of Zambia

6. 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

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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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

Chicago Manual of Style (16th Edition):

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 February 25, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/4950.

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

MLA Handbook (7th 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. 25 Feb 2020.

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 2020 Feb 25]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4950.

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

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


University of Oklahoma

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

Degree: PhD, 2012, University of Oklahoma

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed February 25, 2020. http://hdl.handle.net/11244/318973.

MLA Handbook (7th Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Web. 25 Feb 2020.

Vancouver:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Feb 25]. 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

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

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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Bismarck, Stephen. “Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/bismarck_stephen_f_200905_phd.

MLA Handbook (7th Edition):

Bismarck, Stephen. “Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator.” 2009. Web. 25 Feb 2020.

Vancouver:

Bismarck S. Mathematics teacher roles when using technology: understanding the roles of facilitator and mediator. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 25]. 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

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

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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Hallman, Allyson. “Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd.

MLA Handbook (7th Edition):

Hallman, Allyson. “Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.” 2011. Web. 25 Feb 2020.

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 2020 Feb 25]. 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

10. 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

Subjects/Keywords: Mathematics teachers.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 February 25, 2020. https://era.library.ualberta.ca/files/1g05ff025.

MLA Handbook (7th Edition):

Cooke, Stuart Wesley. “A study of the relationship between selected teacher characteristics and student achievement in traditional and modern mathematics.” 1966. Web. 25 Feb 2020.

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 2020 Feb 25]. 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


Oregon State University

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

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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Freeman, Barbara L. “Effects of a written intervention on the state anxiety of new mathematics teachers.” 1990. Doctoral Dissertation, Oregon State University. Accessed February 25, 2020. http://hdl.handle.net/1957/37100.

MLA Handbook (7th Edition):

Freeman, Barbara L. “Effects of a written intervention on the state anxiety of new mathematics teachers.” 1990. Web. 25 Feb 2020.

Vancouver:

Freeman BL. Effects of a written intervention on the state anxiety of new mathematics teachers. [Internet] [Doctoral dissertation]. Oregon State University; 1990. [cited 2020 Feb 25]. 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


University of KwaZulu-Natal

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

Degree: Education, 2009, University of KwaZulu-Natal

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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

Chicago Manual of Style (16th Edition):

author], [No. “Links between content knowledge and practice in a mathematics teacher education course. ” 2009. Thesis, University of KwaZulu-Natal. Accessed February 25, 2020. http://hdl.handle.net/10413/1133.

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

MLA Handbook (7th Edition):

author], [No. “Links between content knowledge and practice in a mathematics teacher education course. ” 2009. Web. 25 Feb 2020.

Vancouver:

author] [. Links between content knowledge and practice in a mathematics teacher education course. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10413/1133.

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

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


Montana State University

13. 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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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

Chicago Manual of Style (16th Edition):

Mathison, Heather Renee. “Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context.” 2011. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1804.

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

MLA Handbook (7th Edition):

Mathison, Heather Renee. “Implementing professional development: a case study of mathematics teachers using inquiry in the classroom context.” 2011. Web. 25 Feb 2020.

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 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1804.

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

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


University of Aberdeen

14. Martin, Helen. Learning mathematics for teaching.

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

Subjects/Keywords: Mathematics; Teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Martin, Helen. “Learning mathematics for teaching.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed February 25, 2020. 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 (7th Edition):

Martin, Helen. “Learning mathematics for teaching.” 2014. Web. 25 Feb 2020.

Vancouver:

Martin H. Learning mathematics for teaching. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2020 Feb 25]. 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

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

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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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

Chicago Manual of Style (16th Edition):

Sun, Li. “Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers.” 2015. Thesis, University of Houston. Accessed February 25, 2020. http://hdl.handle.net/10657/1801.

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

MLA Handbook (7th Edition):

Sun, Li. “Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers.” 2015. Web. 25 Feb 2020.

Vancouver:

Sun L. Characterizing Teachable Moments in Classrooms of Experienced Mathematics Teachers. [Internet] [Thesis]. University of Houston; 2015. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10657/1801.

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

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

16. Adams, Steven H. Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin.

Degree: 2018, University of Wisconsin – Stout

 The purpose of this study was to understand the factors that have prevented the 34 school districts in Northwest Wisconsin from offering nontraditional math courses.… (more)

Subjects/Keywords: Mathematics; Technical education; Teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Adams, S. H. (2018). Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin. (Thesis). University of Wisconsin – Stout. Retrieved from http://digital.library.wisc.edu/1793/79747 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018adamss.pdf

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

Chicago Manual of Style (16th Edition):

Adams, Steven H. “Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin.” 2018. Thesis, University of Wisconsin – Stout. Accessed February 25, 2020. http://digital.library.wisc.edu/1793/79747 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018adamss.pdf.

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

MLA Handbook (7th Edition):

Adams, Steven H. “Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin.” 2018. Web. 25 Feb 2020.

Vancouver:

Adams SH. Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin. [Internet] [Thesis]. University of Wisconsin – Stout; 2018. [cited 2020 Feb 25]. Available from: http://digital.library.wisc.edu/1793/79747 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018adamss.pdf.

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

Council of Science Editors:

Adams SH. Identification of factors impeding implementation of nontraditional math courses in Northwest Wisconsin. [Thesis]. University of Wisconsin – Stout; 2018. Available from: http://digital.library.wisc.edu/1793/79747 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018adamss.pdf

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


The Ohio State University

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

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

Subjects/Keywords: Mathematics; Mathematics; Teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Evans, John James. “A critical analysis of procedures for evaluating student teachers in secondary mathematics.” 1953. Doctoral Dissertation, The Ohio State University. Accessed February 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486473800771965.

MLA Handbook (7th Edition):

Evans, John James. “A critical analysis of procedures for evaluating student teachers in secondary mathematics.” 1953. Web. 25 Feb 2020.

Vancouver:

Evans JJ. A critical analysis of procedures for evaluating student teachers in secondary mathematics. [Internet] [Doctoral dissertation]. The Ohio State University; 1953. [cited 2020 Feb 25]. 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 Johannesburg

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

Degree: 2009, University of Johannesburg

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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Reddy, Inbavathee. “Mathematics and its application in the physical world.” 2009. Thesis, University of Johannesburg. Accessed February 25, 2020. http://hdl.handle.net/10210/2010.

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

MLA Handbook (7th Edition):

Reddy, Inbavathee. “Mathematics and its application in the physical world.” 2009. Web. 25 Feb 2020.

Vancouver:

Reddy I. Mathematics and its application in the physical world. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10210/2010.

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

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


University of Zambia

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

Degree: 2012, University of Zambia

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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

Chicago Manual of Style (16th Edition):

Munakasaka, Chikuba. “Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice .” 2012. Thesis, University of Zambia. Accessed February 25, 2020. http://hdl.handle.net/123456789/1902.

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

MLA Handbook (7th Edition):

Munakasaka, Chikuba. “Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice .” 2012. Web. 25 Feb 2020.

Vancouver:

Munakasaka C. Reflective Practice: Studying changes in a Mathematics Teacher's Classroom Practice . [Internet] [Thesis]. University of Zambia; 2012. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/123456789/1902.

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

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


University of Florida

20. 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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 February 25, 2020. http://ufdc.ufl.edu/UFE0046939.

MLA Handbook (7th Edition):

Apraiz, Kristen L. “The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.” 2014. Web. 25 Feb 2020.

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 2020 Feb 25]. 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


University of Florida

21. 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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Tutak, Fatma. “A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals.” 2009. Doctoral Dissertation, University of Florida. Accessed February 25, 2020. http://ufdc.ufl.edu/UFE0041186.

MLA Handbook (7th Edition):

Tutak, Fatma. “A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals.” 2009. Web. 25 Feb 2020.

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 2020 Feb 25]. 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


Columbia University

22. Sudarsanan, Shalini Thirumulpad. Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?.

Degree: 2015, Columbia University

 The purpose of this study is to determine how well traditional elementary preparation programs and alternative elementary certification programs are perceived by teacher candidates, to… (more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics – Study and teaching (Elementary); Mathematics teachers; Mathematics teachers – Training of

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sudarsanan, S. T. (2015). Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8MC8XVT

Chicago Manual of Style (16th Edition):

Sudarsanan, Shalini Thirumulpad. “Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?.” 2015. Doctoral Dissertation, Columbia University. Accessed February 25, 2020. https://doi.org/10.7916/D8MC8XVT.

MLA Handbook (7th Edition):

Sudarsanan, Shalini Thirumulpad. “Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?.” 2015. Web. 25 Feb 2020.

Vancouver:

Sudarsanan ST. Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2020 Feb 25]. Available from: https://doi.org/10.7916/D8MC8XVT.

Council of Science Editors:

Sudarsanan ST. Keeping up with the Times: How are Teacher Preparation Programs Preparing Aspiring Teachers to Teach Mathematics Under the New Standards of Today?. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8MC8XVT


Nelson Mandela Metropolitan University

23. 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

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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 February 25, 2020. http://hdl.handle.net/10948/d1008176.

MLA Handbook (7th Edition):

Botha, Adele. “An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area.” 2011. Web. 25 Feb 2020.

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 2020 Feb 25]. 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


Massey University

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

Degree: PhD, Education, 2019, Massey University

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Doctoral Dissertation, Massey University. Accessed February 25, 2020. http://hdl.handle.net/10179/14975.

MLA Handbook (7th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Web. 25 Feb 2020.

Vancouver:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2020 Feb 25]. 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


Montana State University

25. 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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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

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

Chicago Manual of Style (16th Edition):

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 February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/9213.

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

MLA Handbook (7th 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. 25 Feb 2020.

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 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9213.

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

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


Columbia University

26. Johannsdottir, Bjorg. The Mathematical Content Knowledge of Prospective Teachers in Iceland.

Degree: 2013, Columbia University

 This study focused on the mathematical content knowledge of prospective teachers in Iceland. The sample was 38 students in the School of Education at the… (more)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johannsdottir, B. (2013). The Mathematical Content Knowledge of Prospective Teachers in Iceland. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8FX7HP6

Chicago Manual of Style (16th Edition):

Johannsdottir, Bjorg. “The Mathematical Content Knowledge of Prospective Teachers in Iceland.” 2013. Doctoral Dissertation, Columbia University. Accessed February 25, 2020. https://doi.org/10.7916/D8FX7HP6.

MLA Handbook (7th Edition):

Johannsdottir, Bjorg. “The Mathematical Content Knowledge of Prospective Teachers in Iceland.” 2013. Web. 25 Feb 2020.

Vancouver:

Johannsdottir B. The Mathematical Content Knowledge of Prospective Teachers in Iceland. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2020 Feb 25]. Available from: https://doi.org/10.7916/D8FX7HP6.

Council of Science Editors:

Johannsdottir B. The Mathematical Content Knowledge of Prospective Teachers in Iceland. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8FX7HP6


University of Florida

27. 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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 February 25, 2020. http://ufdc.ufl.edu/UFE0047016.

MLA Handbook (7th Edition):

Bae, Jungah. “Exploring Teacher Implementation of Reform-Oriented Mathematics Instruction Using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99.” 2014. Web. 25 Feb 2020.

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 2020 Feb 25]. 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

28. Dix, Alice. Teachers' Beliefs and Practices About Self-Regulated Learning in Secondary Mathematics Classrooms.

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

 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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Dix, Alice. “Teachers' Beliefs and Practices About Self-Regulated Learning in Secondary Mathematics Classrooms.” 2009. Doctoral Dissertation, University of Florida. Accessed February 25, 2020. http://ufdc.ufl.edu/UFE0041201.

MLA Handbook (7th Edition):

Dix, Alice. “Teachers' Beliefs and Practices About Self-Regulated Learning in Secondary Mathematics Classrooms.” 2009. Web. 25 Feb 2020.

Vancouver:

Dix A. Teachers' Beliefs and Practices About Self-Regulated Learning in Secondary Mathematics Classrooms. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2020 Feb 25]. 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


Columbia University

29. Rosenfeld, Deborah. Fostering Confidence and Competence in Early Childhood Mathematics Teachers.

Degree: 2012, Columbia University

 This study aimed to increase efficacy for teaching mathematics in pre-service early childhood teachers through the presentation of five video lessons on topics in early… (more)

Subjects/Keywords: Educational psychology; Early childhood education; Mathematics – Study and teaching; Mathematics teachers; Mathematics teachers – Training of

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rosenfeld, D. (2012). Fostering Confidence and Competence in Early Childhood Mathematics Teachers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8JH3T5G

Chicago Manual of Style (16th Edition):

Rosenfeld, Deborah. “Fostering Confidence and Competence in Early Childhood Mathematics Teachers.” 2012. Doctoral Dissertation, Columbia University. Accessed February 25, 2020. https://doi.org/10.7916/D8JH3T5G.

MLA Handbook (7th Edition):

Rosenfeld, Deborah. “Fostering Confidence and Competence in Early Childhood Mathematics Teachers.” 2012. Web. 25 Feb 2020.

Vancouver:

Rosenfeld D. Fostering Confidence and Competence in Early Childhood Mathematics Teachers. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Feb 25]. Available from: https://doi.org/10.7916/D8JH3T5G.

Council of Science Editors:

Rosenfeld D. Fostering Confidence and Competence in Early Childhood Mathematics Teachers. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8JH3T5G


Virginia Commonwealth University

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

Degree: PhD, Education, 2019, Virginia Commonwealth University

  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 DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Nunnally, Heather. “Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed February 25, 2020. https://scholarscompass.vcu.edu/etd/5744.

MLA Handbook (7th Edition):

Nunnally, Heather. “Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction.” 2019. Web. 25 Feb 2020.

Vancouver:

Nunnally H. Elementary Teachers' Definitions and Usage of Inquiry-Based Mathematics Instruction. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2020 Feb 25]. 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

[1] [2] [3] [4] [5] … [34]

.