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You searched for subject:(Small Group Learning Collaborative Learning Problem Solving Precalculus Mathematics). Showing records 1 – 30 of 117514 total matches.

[1] [2] [3] [4] [5] … [3918]

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University of Georgia

1. Crawford, Linda Bailey. Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies.

Degree: PhD, Mathematics Education, 2004, University of Georgia

 This study investigated the problem solving of college students as they worked together in a small group to solve a mathematics problem. Eight students participated… (more)

Subjects/Keywords: Small-Group Learning Collaborative Learning Problem Solving Precalculus Mathematics

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

APA (6th Edition):

Crawford, L. B. (2004). Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/crawford_linda_b_200408_phd

Chicago Manual of Style (16th Edition):

Crawford, Linda Bailey. “Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies.” 2004. Doctoral Dissertation, University of Georgia. Accessed May 30, 2020. http://purl.galileo.usg.edu/uga_etd/crawford_linda_b_200408_phd.

MLA Handbook (7th Edition):

Crawford, Linda Bailey. “Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies.” 2004. Web. 30 May 2020.

Vancouver:

Crawford LB. Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 May 30]. Available from: http://purl.galileo.usg.edu/uga_etd/crawford_linda_b_200408_phd.

Council of Science Editors:

Crawford LB. Factors influencing the problem solving of college students solving a mathematics problem in a small group: two case studies. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/crawford_linda_b_200408_phd


Queensland University of Technology

2. Chalmers, Christina. Primary students' group metacognitive processes in a computer supported collaborative learning environment.

Degree: 2009, Queensland University of Technology

 The current understanding of students’ group metacognition is limited. The research on metacognition has focused mainly on the individual student. The aim of this study… (more)

Subjects/Keywords: computer supported collaborative learning (CSCL); group learning; group metacognition; group problem solving; groups; Knowledge Forum®; online teams; shared understanding; task; team

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APA (6th Edition):

Chalmers, C. (2009). Primary students' group metacognitive processes in a computer supported collaborative learning environment. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/29819/

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):

Chalmers, Christina. “Primary students' group metacognitive processes in a computer supported collaborative learning environment.” 2009. Thesis, Queensland University of Technology. Accessed May 30, 2020. https://eprints.qut.edu.au/29819/.

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

MLA Handbook (7th Edition):

Chalmers, Christina. “Primary students' group metacognitive processes in a computer supported collaborative learning environment.” 2009. Web. 30 May 2020.

Vancouver:

Chalmers C. Primary students' group metacognitive processes in a computer supported collaborative learning environment. [Internet] [Thesis]. Queensland University of Technology; 2009. [cited 2020 May 30]. Available from: https://eprints.qut.edu.au/29819/.

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

Council of Science Editors:

Chalmers C. Primary students' group metacognitive processes in a computer supported collaborative learning environment. [Thesis]. Queensland University of Technology; 2009. Available from: https://eprints.qut.edu.au/29819/

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

3. Roemmich, Gary Lee. The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment.

Degree: PhD, STEM and Professional Studies, 2013, Old Dominion University

Group work has become increasingly important within adult education as educators strive to present students with problems and processes that they encounter in their… (more)

Subjects/Keywords: Collaborative learning; Group cognitive load; Group learning; Problem-solving; Adult and Continuing Education; Curriculum and Instruction; Educational Methods; Higher Education

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APA (6th Edition):

Roemmich, G. L. (2013). The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303775147 ; https://digitalcommons.odu.edu/stemps_etds/94

Chicago Manual of Style (16th Edition):

Roemmich, Gary Lee. “The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment.” 2013. Doctoral Dissertation, Old Dominion University. Accessed May 30, 2020. 9781303775147 ; https://digitalcommons.odu.edu/stemps_etds/94.

MLA Handbook (7th Edition):

Roemmich, Gary Lee. “The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment.” 2013. Web. 30 May 2020.

Vancouver:

Roemmich GL. The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment. [Internet] [Doctoral dissertation]. Old Dominion University; 2013. [cited 2020 May 30]. Available from: 9781303775147 ; https://digitalcommons.odu.edu/stemps_etds/94.

Council of Science Editors:

Roemmich GL. The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment. [Doctoral Dissertation]. Old Dominion University; 2013. Available from: 9781303775147 ; https://digitalcommons.odu.edu/stemps_etds/94


University of Missouri – Columbia

4. Lee, Seoung Woo, 1967-. The growth of school mathematics : Korean secondary gifted students' collaborative problem solving using the Wiki.

Degree: 2014, University of Missouri – Columbia

 Electronic networks have provided new intellectual environments where people can accumulate their cognitive power and have increased the necessity to provide students opportunity to learn… (more)

Subjects/Keywords: Author supplied: growth of school mathematics; collaborative problem solving; wiki; solutions and refutations; connected knowing; collaborative learning

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APA (6th Edition):

Lee, Seoung Woo, 1. (2014). The growth of school mathematics : Korean secondary gifted students' collaborative problem solving using the Wiki. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/44183

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):

Lee, Seoung Woo, 1967-. “The growth of school mathematics : Korean secondary gifted students' collaborative problem solving using the Wiki.” 2014. Thesis, University of Missouri – Columbia. Accessed May 30, 2020. https://doi.org/10.32469/10355/44183.

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

MLA Handbook (7th Edition):

Lee, Seoung Woo, 1967-. “The growth of school mathematics : Korean secondary gifted students' collaborative problem solving using the Wiki.” 2014. Web. 30 May 2020.

Vancouver:

Lee, Seoung Woo 1. The growth of school mathematics : Korean secondary gifted students' collaborative problem solving using the Wiki. [Internet] [Thesis]. University of Missouri – Columbia; 2014. [cited 2020 May 30]. Available from: https://doi.org/10.32469/10355/44183.

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

Council of Science Editors:

Lee, Seoung Woo 1. The growth of school mathematics : Korean secondary gifted students' collaborative problem solving using the Wiki. [Thesis]. University of Missouri – Columbia; 2014. Available from: https://doi.org/10.32469/10355/44183

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


Open Universiteit Nederland

5. de Beer, E.H.M. Serious Game Carion en de Ontwikkeling van Collaborative Problem Solving bij Studenten Verpleegkunde: een Case study.

Degree: Master, Welten Institute, 2019, Open Universiteit Nederland

 Achtergrond In elke professie is samenwerken om problemen op te lossen van belang. Niet voor niets dat het hoger onderwijs op zoek is naar innovatieve… (more)

Subjects/Keywords: collaborative problem solving; serious games; nursing education; collaborative learning

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APA (6th Edition):

de Beer, E. H. M. (2019). Serious Game Carion en de Ontwikkeling van Collaborative Problem Solving bij Studenten Verpleegkunde: een Case study. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/0067ea19-c350-43cc-88d8-5a35ca9e3358

Chicago Manual of Style (16th Edition):

de Beer, E H M. “Serious Game Carion en de Ontwikkeling van Collaborative Problem Solving bij Studenten Verpleegkunde: een Case study.” 2019. Masters Thesis, Open Universiteit Nederland. Accessed May 30, 2020. http://hdl.handle.net/1820/0067ea19-c350-43cc-88d8-5a35ca9e3358.

MLA Handbook (7th Edition):

de Beer, E H M. “Serious Game Carion en de Ontwikkeling van Collaborative Problem Solving bij Studenten Verpleegkunde: een Case study.” 2019. Web. 30 May 2020.

Vancouver:

de Beer EHM. Serious Game Carion en de Ontwikkeling van Collaborative Problem Solving bij Studenten Verpleegkunde: een Case study. [Internet] [Masters thesis]. Open Universiteit Nederland; 2019. [cited 2020 May 30]. Available from: http://hdl.handle.net/1820/0067ea19-c350-43cc-88d8-5a35ca9e3358.

Council of Science Editors:

de Beer EHM. Serious Game Carion en de Ontwikkeling van Collaborative Problem Solving bij Studenten Verpleegkunde: een Case study. [Masters Thesis]. Open Universiteit Nederland; 2019. Available from: http://hdl.handle.net/1820/0067ea19-c350-43cc-88d8-5a35ca9e3358


University of California – Berkeley

6. Campbell, Mariana Elaine. Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving.

Degree: Science & Mathematics Education, 2011, University of California – Berkeley

 This dissertation explores the question of how strategic and conceptual knowledge co-develop over the course of several episodes of mathematical problem solving. The core analytic… (more)

Subjects/Keywords: Mathematics education; epistemology; learning; problem solving

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APA (6th Edition):

Campbell, M. E. (2011). Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/0g57830j

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):

Campbell, Mariana Elaine. “Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving.” 2011. Thesis, University of California – Berkeley. Accessed May 30, 2020. http://www.escholarship.org/uc/item/0g57830j.

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

MLA Handbook (7th Edition):

Campbell, Mariana Elaine. “Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving.” 2011. Web. 30 May 2020.

Vancouver:

Campbell ME. Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 May 30]. Available from: http://www.escholarship.org/uc/item/0g57830j.

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

Council of Science Editors:

Campbell ME. Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/0g57830j

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


Vanderbilt University

7. Fyfe, Emily Ruth. Is that correct? Clarifying the effects of feedback during mathematics problem solving.

Degree: PhD, Psychology, 2015, Vanderbilt University

 Feedback can be a powerful learning tool, but its effects vary widely. Research suggests that feedback may have positive effects for those with low prior… (more)

Subjects/Keywords: prior knowledge; mathematics learning; problem solving; feedback

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APA (6th Edition):

Fyfe, E. R. (2015). Is that correct? Clarifying the effects of feedback during mathematics problem solving. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06032015-113333/ ;

Chicago Manual of Style (16th Edition):

Fyfe, Emily Ruth. “Is that correct? Clarifying the effects of feedback during mathematics problem solving.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed May 30, 2020. http://etd.library.vanderbilt.edu/available/etd-06032015-113333/ ;.

MLA Handbook (7th Edition):

Fyfe, Emily Ruth. “Is that correct? Clarifying the effects of feedback during mathematics problem solving.” 2015. Web. 30 May 2020.

Vancouver:

Fyfe ER. Is that correct? Clarifying the effects of feedback during mathematics problem solving. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 May 30]. Available from: http://etd.library.vanderbilt.edu/available/etd-06032015-113333/ ;.

Council of Science Editors:

Fyfe ER. Is that correct? Clarifying the effects of feedback during mathematics problem solving. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-06032015-113333/ ;


Vanderbilt University

8. Loehr, Abbey Marie. Putting the "th" in tenths: The role of labeling decimals in revealing place value structure.

Degree: MS, Psychology, 2015, Vanderbilt University

 Language is a powerful cognitive tool. For example, labeling objects or features of problems can support categorization and relational thinking. However, little is known about… (more)

Subjects/Keywords: mathematics learning; problem solving; mathematical labels

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

APA (6th Edition):

Loehr, A. M. (2015). Putting the "th" in tenths: The role of labeling decimals in revealing place value structure. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-11132015-164428/ ;

Chicago Manual of Style (16th Edition):

Loehr, Abbey Marie. “Putting the "th" in tenths: The role of labeling decimals in revealing place value structure.” 2015. Masters Thesis, Vanderbilt University. Accessed May 30, 2020. http://etd.library.vanderbilt.edu/available/etd-11132015-164428/ ;.

MLA Handbook (7th Edition):

Loehr, Abbey Marie. “Putting the "th" in tenths: The role of labeling decimals in revealing place value structure.” 2015. Web. 30 May 2020.

Vancouver:

Loehr AM. Putting the "th" in tenths: The role of labeling decimals in revealing place value structure. [Internet] [Masters thesis]. Vanderbilt University; 2015. [cited 2020 May 30]. Available from: http://etd.library.vanderbilt.edu/available/etd-11132015-164428/ ;.

Council of Science Editors:

Loehr AM. Putting the "th" in tenths: The role of labeling decimals in revealing place value structure. [Masters Thesis]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-11132015-164428/ ;


North-West University

9. Sekao, Rantopo David. Diagnostic mathematics assessment : the impact of the GIST model on learners with learning barriers in mathematics / R.D. Sekao .

Degree: 2011, North-West University

 Assessment, as an integral part of teaching and learning, gained unprecedented prominence in the curriculum in South Africa post 1994. When the new curriculum was… (more)

Subjects/Keywords: Diagnostic assessment; Group intervention strategy; Learning barriers; Problem solving behaviour; Mathematics anxiety; Mathematics study environment; Attitudes towards mathematics; Mathematics achievement; Leerhindernisse; Wiskundeprestasie; Probleemoplosgedrag; Wiskunde-angs; Studieomgewing; Wiskundehouding; Diagnostiese assessering

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APA (6th Edition):

Sekao, R. D. (2011). Diagnostic mathematics assessment : the impact of the GIST model on learners with learning barriers in mathematics / R.D. Sekao . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4945

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):

Sekao, Rantopo David. “Diagnostic mathematics assessment : the impact of the GIST model on learners with learning barriers in mathematics / R.D. Sekao .” 2011. Thesis, North-West University. Accessed May 30, 2020. http://hdl.handle.net/10394/4945.

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

MLA Handbook (7th Edition):

Sekao, Rantopo David. “Diagnostic mathematics assessment : the impact of the GIST model on learners with learning barriers in mathematics / R.D. Sekao .” 2011. Web. 30 May 2020.

Vancouver:

Sekao RD. Diagnostic mathematics assessment : the impact of the GIST model on learners with learning barriers in mathematics / R.D. Sekao . [Internet] [Thesis]. North-West University; 2011. [cited 2020 May 30]. Available from: http://hdl.handle.net/10394/4945.

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

Council of Science Editors:

Sekao RD. Diagnostic mathematics assessment : the impact of the GIST model on learners with learning barriers in mathematics / R.D. Sekao . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/4945

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


Vanderbilt University

10. Matthews, Percival Grant. When concepts act concretely: Exploring the notion of conceptual concreteness in a novel mathematical domain.

Degree: PhD, Psychology, 2010, Vanderbilt University

 The information we seek to communicate to learners is often conveyed by symbols, and the symbols we choose may directly affect cognition independently of the… (more)

Subjects/Keywords: learning; transfer; symbols; problem solving

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APA (6th Edition):

Matthews, P. G. (2010). When concepts act concretely: Exploring the notion of conceptual concreteness in a novel mathematical domain. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03302010-085208/ ;

Chicago Manual of Style (16th Edition):

Matthews, Percival Grant. “When concepts act concretely: Exploring the notion of conceptual concreteness in a novel mathematical domain.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed May 30, 2020. http://etd.library.vanderbilt.edu/available/etd-03302010-085208/ ;.

MLA Handbook (7th Edition):

Matthews, Percival Grant. “When concepts act concretely: Exploring the notion of conceptual concreteness in a novel mathematical domain.” 2010. Web. 30 May 2020.

Vancouver:

Matthews PG. When concepts act concretely: Exploring the notion of conceptual concreteness in a novel mathematical domain. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2020 May 30]. Available from: http://etd.library.vanderbilt.edu/available/etd-03302010-085208/ ;.

Council of Science Editors:

Matthews PG. When concepts act concretely: Exploring the notion of conceptual concreteness in a novel mathematical domain. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-03302010-085208/ ;


University of New South Wales

11. Retnowati, Endah. Collaborative learning and cognitive load theory.

Degree: Education, 2013, University of New South Wales

 Many educationalists advocate that students should be given frequent opportunities to learn through problem solving and learn collaboratively. Over many decades, researchers into Cognitive Load… (more)

Subjects/Keywords: cognitive load; Task complexity; Collaborative learning; Problem solving; Worked example; Cognitive load

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APA (6th Edition):

Retnowati, E. (2013). Collaborative learning and cognitive load theory. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53184 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11877/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Retnowati, Endah. “Collaborative learning and cognitive load theory.” 2013. Doctoral Dissertation, University of New South Wales. Accessed May 30, 2020. http://handle.unsw.edu.au/1959.4/53184 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11877/SOURCE02?view=true.

MLA Handbook (7th Edition):

Retnowati, Endah. “Collaborative learning and cognitive load theory.” 2013. Web. 30 May 2020.

Vancouver:

Retnowati E. Collaborative learning and cognitive load theory. [Internet] [Doctoral dissertation]. University of New South Wales; 2013. [cited 2020 May 30]. Available from: http://handle.unsw.edu.au/1959.4/53184 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11877/SOURCE02?view=true.

Council of Science Editors:

Retnowati E. Collaborative learning and cognitive load theory. [Doctoral Dissertation]. University of New South Wales; 2013. Available from: http://handle.unsw.edu.au/1959.4/53184 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11877/SOURCE02?view=true


University of Notre Dame

12. Caroline Elizabeth Byrd. Gesturing May Not Always Make Learning Last</h1>.

Degree: MA, Psychology, 2014, University of Notre Dame

  Studies suggest that mimicking specific gestures prior to math instruction facilitates learning. However, benefits could be due to the eye movements that accompany gesture,… (more)

Subjects/Keywords: problem solving; mathematics learning; embodied cognition; gesture; cognitive development

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APA (6th Edition):

Byrd, C. E. (2014). Gesturing May Not Always Make Learning Last</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/dz010p11b2x

Chicago Manual of Style (16th Edition):

Byrd, Caroline Elizabeth. “Gesturing May Not Always Make Learning Last</h1>.” 2014. Masters Thesis, University of Notre Dame. Accessed May 30, 2020. https://curate.nd.edu/show/dz010p11b2x.

MLA Handbook (7th Edition):

Byrd, Caroline Elizabeth. “Gesturing May Not Always Make Learning Last</h1>.” 2014. Web. 30 May 2020.

Vancouver:

Byrd CE. Gesturing May Not Always Make Learning Last</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2014. [cited 2020 May 30]. Available from: https://curate.nd.edu/show/dz010p11b2x.

Council of Science Editors:

Byrd CE. Gesturing May Not Always Make Learning Last</h1>. [Masters Thesis]. University of Notre Dame; 2014. Available from: https://curate.nd.edu/show/dz010p11b2x


University of Wollongong

13. Algarni, Ali. Comparing worked examples and problem-solving methods in teaching mathematics to ESL students at tertiary level.

Degree: PhD, 2013, University of Wollongong

  This study explores two challenges faced by tertiary ESL students learning mathematics, the complexity of learning the mathematics discipline together with the challenge of… (more)

Subjects/Keywords: worked examples; problem-solving; cognitive load theory; ESL mathematics learning

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APA (6th Edition):

Algarni, A. (2013). Comparing worked examples and problem-solving methods in teaching mathematics to ESL students at tertiary level. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/3982

Chicago Manual of Style (16th Edition):

Algarni, Ali. “Comparing worked examples and problem-solving methods in teaching mathematics to ESL students at tertiary level.” 2013. Doctoral Dissertation, University of Wollongong. Accessed May 30, 2020. ; https://ro.uow.edu.au/theses/3982.

MLA Handbook (7th Edition):

Algarni, Ali. “Comparing worked examples and problem-solving methods in teaching mathematics to ESL students at tertiary level.” 2013. Web. 30 May 2020.

Vancouver:

Algarni A. Comparing worked examples and problem-solving methods in teaching mathematics to ESL students at tertiary level. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2020 May 30]. Available from: ; https://ro.uow.edu.au/theses/3982.

Council of Science Editors:

Algarni A. Comparing worked examples and problem-solving methods in teaching mathematics to ESL students at tertiary level. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: ; https://ro.uow.edu.au/theses/3982

14. Sandra Alves de Oliveira. Resolução de problemas na formação continuada e em aulas de matemática nos anos iniciais.

Degree: 2012, Universidade Federal de São Carlos

This text reports a descriptive and interpretative research that analyzed challenges, dilemmas, knowledge and learning that were present in the process of continuing professional education… (more)

Subjects/Keywords: Educação matemática; Resolução de problemas; Saberes docentes; Professores - formação; Trabalho colaborativo; EDUCACAO; Problem solving methodology; Teaching knowledge and learning; Mathematics training of polyvalent teachers; Collaborative work

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APA (6th Edition):

Oliveira, S. A. d. (2012). Resolução de problemas na formação continuada e em aulas de matemática nos anos iniciais. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5544

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):

Oliveira, Sandra Alves de. “Resolução de problemas na formação continuada e em aulas de matemática nos anos iniciais.” 2012. Thesis, Universidade Federal de São Carlos. Accessed May 30, 2020. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5544.

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

MLA Handbook (7th Edition):

Oliveira, Sandra Alves de. “Resolução de problemas na formação continuada e em aulas de matemática nos anos iniciais.” 2012. Web. 30 May 2020.

Vancouver:

Oliveira SAd. Resolução de problemas na formação continuada e em aulas de matemática nos anos iniciais. [Internet] [Thesis]. Universidade Federal de São Carlos; 2012. [cited 2020 May 30]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5544.

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

Council of Science Editors:

Oliveira SAd. Resolução de problemas na formação continuada e em aulas de matemática nos anos iniciais. [Thesis]. Universidade Federal de São Carlos; 2012. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5544

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

15. Hanks, Sarah. Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management.

Degree: PhD, Agricultural, Leadership, and Community Education, 2018, Virginia Tech

 Diversity in the workplace remains a priority for leaders and managers as the dynamic nature of the global marketplace necessitates that organizations develop and maintain… (more)

Subjects/Keywords: problem solving; learning; organizational learning; cognitive style

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APA (6th Edition):

Hanks, S. (2018). Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86520

Chicago Manual of Style (16th Edition):

Hanks, Sarah. “Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management.” 2018. Doctoral Dissertation, Virginia Tech. Accessed May 30, 2020. http://hdl.handle.net/10919/86520.

MLA Handbook (7th Edition):

Hanks, Sarah. “Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management.” 2018. Web. 30 May 2020.

Vancouver:

Hanks S. Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 May 30]. Available from: http://hdl.handle.net/10919/86520.

Council of Science Editors:

Hanks S. Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/86520


University of South Africa

16. Moyo, Innocent. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .

Degree: 2014, University of South Africa

 Constructivist teaching strategies are undeniably accepted as effective in achieving the desired educational goals of constructing knowledge through active and creative inquiry. Inasmuch as teachers… (more)

Subjects/Keywords: Constructivism; Problem solving; Problem centred learning; Problem based learning; Problem based learning; Learning; Teaching methods

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

APA (6th Edition):

Moyo, I. (2014). An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14194

Chicago Manual of Style (16th Edition):

Moyo, Innocent. “An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .” 2014. Masters Thesis, University of South Africa. Accessed May 30, 2020. http://hdl.handle.net/10500/14194.

MLA Handbook (7th Edition):

Moyo, Innocent. “An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .” 2014. Web. 30 May 2020.

Vancouver:

Moyo I. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2020 May 30]. Available from: http://hdl.handle.net/10500/14194.

Council of Science Editors:

Moyo I. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14194


University of Florida

17. Baralt, Anna C. Ways Digital Scaffolds Are Used During Collaborative Problem Solving in the Preschool Classroom.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2013, University of Florida

 This descriptive mixed-methods study examined the ways preschool dyads use scaffolds built in to the digital game Rush Hour® when problem solving.  Twelve dyads of… (more)

Subjects/Keywords: Childhood; Childrens games; Classrooms; Collaborative learning; Dyadic relations; Educational games; Learning; Problem solving; Puzzles; Scaffolds; digitalgames  – digitalscaffolds  – earlychildhood  – ipads  – preschool  – problemsolving

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

APA (6th Edition):

Baralt, A. C. (2013). Ways Digital Scaffolds Are Used During Collaborative Problem Solving in the Preschool Classroom. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0046171

Chicago Manual of Style (16th Edition):

Baralt, Anna C. “Ways Digital Scaffolds Are Used During Collaborative Problem Solving in the Preschool Classroom.” 2013. Doctoral Dissertation, University of Florida. Accessed May 30, 2020. https://ufdc.ufl.edu/UFE0046171.

MLA Handbook (7th Edition):

Baralt, Anna C. “Ways Digital Scaffolds Are Used During Collaborative Problem Solving in the Preschool Classroom.” 2013. Web. 30 May 2020.

Vancouver:

Baralt AC. Ways Digital Scaffolds Are Used During Collaborative Problem Solving in the Preschool Classroom. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2020 May 30]. Available from: https://ufdc.ufl.edu/UFE0046171.

Council of Science Editors:

Baralt AC. Ways Digital Scaffolds Are Used During Collaborative Problem Solving in the Preschool Classroom. [Doctoral Dissertation]. University of Florida; 2013. Available from: https://ufdc.ufl.edu/UFE0046171


Eastern Michigan University

18. Potts, Layla. The effects of gender and ethnicity on students' perceptions of small-group learning in collegiate mathematics courses.

Degree: MA, Mathematics, 2017, Eastern Michigan University

  Qualitative studies of students' perceptions on small-group work are limited, and few offer insights on the perceptions of women and minority students, for whom… (more)

Subjects/Keywords: Chi-squared Test; Gender and ethnicity in small-group learning; Likert-scale analysis; Small-group learning in collegiate mathematics; Education; Mathematics

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APA (6th Edition):

Potts, L. (2017). The effects of gender and ethnicity on students' perceptions of small-group learning in collegiate mathematics courses. (Masters Thesis). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/775

Chicago Manual of Style (16th Edition):

Potts, Layla. “The effects of gender and ethnicity on students' perceptions of small-group learning in collegiate mathematics courses.” 2017. Masters Thesis, Eastern Michigan University. Accessed May 30, 2020. https://commons.emich.edu/theses/775.

MLA Handbook (7th Edition):

Potts, Layla. “The effects of gender and ethnicity on students' perceptions of small-group learning in collegiate mathematics courses.” 2017. Web. 30 May 2020.

Vancouver:

Potts L. The effects of gender and ethnicity on students' perceptions of small-group learning in collegiate mathematics courses. [Internet] [Masters thesis]. Eastern Michigan University; 2017. [cited 2020 May 30]. Available from: https://commons.emich.edu/theses/775.

Council of Science Editors:

Potts L. The effects of gender and ethnicity on students' perceptions of small-group learning in collegiate mathematics courses. [Masters Thesis]. Eastern Michigan University; 2017. Available from: https://commons.emich.edu/theses/775


Linnaeus University

19. Åkesson, AnnaCarin. Teaching and learning mathematics in India.

Degree: Mathematics Education, 2014, Linnaeus University

Våra tre månader i Indien har resulterat i en studie av olika perspektiv på lärande, inom ämnet matematik. De synsätt på lärande som vi… (more)

Subjects/Keywords: Perspective on learning; Mathematics; Problem solving; Perspektiv på lärande; Matematik; Problemlösning; Mathematics; Matematik

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APA (6th Edition):

Åkesson, A. (2014). Teaching and learning mathematics in India. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32617

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):

Åkesson, AnnaCarin. “Teaching and learning mathematics in India.” 2014. Thesis, Linnaeus University. Accessed May 30, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32617.

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

MLA Handbook (7th Edition):

Åkesson, AnnaCarin. “Teaching and learning mathematics in India.” 2014. Web. 30 May 2020.

Vancouver:

Åkesson A. Teaching and learning mathematics in India. [Internet] [Thesis]. Linnaeus University; 2014. [cited 2020 May 30]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32617.

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

Council of Science Editors:

Åkesson A. Teaching and learning mathematics in India. [Thesis]. Linnaeus University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32617

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


Kent State University

20. Maxfield, Marian Belle. The Effects of Small Group Cooperation Methods and Question Strategies on Problem Solving Skills, Achievement, and Attitude during Problem-Based Learning.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2011, Kent State University

  The purpose of this study was to examine the effects of integrating instructional strategies during problem-based learning (PBL) on student learning. A quasi-experimental 2… (more)

Subjects/Keywords: Cognitive Psychology; Curriculum Development; Education; Educational Psychology; Elementary Education; Pedagogy; Science Education; Teaching; Problem-based learning; cooperative learning; Jigsaw; traditional small group; teacher questioning; Socratic questions; didactic questions; teacher-led instruction; science education; problem solving; achievement; attitude

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

APA (6th Edition):

Maxfield, M. B. (2011). The Effects of Small Group Cooperation Methods and Question Strategies on Problem Solving Skills, Achievement, and Attitude during Problem-Based Learning. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1301113251

Chicago Manual of Style (16th Edition):

Maxfield, Marian Belle. “The Effects of Small Group Cooperation Methods and Question Strategies on Problem Solving Skills, Achievement, and Attitude during Problem-Based Learning.” 2011. Doctoral Dissertation, Kent State University. Accessed May 30, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1301113251.

MLA Handbook (7th Edition):

Maxfield, Marian Belle. “The Effects of Small Group Cooperation Methods and Question Strategies on Problem Solving Skills, Achievement, and Attitude during Problem-Based Learning.” 2011. Web. 30 May 2020.

Vancouver:

Maxfield MB. The Effects of Small Group Cooperation Methods and Question Strategies on Problem Solving Skills, Achievement, and Attitude during Problem-Based Learning. [Internet] [Doctoral dissertation]. Kent State University; 2011. [cited 2020 May 30]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1301113251.

Council of Science Editors:

Maxfield MB. The Effects of Small Group Cooperation Methods and Question Strategies on Problem Solving Skills, Achievement, and Attitude during Problem-Based Learning. [Doctoral Dissertation]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1301113251


University of South Africa

21. Rampho, Gaotsiwe Joel. Teaching problem-solving skills in a distance education programme using a blended-learning approach.

Degree: 2014, University of South Africa

 This study investigated the effect of a blended-learning approach in the learning of problem-solving skills in a first-level distance education physics module. A problem-solving type… (more)

Subjects/Keywords: Educational technology; Distance education; Learning management system; Blended learning; Correspondence education; Online learning; Problem solving; Problem-solving skills; Problem-solving strategy

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APA (6th Edition):

Rampho, G. J. (2014). Teaching problem-solving skills in a distance education programme using a blended-learning approach. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19986

Chicago Manual of Style (16th Edition):

Rampho, Gaotsiwe Joel. “Teaching problem-solving skills in a distance education programme using a blended-learning approach.” 2014. Masters Thesis, University of South Africa. Accessed May 30, 2020. http://hdl.handle.net/10500/19986.

MLA Handbook (7th Edition):

Rampho, Gaotsiwe Joel. “Teaching problem-solving skills in a distance education programme using a blended-learning approach.” 2014. Web. 30 May 2020.

Vancouver:

Rampho GJ. Teaching problem-solving skills in a distance education programme using a blended-learning approach. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2020 May 30]. Available from: http://hdl.handle.net/10500/19986.

Council of Science Editors:

Rampho GJ. Teaching problem-solving skills in a distance education programme using a blended-learning approach. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/19986


SUNY College at Brockport

22. Sokol, Adam E. Down The Rabbit Hole: A look at integrating classic literature into a secondary mathematics curriculum.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  The importance of mathematics and reading is paramount to the advancement of civilization. Research has shown that mathematics and reading, along with writing, have… (more)

Subjects/Keywords: mathematics; literature; interdisciplinary studies; writing; small group work; secondary; reading; problem solving; lesson plans; student work; Education

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APA (6th Edition):

Sokol, A. E. (2012). Down The Rabbit Hole: A look at integrating classic literature into a secondary mathematics curriculum. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/136

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):

Sokol, Adam E. “Down The Rabbit Hole: A look at integrating classic literature into a secondary mathematics curriculum.” 2012. Thesis, SUNY College at Brockport. Accessed May 30, 2020. https://digitalcommons.brockport.edu/ehd_theses/136.

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

MLA Handbook (7th Edition):

Sokol, Adam E. “Down The Rabbit Hole: A look at integrating classic literature into a secondary mathematics curriculum.” 2012. Web. 30 May 2020.

Vancouver:

Sokol AE. Down The Rabbit Hole: A look at integrating classic literature into a secondary mathematics curriculum. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2020 May 30]. Available from: https://digitalcommons.brockport.edu/ehd_theses/136.

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

Council of Science Editors:

Sokol AE. Down The Rabbit Hole: A look at integrating classic literature into a secondary mathematics curriculum. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/136

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


University of Exeter

23. Chow, Pizza Ka Yee. The 'how' : the role of learning and flexibility in problem solving in grey and red squirrels.

Degree: PhD, 2015, University of Exeter

 Recent studies have advanced our knowledge of factors that could affect problem solving performance, and also of the positive effects of problem solving ability on… (more)

Subjects/Keywords: 156; Squirrels; Animal Cognition; Problem solving; Learning; Problem solving performance

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APA (6th Edition):

Chow, P. K. Y. (2015). The 'how' : the role of learning and flexibility in problem solving in grey and red squirrels. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/21369

Chicago Manual of Style (16th Edition):

Chow, Pizza Ka Yee. “The 'how' : the role of learning and flexibility in problem solving in grey and red squirrels.” 2015. Doctoral Dissertation, University of Exeter. Accessed May 30, 2020. http://hdl.handle.net/10871/21369.

MLA Handbook (7th Edition):

Chow, Pizza Ka Yee. “The 'how' : the role of learning and flexibility in problem solving in grey and red squirrels.” 2015. Web. 30 May 2020.

Vancouver:

Chow PKY. The 'how' : the role of learning and flexibility in problem solving in grey and red squirrels. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2020 May 30]. Available from: http://hdl.handle.net/10871/21369.

Council of Science Editors:

Chow PKY. The 'how' : the role of learning and flexibility in problem solving in grey and red squirrels. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/21369


University of Oulu

24. Hurme, T.-R. (Tarja-Riitta). Metacognition in group problem solving—a quest for socially shared metacognition.

Degree: 2010, University of Oulu

Abstract The aim of this study was to explore metacognition, specifically socially shared metacognition within computer-supported collaborative problem solving. Another aim of this study was… (more)

Subjects/Keywords: computer supported collaborative learning; mathematical problem solving; metacognition; socially shared metacognition; matematiikka; metakognitio; ongelmanratkaisu; sosiaalisesti jaettu metakognitio; tietokoneavusteinen yhteisöllinen oppiminen

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APA (6th Edition):

Hurme, T. -. (. (2010). Metacognition in group problem solving—a quest for socially shared metacognition. (Doctoral Dissertation). University of Oulu. Retrieved from http://urn.fi/urn:isbn:9789514262708

Chicago Manual of Style (16th Edition):

Hurme, T -R (Tarja-Riitta). “Metacognition in group problem solving—a quest for socially shared metacognition.” 2010. Doctoral Dissertation, University of Oulu. Accessed May 30, 2020. http://urn.fi/urn:isbn:9789514262708.

MLA Handbook (7th Edition):

Hurme, T -R (Tarja-Riitta). “Metacognition in group problem solving—a quest for socially shared metacognition.” 2010. Web. 30 May 2020.

Vancouver:

Hurme T-(. Metacognition in group problem solving—a quest for socially shared metacognition. [Internet] [Doctoral dissertation]. University of Oulu; 2010. [cited 2020 May 30]. Available from: http://urn.fi/urn:isbn:9789514262708.

Council of Science Editors:

Hurme T-(. Metacognition in group problem solving—a quest for socially shared metacognition. [Doctoral Dissertation]. University of Oulu; 2010. Available from: http://urn.fi/urn:isbn:9789514262708


North-West University

25. Breed, Elizabeth Alice. 'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed .

Degree: 2010, North-West University

 Metacognition in collaborative learning settings is an emerging topic in research on metacognition. This study focused on the development of metacognitive skills during pair programming… (more)

Subjects/Keywords: Metacognition; Collaborative learningkende leer; Pair programming; Knowledge productivity; Computer programming; Problem solving; Metacognitive teaching and learning strategy

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APA (6th Edition):

Breed, E. A. (2010). 'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4367

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):

Breed, Elizabeth Alice. “'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed .” 2010. Thesis, North-West University. Accessed May 30, 2020. http://hdl.handle.net/10394/4367.

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

MLA Handbook (7th Edition):

Breed, Elizabeth Alice. “'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed .” 2010. Web. 30 May 2020.

Vancouver:

Breed EA. 'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed . [Internet] [Thesis]. North-West University; 2010. [cited 2020 May 30]. Available from: http://hdl.handle.net/10394/4367.

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

Council of Science Editors:

Breed EA. 'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4367

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


University of Southern California

26. Chen, Chiayi. The effectiveness of computer supported collaborative learning on helping tasks in a mathematics course.

Degree: EdD, Learning & Instruction, 2008, University of Southern California

 Researchers (Lou, 2004; Lou, Abrami, & d'Apollonia, 2001; Susman, 1998) have conducted meta-analyses to compare collaborative and individual learning when working with computers. Their consistent… (more)

Subjects/Keywords: collaborative learning; problem solving; help-seeking; blended course

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APA (6th Edition):

Chen, C. (2008). The effectiveness of computer supported collaborative learning on helping tasks in a mathematics course. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/110169/rec/6635

Chicago Manual of Style (16th Edition):

Chen, Chiayi. “The effectiveness of computer supported collaborative learning on helping tasks in a mathematics course.” 2008. Doctoral Dissertation, University of Southern California. Accessed May 30, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/110169/rec/6635.

MLA Handbook (7th Edition):

Chen, Chiayi. “The effectiveness of computer supported collaborative learning on helping tasks in a mathematics course.” 2008. Web. 30 May 2020.

Vancouver:

Chen C. The effectiveness of computer supported collaborative learning on helping tasks in a mathematics course. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 May 30]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/110169/rec/6635.

Council of Science Editors:

Chen C. The effectiveness of computer supported collaborative learning on helping tasks in a mathematics course. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/110169/rec/6635


McGill University

27. Lasry, Nathaniel. Understanding authentic learning : a quasi-experimental test of learning paradigms.

Degree: PhD, Department of Educational and Counselling Psychology., 2006, McGill University

This thesis is about "authentic learning": learning from life-like contexts. The construct derived from the social situated approach (Lave & Wenger, 1991), has surprisingly no… (more)

Subjects/Keywords: Learning.; Problem solving.

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APA (6th Edition):

Lasry, N. (2006). Understanding authentic learning : a quasi-experimental test of learning paradigms. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile100642.pdf

Chicago Manual of Style (16th Edition):

Lasry, Nathaniel. “Understanding authentic learning : a quasi-experimental test of learning paradigms.” 2006. Doctoral Dissertation, McGill University. Accessed May 30, 2020. http://digitool.library.mcgill.ca/thesisfile100642.pdf.

MLA Handbook (7th Edition):

Lasry, Nathaniel. “Understanding authentic learning : a quasi-experimental test of learning paradigms.” 2006. Web. 30 May 2020.

Vancouver:

Lasry N. Understanding authentic learning : a quasi-experimental test of learning paradigms. [Internet] [Doctoral dissertation]. McGill University; 2006. [cited 2020 May 30]. Available from: http://digitool.library.mcgill.ca/thesisfile100642.pdf.

Council of Science Editors:

Lasry N. Understanding authentic learning : a quasi-experimental test of learning paradigms. [Doctoral Dissertation]. McGill University; 2006. Available from: http://digitool.library.mcgill.ca/thesisfile100642.pdf


University of Florida

28. Schelble, Jenni. Working Memory Capacity and Extraneous Cognitive Load during Strategy Instruction.

Degree: PhD, Educational Psychology - Human Development and Organizational Studies in Education, 2012, University of Florida

 Strategy use may play an important role in individual differences related to working memory (WM) capacity (Dunlosky & Kane, 2007; McNamara & Scott, 2001; Rosen… (more)

Subjects/Keywords: Child psychology; Cognitive psychology; Learning; Learning strategies; Mathematics; Memory; Memory retrieval; Problem solving; Working conditions; Working memory; cognitive-load  – problem-solving  – strategy-instruction  – strategy-use  – working-memory

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

APA (6th Edition):

Schelble, J. (2012). Working Memory Capacity and Extraneous Cognitive Load during Strategy Instruction. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0043924

Chicago Manual of Style (16th Edition):

Schelble, Jenni. “Working Memory Capacity and Extraneous Cognitive Load during Strategy Instruction.” 2012. Doctoral Dissertation, University of Florida. Accessed May 30, 2020. https://ufdc.ufl.edu/UFE0043924.

MLA Handbook (7th Edition):

Schelble, Jenni. “Working Memory Capacity and Extraneous Cognitive Load during Strategy Instruction.” 2012. Web. 30 May 2020.

Vancouver:

Schelble J. Working Memory Capacity and Extraneous Cognitive Load during Strategy Instruction. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2020 May 30]. Available from: https://ufdc.ufl.edu/UFE0043924.

Council of Science Editors:

Schelble J. Working Memory Capacity and Extraneous Cognitive Load during Strategy Instruction. [Doctoral Dissertation]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0043924


Rhodes University

29. Sonne, Anita. Investigating how problem solving skills can be developed using a collaborative learning environment.

Degree: M. Ed., Faculty of Education, Education, 2014, Rhodes University

 This thesis examines whether problem solving strategies develop and improve through working in a collaborative environment and, if so, how. The study explored the way… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – South Africa; Social learning; Active learning; Problem solving in children; Educational equalization  – Research  – South Africa

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

APA (6th Edition):

Sonne, A. (2014). Investigating how problem solving skills can be developed using a collaborative learning environment. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1013017

Chicago Manual of Style (16th Edition):

Sonne, Anita. “Investigating how problem solving skills can be developed using a collaborative learning environment.” 2014. Masters Thesis, Rhodes University. Accessed May 30, 2020. http://hdl.handle.net/10962/d1013017.

MLA Handbook (7th Edition):

Sonne, Anita. “Investigating how problem solving skills can be developed using a collaborative learning environment.” 2014. Web. 30 May 2020.

Vancouver:

Sonne A. Investigating how problem solving skills can be developed using a collaborative learning environment. [Internet] [Masters thesis]. Rhodes University; 2014. [cited 2020 May 30]. Available from: http://hdl.handle.net/10962/d1013017.

Council of Science Editors:

Sonne A. Investigating how problem solving skills can be developed using a collaborative learning environment. [Masters Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1013017

30. -8970-9176. Understanding two year college mathematics faculty perceptions and use of cooperative learning.

Degree: PhD, Mathematics Education, 2017, University of Texas – Austin

 Cooperative learning, or the instructional use of small groups so that students actively work together to increase their own and each other’s learning, is a… (more)

Subjects/Keywords: Cooperative learning; Collaborative learning; Small-group learning; Mathematics instruction; Two-year college; Community college

…produced 383 reports related to two forms of small-group learning, cooperative and collaborative… …Figure 6-2. Spectrum of small-group learning use… …communication, and group problem-solving, while also receiving feedback on their work from both… …learning environments, this study will specifically focus on structured small-group learning… …individual accountability, social skills, and group processing. Collaborative learning refers to… 

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

APA (6th Edition):

-8970-9176. (2017). Understanding two year college mathematics faculty perceptions and use of cooperative learning. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61912

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8970-9176. “Understanding two year college mathematics faculty perceptions and use of cooperative learning.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed May 30, 2020. http://hdl.handle.net/2152/61912.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8970-9176. “Understanding two year college mathematics faculty perceptions and use of cooperative learning.” 2017. Web. 30 May 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8970-9176. Understanding two year college mathematics faculty perceptions and use of cooperative learning. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 May 30]. Available from: http://hdl.handle.net/2152/61912.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8970-9176. Understanding two year college mathematics faculty perceptions and use of cooperative learning. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61912

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

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