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1.
Skinner, Dametra Nicolette.
Personal Characteristics and Professional Acts of Teaching of Six Effective *Mathematics* Teachers of African American Students in Urban *Middle* *School* Classrooms.

Degree: 2013, Texas Digital Library

URL: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795

► This research study was conducted as a qualitative study of six effective *middle* *school* *mathematics* teachers who educate urban, African American students. The purpose of…
(more)

Subjects/Keywords: Middle School Mathematics

Record Details Similar Records

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

APA (6^{th} Edition):

Skinner, D. N. (2013). Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795

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

Not specified: Masters Thesis or Doctoral Dissertation

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

Skinner, Dametra Nicolette. “Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.” 2013. Thesis, Texas Digital Library. Accessed April 21, 2019. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795.

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

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Skinner, Dametra Nicolette. “Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.” 2013. Web. 21 Apr 2019.

Vancouver:

Skinner DN. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795.

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

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Skinner DN. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795

Not specified: Masters Thesis or Doctoral Dissertation

2.
Mills, Mary K.
Evaluation of a Remedial Educational Program at a Southern Suburban *Middle* * School*.

Degree: 2012, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3499303

► No Child Left Behind (NCLB) mandates that students be measured yearly on standardized state tests, rather than on classwork, to show adequate academic growth.…
(more)

Subjects/Keywords: Education, Mathematics; Education, Middle School

Record Details Similar Records

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

APA (6^{th} Edition):

Mills, M. K. (2012). Evaluation of a Remedial Educational Program at a Southern Suburban Middle School. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3499303

Not specified: Masters Thesis or Doctoral Dissertation

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

Mills, Mary K. “Evaluation of a Remedial Educational Program at a Southern Suburban Middle School.” 2012. Thesis, Walden University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3499303.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Mills, Mary K. “Evaluation of a Remedial Educational Program at a Southern Suburban Middle School.” 2012. Web. 21 Apr 2019.

Vancouver:

Mills MK. Evaluation of a Remedial Educational Program at a Southern Suburban Middle School. [Internet] [Thesis]. Walden University; 2012. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3499303.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mills MK. Evaluation of a Remedial Educational Program at a Southern Suburban Middle School. [Thesis]. Walden University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3499303

Not specified: Masters Thesis or Doctoral Dissertation

3. Knowles, Nelly P. The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders.

Degree: 2010, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3427303

► By the time students transition from elementary to *middle* *school*, many do not demonstrate mastery of recalling basic math facts. This 8-week quasi-experimental quantitative…
(more)

Subjects/Keywords: Education, Mathematics; Education, Middle School

Record Details Similar Records

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

APA (6^{th} Edition):

Knowles, N. P. (2010). The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427303

Not specified: Masters Thesis or Doctoral Dissertation

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

Knowles, Nelly P. “The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders.” 2010. Thesis, Walden University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3427303.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Knowles, Nelly P. “The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders.” 2010. Web. 21 Apr 2019.

Vancouver:

Knowles NP. The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders. [Internet] [Thesis]. Walden University; 2010. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427303.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Knowles NP. The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders. [Thesis]. Walden University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427303

Not specified: Masters Thesis or Doctoral Dissertation

4.
Curry, Steven James.
The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level *Mathematics* Learning with Eighth Grade *Middle* *School* Students.

Degree: 2012, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3522145

► This quantitative study investigated relationships between higher level *mathematics* learning and multiplication fact fluency, multiplication fact speed-recall, and reading grade equivalency of eighth grade…
(more)

Subjects/Keywords: Education, Mathematics; Education, Middle School

Record Details Similar Records

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

APA (6^{th} Edition):

Curry, S. J. (2012). The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3522145

Not specified: Masters Thesis or Doctoral Dissertation

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

Curry, Steven James. “The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students.” 2012. Thesis, Lindenwood University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3522145.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Curry, Steven James. “The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students.” 2012. Web. 21 Apr 2019.

Vancouver:

Curry SJ. The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3522145.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Curry SJ. The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students. [Thesis]. Lindenwood University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3522145

Not specified: Masters Thesis or Doctoral Dissertation

5.
Thigpen, L. Christine.
Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract *mathematics* instruction.

Degree: 2012, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3517254

► The purpose of this study was to explore teaching styles and how frequently teachers with a variety of teaching styles incorporate multiple representations, such…
(more)

Subjects/Keywords: Education, Mathematics; Education, Middle School

Record Details Similar Records

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

APA (6^{th} Edition):

Thigpen, L. C. (2012). Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3517254

Not specified: Masters Thesis or Doctoral Dissertation

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

Thigpen, L Christine. “Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction.” 2012. Thesis, Capella University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3517254.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Thigpen, L Christine. “Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction.” 2012. Web. 21 Apr 2019.

Vancouver:

Thigpen LC. Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction. [Internet] [Thesis]. Capella University; 2012. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3517254.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thigpen LC. Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction. [Thesis]. Capella University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3517254

Not specified: Masters Thesis or Doctoral Dissertation

6. Gonzalez, Eric Ivan Figueroa. Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos.

Degree: 2016, University of Puerto Rico, Rio Piedras (Puerto Rico)

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10009708

► Esta investigación estudió las estrategias de solución de problemas y estrategias sociales que utilizan estudiantes de nivel elemental cuando resuelven problemas matemáticos. Además, se…
(more)

Subjects/Keywords: Mathematics education; Middle school education

Record Details Similar Records

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

APA (6^{th} Edition):

Gonzalez, E. I. F. (2016). Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos. (Thesis). University of Puerto Rico, Rio Piedras (Puerto Rico). Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10009708

Not specified: Masters Thesis or Doctoral Dissertation

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

Gonzalez, Eric Ivan Figueroa. “Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos.” 2016. Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico). Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10009708.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Gonzalez, Eric Ivan Figueroa. “Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos.” 2016. Web. 21 Apr 2019.

Vancouver:

Gonzalez EIF. Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos. [Internet] [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2016. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10009708.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gonzalez EIF. Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos. [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10009708

Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

7.
Wynne, Brian David.
Beliefs and knowledge of *middle* grades teachers regarding functions: two case studies.

Degree: PhD, Mathematics Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd

► The study of teaching *mathematics* is a complex endeavor. In fact, attempting to understand how teachers orchestrate mathematically sound, engaging, and meaningful lessons often generates…
(more)

Subjects/Keywords: Middle School Mathematics Teaching

Record Details Similar Records

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

APA (6^{th} Edition):

Wynne, B. D. (2008). Beliefs and knowledge of middle grades teachers regarding functions: two case studies. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd

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

Wynne, Brian David. “Beliefs and knowledge of middle grades teachers regarding functions: two case studies.” 2008. Doctoral Dissertation, University of Georgia. Accessed April 21, 2019. http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd.

MLA Handbook (7^{th} Edition):

Wynne, Brian David. “Beliefs and knowledge of middle grades teachers regarding functions: two case studies.” 2008. Web. 21 Apr 2019.

Vancouver:

Wynne BD. Beliefs and knowledge of middle grades teachers regarding functions: two case studies. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Apr 21]. Available from: http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd.

Council of Science Editors:

Wynne BD. Beliefs and knowledge of middle grades teachers regarding functions: two case studies. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd

8.
Tijerina, Patricia Aurora.
The impact of the bring your own device program on academic achievement in *mathematics* in a sample of 7th graders: an explanatory sequential mixed methods inquiry
.

Degree: 2017, Texas A&M University – Corpus Christi

URL: http://hdl.handle.net/1969.6/3801

► The State of Texas Assessments of Academic Readiness (STAAR) and Bring Your Own Device (BYOD) program were among the major topics of interest in Texas…
(more)

Subjects/Keywords: BYOD; Mathematics; Middle School

Record Details Similar Records

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APA (6^{th} Edition):

Tijerina, P. A. (2017). The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/3801

Not specified: Masters Thesis or Doctoral Dissertation

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

Tijerina, Patricia Aurora. “The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed April 21, 2019. http://hdl.handle.net/1969.6/3801.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Tijerina, Patricia Aurora. “The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry .” 2017. Web. 21 Apr 2019.

Vancouver:

Tijerina PA. The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.6/3801.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tijerina PA. The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry . [Thesis]. Texas A&M University – Corpus Christi; 2017. Available from: http://hdl.handle.net/1969.6/3801

Not specified: Masters Thesis or Doctoral Dissertation

9. Paddack, Megan. The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices.

Degree: PhD, 2009, University of New Hampshire

URL: https://scholars.unh.edu/dissertation/500

► The purpose of this study was to investigate and describe how *middle* *school* *mathematics* teachers make meaning of proofs and the process of proving…
(more)

Subjects/Keywords: Education; Mathematics; Education; Middle School

Record Details Similar Records

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

APA (6^{th} Edition):

Paddack, M. (2009). The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/500

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

Paddack, Megan. “The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices.” 2009. Doctoral Dissertation, University of New Hampshire. Accessed April 21, 2019. https://scholars.unh.edu/dissertation/500.

MLA Handbook (7^{th} Edition):

Paddack, Megan. “The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices.” 2009. Web. 21 Apr 2019.

Vancouver:

Paddack M. The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices. [Internet] [Doctoral dissertation]. University of New Hampshire; 2009. [cited 2019 Apr 21]. Available from: https://scholars.unh.edu/dissertation/500.

Council of Science Editors:

Paddack M. The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices. [Doctoral Dissertation]. University of New Hampshire; 2009. Available from: https://scholars.unh.edu/dissertation/500

University of Vermont

10.
Long, Anita M.
Engaging and Disengaging: a Qualitative Study of *Middle* *School* Girls and * Mathematics*.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2011, University of Vermont

URL: https://scholarworks.uvm.edu/graddis/140

► The purpose of this study was to learn about the underlying factors that might help to explain differences in performance and engagement among *middle* *school*…
(more)

Subjects/Keywords: Middle school mathematics; mathematics engagement; Middle school girls.women

Record Details Similar Records

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

APA (6^{th} Edition):

Long, A. M. (2011). Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/140

Not specified: Masters Thesis or Doctoral Dissertation

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

Long, Anita M. “Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics.” 2011. Thesis, University of Vermont. Accessed April 21, 2019. https://scholarworks.uvm.edu/graddis/140.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Long, Anita M. “Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics.” 2011. Web. 21 Apr 2019.

Vancouver:

Long AM. Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics. [Internet] [Thesis]. University of Vermont; 2011. [cited 2019 Apr 21]. Available from: https://scholarworks.uvm.edu/graddis/140.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Long AM. Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics. [Thesis]. University of Vermont; 2011. Available from: https://scholarworks.uvm.edu/graddis/140

Not specified: Masters Thesis or Doctoral Dissertation

11.
Vaughn, Christy H.
*Middle**School* *Mathematics* Students' Perspectives on the Study of * Mathematics*.

Degree: 2012, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3494607

► This qualitative study addressed the perceptions toward the study of *mathematics* by *middle* *school* students who had formerly been in a remedial *mathematics* program.…
(more)

Subjects/Keywords: Education, Mathematics; Mathematics; Education, Middle School

Record Details Similar Records

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

APA (6^{th} Edition):

Vaughn, C. H. (2012). Middle School Mathematics Students' Perspectives on the Study of Mathematics. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3494607

Not specified: Masters Thesis or Doctoral Dissertation

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

Vaughn, Christy H. “Middle School Mathematics Students' Perspectives on the Study of Mathematics.” 2012. Thesis, Walden University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3494607.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Vaughn, Christy H. “Middle School Mathematics Students' Perspectives on the Study of Mathematics.” 2012. Web. 21 Apr 2019.

Vancouver:

Vaughn CH. Middle School Mathematics Students' Perspectives on the Study of Mathematics. [Internet] [Thesis]. Walden University; 2012. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3494607.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vaughn CH. Middle School Mathematics Students' Perspectives on the Study of Mathematics. [Thesis]. Walden University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3494607

Not specified: Masters Thesis or Doctoral Dissertation

12.
Bleecker, Heather A.
South Dakota *Middle* *School* *Mathematics* Teachers' Perceptions of Teaching Competencies.

Degree: 2017, University of South Dakota

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10599451

► This quantitative research study investigates South Dakota *middle* *school* (grades 5-8) *mathematics* teachers’ perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical…
(more)

Subjects/Keywords: Mathematics education; Mathematics; Middle school education; Pedagogy

Record Details Similar Records

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

APA (6^{th} Edition):

Bleecker, H. A. (2017). South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies. (Thesis). University of South Dakota. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10599451

Not specified: Masters Thesis or Doctoral Dissertation

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

Bleecker, Heather A. “South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies.” 2017. Thesis, University of South Dakota. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10599451.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Bleecker, Heather A. “South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies.” 2017. Web. 21 Apr 2019.

Vancouver:

Bleecker HA. South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies. [Internet] [Thesis]. University of South Dakota; 2017. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10599451.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bleecker HA. South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies. [Thesis]. University of South Dakota; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10599451

Not specified: Masters Thesis or Doctoral Dissertation

13.
Garner, Brittany.
Impact of Student-Centered Learning in * Mathematics*.

Degree: MA, Education, 2015, Wittenberg University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787129

► *Mathematics* students in the United States appear to be underachieving when compared to other comparable countries as evident by global studies. Despite research that has…
(more)

Subjects/Keywords: Education; Middle School Education; Mathematics; pedagogy; mathematics; problem-based; middle school; junior high school

Record Details Similar Records

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

APA (6^{th} Edition):

Garner, B. (2015). Impact of Student-Centered Learning in Mathematics. (Masters Thesis). Wittenberg University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787129

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

Garner, Brittany. “Impact of Student-Centered Learning in Mathematics.” 2015. Masters Thesis, Wittenberg University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787129.

MLA Handbook (7^{th} Edition):

Garner, Brittany. “Impact of Student-Centered Learning in Mathematics.” 2015. Web. 21 Apr 2019.

Vancouver:

Garner B. Impact of Student-Centered Learning in Mathematics. [Internet] [Masters thesis]. Wittenberg University; 2015. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787129.

Council of Science Editors:

Garner B. Impact of Student-Centered Learning in Mathematics. [Masters Thesis]. Wittenberg University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787129

14. Rigdon, Misty B. The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment.

Degree: 2010, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3403056

► Coteaching strategies have been implemented in many of the inclusion math classrooms in an attempt to improve the achievement of students. Math achievement continues…
(more)

Subjects/Keywords: Education, Mathematics; Education, Middle School; Education, Special

Record Details Similar Records

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

APA (6^{th} Edition):

Rigdon, M. B. (2010). The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3403056

Not specified: Masters Thesis or Doctoral Dissertation

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

Rigdon, Misty B. “The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment.” 2010. Thesis, Walden University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3403056.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Rigdon, Misty B. “The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment.” 2010. Web. 21 Apr 2019.

Vancouver:

Rigdon MB. The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment. [Internet] [Thesis]. Walden University; 2010. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3403056.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rigdon MB. The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment. [Thesis]. Walden University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3403056

Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

15.
Coker, Bianca M.
Changes in Teacher Beliefs and Discourse Ecology in *Middle*-*School* *Mathematics* Classrooms.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/156184

► This Record of Study summarizes my journey in the program and my investigation of the problem of improving *mathematics* instruction. The exploration of the problem…
(more)

Subjects/Keywords: Mathematics; Education; Middle School; Discourse; Professional Development

Record Details Similar Records

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

APA (6^{th} Edition):

Coker, B. M. (2015). Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156184

Not specified: Masters Thesis or Doctoral Dissertation

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

Coker, Bianca M. “Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms.” 2015. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/156184.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Coker, Bianca M. “Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms.” 2015. Web. 21 Apr 2019.

Vancouver:

Coker BM. Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/156184.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coker BM. Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156184

Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

16.
Meredith, Krystal B.
Can Problem Solving Affect the Understanding of Rational Numbers in the *Middle* *School* Setting?.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-479

► In this study, problem solving provided deeper meaning and understanding through the implementation of a structured problem solving strategy with the teaching of rational numbers.…
(more)

Subjects/Keywords: problem solving, rational numbers; middle school mathematics

Record Details Similar Records

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

APA (6^{th} Edition):

Meredith, K. B. (2010). Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-479

Not specified: Masters Thesis or Doctoral Dissertation

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

Meredith, Krystal B. “Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?.” 2010. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-479.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Meredith, Krystal B. “Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?.” 2010. Web. 21 Apr 2019.

Vancouver:

Meredith KB. Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-479.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Meredith KB. Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-479

Not specified: Masters Thesis or Doctoral Dissertation

17.
McHugh, Maighread L.
Project-Based Social Justice *Mathematics*| A case study of five 6th grade students.

Degree: 2016, New Mexico State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10028952

► The purpose of this qualitative multiple case study was to explore how five sixth grade female students navigated the process of project-based learning as…
(more)

Subjects/Keywords: Mathematics education; Middle school education; Education

Record Details Similar Records

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

APA (6^{th} Edition):

McHugh, M. L. (2016). Project-Based Social Justice Mathematics| A case study of five 6th grade students. (Thesis). New Mexico State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10028952

Not specified: Masters Thesis or Doctoral Dissertation

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

McHugh, Maighread L. “Project-Based Social Justice Mathematics| A case study of five 6th grade students.” 2016. Thesis, New Mexico State University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10028952.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

McHugh, Maighread L. “Project-Based Social Justice Mathematics| A case study of five 6th grade students.” 2016. Web. 21 Apr 2019.

Vancouver:

McHugh ML. Project-Based Social Justice Mathematics| A case study of five 6th grade students. [Internet] [Thesis]. New Mexico State University; 2016. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10028952.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McHugh ML. Project-Based Social Justice Mathematics| A case study of five 6th grade students. [Thesis]. New Mexico State University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10028952

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

18.
Kopelman, Jennifer Beth, 1986-.
The effect of RAFT writing strategy on students' responses to open response *mathematics* questions.

Degree: Department of Mathematical Sciences, 2011, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1652

► This study examined whether RAFT (Role, Audience, Format and Topic) writing prompts had an impact on students mathematical open ended responses. This study was conducted…
(more)

Subjects/Keywords: Mathematics – Study and teaching (Middle school)

Record Details Similar Records

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

APA (6^{th} Edition):

Kopelman, Jennifer Beth, 1. (2011). The effect of RAFT writing strategy on students' responses to open response mathematics questions. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1652

Not specified: Masters Thesis or Doctoral Dissertation

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

Kopelman, Jennifer Beth, 1986-. “The effect of RAFT writing strategy on students' responses to open response mathematics questions.” 2011. Thesis, Central Connecticut State University. Accessed April 21, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1652.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Kopelman, Jennifer Beth, 1986-. “The effect of RAFT writing strategy on students' responses to open response mathematics questions.” 2011. Web. 21 Apr 2019.

Vancouver:

Kopelman, Jennifer Beth 1. The effect of RAFT writing strategy on students' responses to open response mathematics questions. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2019 Apr 21]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1652.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kopelman, Jennifer Beth 1. The effect of RAFT writing strategy on students' responses to open response mathematics questions. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1652

Not specified: Masters Thesis or Doctoral Dissertation

19.
Angulo Lupercio, Yessica.
Parental Involvement and Common Core * Mathematics*
.

Degree: 2014, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/120415

► As California transitions to the Common Core State Standards for *Mathematics* (CCSSM), parents need to know what the CCSSM entail and how they can support…
(more)

Subjects/Keywords: involvement; mathematics; common core; parents; middle school

Record Details Similar Records

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APA (6^{th} Edition):

Angulo Lupercio, Y. (2014). Parental Involvement and Common Core Mathematics . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120415

Not specified: Masters Thesis or Doctoral Dissertation

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

Angulo Lupercio, Yessica. “Parental Involvement and Common Core Mathematics .” 2014. Thesis, California State University – San Marcos. Accessed April 21, 2019. http://hdl.handle.net/10211.3/120415.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Angulo Lupercio, Yessica. “Parental Involvement and Common Core Mathematics .” 2014. Web. 21 Apr 2019.

Vancouver:

Angulo Lupercio Y. Parental Involvement and Common Core Mathematics . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10211.3/120415.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Angulo Lupercio Y. Parental Involvement and Common Core Mathematics . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120415

Not specified: Masters Thesis or Doctoral Dissertation

20.
Thomasson, Cheryl.
An investigation into predictors of *middle* *school* *mathematics* achievement as measured by the Georgia criterion-referenced competency tests.

Degree: 2010, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/409

► The purpose of this study was to locate variables from 2006 and 2007 Georgia Criterion-Referenced Competency Test (CRCT) that could predict *mathematics* performance on the…
(more)

Subjects/Keywords: Mathematics – Study and teaching (Middle school)

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Thomasson, C. (2010). An investigation into predictors of middle school mathematics achievement as measured by the Georgia criterion-referenced competency tests. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/409

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

Thomasson, Cheryl. “An investigation into predictors of middle school mathematics achievement as measured by the Georgia criterion-referenced competency tests.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 21, 2019. https://scholar.utc.edu/theses/409.

MLA Handbook (7^{th} Edition):

Thomasson, Cheryl. “An investigation into predictors of middle school mathematics achievement as measured by the Georgia criterion-referenced competency tests.” 2010. Web. 21 Apr 2019.

Vancouver:

Thomasson C. An investigation into predictors of middle school mathematics achievement as measured by the Georgia criterion-referenced competency tests. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Apr 21]. Available from: https://scholar.utc.edu/theses/409.

Council of Science Editors:

Thomasson C. An investigation into predictors of middle school mathematics achievement as measured by the Georgia criterion-referenced competency tests. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/409

Vanderbilt University

21. Loehr, Abbey Marie. Don't make the same mistake twice: Examining the relationship between memory for errors and learning.

Degree: PhD, Psychology, 2018, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-06262018-115110/ ;

► Committing errors is a common part of the learning process, and current evidence suggests that committing errors can be beneficial for learning, at least for…
(more)

Subjects/Keywords: middle-school; mediation; perseveration errors; mathematics

Record Details Similar Records

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APA (6^{th} Edition):

Loehr, A. M. (2018). Don't make the same mistake twice: Examining the relationship between memory for errors and learning. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06262018-115110/ ;

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

Loehr, Abbey Marie. “Don't make the same mistake twice: Examining the relationship between memory for errors and learning.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed April 21, 2019. http://etd.library.vanderbilt.edu/available/etd-06262018-115110/ ;.

MLA Handbook (7^{th} Edition):

Loehr, Abbey Marie. “Don't make the same mistake twice: Examining the relationship between memory for errors and learning.” 2018. Web. 21 Apr 2019.

Vancouver:

Loehr AM. Don't make the same mistake twice: Examining the relationship between memory for errors and learning. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2019 Apr 21]. Available from: http://etd.library.vanderbilt.edu/available/etd-06262018-115110/ ;.

Council of Science Editors:

Loehr AM. Don't make the same mistake twice: Examining the relationship between memory for errors and learning. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-06262018-115110/ ;

22.
Fiermonte, Karen Juliet Grysko.
A Quantitative Analysis of Algebra I in Grade Eight and the Impact on Academic Performance in a Large, Urban, New Jersey Public *School* District.

Degree: 2019, Saint Peter's University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10978505

► For most American High *School* students, taking algebra in high *school* has always been a rite of passage. Traditionally, Algebra I has long been…
(more)

Subjects/Keywords: Mathematics education; Educational leadership; Middle school education

Record Details Similar Records

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

APA (6^{th} Edition):

Fiermonte, K. J. G. (2019). A Quantitative Analysis of Algebra I in Grade Eight and the Impact on Academic Performance in a Large, Urban, New Jersey Public School District. (Thesis). Saint Peter's University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10978505

Not specified: Masters Thesis or Doctoral Dissertation

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

Fiermonte, Karen Juliet Grysko. “A Quantitative Analysis of Algebra I in Grade Eight and the Impact on Academic Performance in a Large, Urban, New Jersey Public School District.” 2019. Thesis, Saint Peter's University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978505.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Fiermonte, Karen Juliet Grysko. “A Quantitative Analysis of Algebra I in Grade Eight and the Impact on Academic Performance in a Large, Urban, New Jersey Public School District.” 2019. Web. 21 Apr 2019.

Vancouver:

Fiermonte KJG. A Quantitative Analysis of Algebra I in Grade Eight and the Impact on Academic Performance in a Large, Urban, New Jersey Public School District. [Internet] [Thesis]. Saint Peter's University; 2019. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10978505.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fiermonte KJG. A Quantitative Analysis of Algebra I in Grade Eight and the Impact on Academic Performance in a Large, Urban, New Jersey Public School District. [Thesis]. Saint Peter's University; 2019. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10978505

Not specified: Masters Thesis or Doctoral Dissertation

West Virginia University

23.
Richards, Aimee L.
Improving the academic self-efficacy of *middle* *school* girls toward the study of *mathematics* through the use of theatrical infusion.

Degree: EdD, Learning Sciences and Human Development, 2010, West Virginia University

URL: https://researchrepository.wvu.edu/etd/2972

► The purpose of this study was to determine the impact of theatrical infusion on the academic self-efficacy toward the study of *mathematics* in *middle* *school*…
(more)

Subjects/Keywords: Educational psychology; Middle school education; 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):

Richards, A. L. (2010). Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2972

Not specified: Masters Thesis or Doctoral Dissertation

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

Richards, Aimee L. “Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion.” 2010. Thesis, West Virginia University. Accessed April 21, 2019. https://researchrepository.wvu.edu/etd/2972.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Richards, Aimee L. “Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion.” 2010. Web. 21 Apr 2019.

Vancouver:

Richards AL. Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion. [Internet] [Thesis]. West Virginia University; 2010. [cited 2019 Apr 21]. Available from: https://researchrepository.wvu.edu/etd/2972.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Richards AL. Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion. [Thesis]. West Virginia University; 2010. Available from: https://researchrepository.wvu.edu/etd/2972

Not specified: Masters Thesis or Doctoral Dissertation

West Virginia University

24.
Green, Kim Victoria Smith.
The Critical *Middle* Years and the Relationship of Early Access to Algebra on High *School* Math Course Completion and College Readiness.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2012, West Virginia University

URL: https://researchrepository.wvu.edu/etd/275

► Many students who enroll in higher education are unprepared to meet the challenges of postsecondary education. The probability that students will make a successful transition…
(more)

Subjects/Keywords: Mathematics education; Higher education; Middle school education

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Green, K. V. S. (2012). The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/275

Not specified: Masters Thesis or Doctoral Dissertation

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

Green, Kim Victoria Smith. “The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness.” 2012. Thesis, West Virginia University. Accessed April 21, 2019. https://researchrepository.wvu.edu/etd/275.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Green, Kim Victoria Smith. “The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness.” 2012. Web. 21 Apr 2019.

Vancouver:

Green KVS. The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness. [Internet] [Thesis]. West Virginia University; 2012. [cited 2019 Apr 21]. Available from: https://researchrepository.wvu.edu/etd/275.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Green KVS. The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness. [Thesis]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/275

Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

25. Cavell, Heather. Self-Perceptions of Advanced Mathematical Learners: A Focus on Sixth-Grade Latinos/as .

Degree: 2010, University of Arizona

URL: http://hdl.handle.net/10150/195422

► The purpose of this dissertation was to analyze the social and educational contexts that impact students' perceptions of their mathematical learning and students' use of…
(more)

Subjects/Keywords: Mathematics; Middle-School; Perceptions; Resistance; Sixth-grade

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Cavell, H. (2010). Self-Perceptions of Advanced Mathematical Learners: A Focus on Sixth-Grade Latinos/as . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195422

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

Cavell, Heather. “Self-Perceptions of Advanced Mathematical Learners: A Focus on Sixth-Grade Latinos/as .” 2010. Doctoral Dissertation, University of Arizona. Accessed April 21, 2019. http://hdl.handle.net/10150/195422.

MLA Handbook (7^{th} Edition):

Cavell, Heather. “Self-Perceptions of Advanced Mathematical Learners: A Focus on Sixth-Grade Latinos/as .” 2010. Web. 21 Apr 2019.

Vancouver:

Cavell H. Self-Perceptions of Advanced Mathematical Learners: A Focus on Sixth-Grade Latinos/as . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10150/195422.

Council of Science Editors:

Cavell H. Self-Perceptions of Advanced Mathematical Learners: A Focus on Sixth-Grade Latinos/as . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195422

26.
Andrusiak, Richard A.
Real-time Classroom Factors Impacting *Middle*-*school* Students' Attitudes Toward * Mathematics*.

Degree: 2018, New England College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10933664

► While research studies have revealed an association between students’ attitudes toward *mathematics* and achievement in *mathematics*, divergent results shift the research focus to the…
(more)

Subjects/Keywords: Mathematics education; Middle school education; Education

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Andrusiak, R. A. (2018). Real-time Classroom Factors Impacting Middle-school Students' Attitudes Toward Mathematics. (Thesis). New England College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10933664

Not specified: Masters Thesis or Doctoral Dissertation

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

Andrusiak, Richard A. “Real-time Classroom Factors Impacting Middle-school Students' Attitudes Toward Mathematics.” 2018. Thesis, New England College. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10933664.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Andrusiak, Richard A. “Real-time Classroom Factors Impacting Middle-school Students' Attitudes Toward Mathematics.” 2018. Web. 21 Apr 2019.

Vancouver:

Andrusiak RA. Real-time Classroom Factors Impacting Middle-school Students' Attitudes Toward Mathematics. [Internet] [Thesis]. New England College; 2018. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10933664.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andrusiak RA. Real-time Classroom Factors Impacting Middle-school Students' Attitudes Toward Mathematics. [Thesis]. New England College; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10933664

Not specified: Masters Thesis or Doctoral Dissertation

UCLA

27.
Okamoto, Yoshiko.
The implementation process and impact of a six-week number talk intervention with sixth-grade *middle* *school* students in a large urban *middle* * school*.

Degree: Education, 2015, UCLA

URL: http://www.escholarship.org/uc/item/28x558qx

► This study employed a mixed-methods design to examine the implementation process and impact of a six-week number talk intervention during the advisory period with sixth-grade…
(more)

Subjects/Keywords: Education; Mathematics education; Middle school education; conceptual understanding; intervention; mathematics education; middle school; number talks

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Okamoto, Y. (2015). The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/28x558qx

Not specified: Masters Thesis or Doctoral Dissertation

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

Okamoto, Yoshiko. “The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school.” 2015. Thesis, UCLA. Accessed April 21, 2019. http://www.escholarship.org/uc/item/28x558qx.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Okamoto, Yoshiko. “The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school.” 2015. Web. 21 Apr 2019.

Vancouver:

Okamoto Y. The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Apr 21]. Available from: http://www.escholarship.org/uc/item/28x558qx.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Okamoto Y. The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/28x558qx

Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

28.
Id-Deen, Lateefah.
African American students' perspectives on their experiences in their *mathematics* classroom in the context of teacher turnover in an urban * school*.

Degree: 2015, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:3731

►

Thesis Ph. D. Michigan State University. Curriculum, Instruction and Teacher Education 2015

Scholars of urban education suggest that African American students in urban settings are… (more)

Subjects/Keywords: African American middle school students – Middle West; Mathematics – Study and teaching (Middle school) – Middle West; Teacher-student relationships – Middle West; Mathematics education; Middle school education

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Id-Deen, L. (2015). African American students' perspectives on their experiences in their mathematics classroom in the context of teacher turnover in an urban school. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3731

Not specified: Masters Thesis or Doctoral Dissertation

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

Id-Deen, Lateefah. “African American students' perspectives on their experiences in their mathematics classroom in the context of teacher turnover in an urban school.” 2015. Thesis, Michigan State University. Accessed April 21, 2019. http://etd.lib.msu.edu/islandora/object/etd:3731.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Id-Deen, Lateefah. “African American students' perspectives on their experiences in their mathematics classroom in the context of teacher turnover in an urban school.” 2015. Web. 21 Apr 2019.

Vancouver:

Id-Deen L. African American students' perspectives on their experiences in their mathematics classroom in the context of teacher turnover in an urban school. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Apr 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3731.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Id-Deen L. African American students' perspectives on their experiences in their mathematics classroom in the context of teacher turnover in an urban school. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3731

Not specified: Masters Thesis or Doctoral Dissertation

Northeastern University

29.
Gates, Melanie R.
*Middle**school* *mathematics* and self-efficacy at a southeastern Massachusetts *middle* * school*.

Degree: EdD, College of Professional Studies. School of Education, 2014, Northeastern University

URL: http://hdl.handle.net/2047/d20128387

► The purpose of this case study was to determine the impact of the implementation of a *middle* *school* *mathematics* program had upon students' *mathematics* self-efficacy.…
(more)

Subjects/Keywords: mathematics self-efficacy; middle school mathematics; online homework; Education; Mathematics; Study and teaching (Middle school); Middle school students; Mathematics teachers; Mathematics; Self-efficacy; Internet in education

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Gates, M. R. (2014). Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128387

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

Gates, Melanie R. “Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school.” 2014. Doctoral Dissertation, Northeastern University. Accessed April 21, 2019. http://hdl.handle.net/2047/d20128387.

MLA Handbook (7^{th} Edition):

Gates, Melanie R. “Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school.” 2014. Web. 21 Apr 2019.

Vancouver:

Gates MR. Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2047/d20128387.

Council of Science Editors:

Gates MR. Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128387

Central Connecticut State University

30.
François, Dionne, 1977-.
The Effects of Reading and Writing Strategies to Improve Fluency in * Mathematics*.

Degree: Department of Mathematical Sciences, 2013, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1929

►

The Common Core State Standards for *Mathematics* (CCSS-M) initiative and its implications have caused teachers to examine students' growth and their development through multiple lenses.…
(more)

Subjects/Keywords: Reading (Middle school); Composition (Language arts) – Study and teaching (Middle school); Mathematics – Study and teaching (Middle school)

Record Details Similar Records

❌

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

APA (6^{th} Edition):

François, Dionne, 1. (2013). The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1929

Not specified: Masters Thesis or Doctoral Dissertation

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

François, Dionne, 1977-. “The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics.” 2013. Thesis, Central Connecticut State University. Accessed April 21, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1929.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

François, Dionne, 1977-. “The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics.” 2013. Web. 21 Apr 2019.

Vancouver:

François, Dionne 1. The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Apr 21]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1929.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

François, Dionne 1. The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1929

Not specified: Masters Thesis or Doctoral Dissertation