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You searched for subject:(Middle School Mathematics). Showing records 1 – 30 of 403 total matches.

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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

 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

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APA (6th 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 (16th 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 (7th 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

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

  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

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

  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

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

  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

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

  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

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

  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

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

  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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

  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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

  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

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APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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

Degree: MA, Education, 2015, Wittenberg University

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

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APA (6th 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 (16th 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 (7th 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

  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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

  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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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)

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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

Degree: 2014, California State University – San Marcos

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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)

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

APA (6th 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 (16th 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 (7th 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

 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

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

APA (6th 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 (16th 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 (7th 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

  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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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 (16th 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 (7th 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

  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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

 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

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

APA (6th 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 (16th 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 (7th 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

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)

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

APA (6th 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

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):

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.

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

MLA Handbook (7th 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.

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

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

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