Advanced search options

Sorted by: relevance · author · university · date | New search

You searched for `subject:(classroom mathematical practices)`

.
Showing records 1 – 4 of
4 total matches.

▼ Search Limiters

Brigham Young University

1.
Hulet, Ashley Burgess.
Student Evaluation of *Mathematical* Explanations in anInquiry-Based Mathematics * Classroom*.

Degree: MA, 2015, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd

► Students do not always evaluate explanations based on the mathematics despite their teacher's effort to be the guide-on-the-side and delegate evaluation to the students. This…
(more)

Subjects/Keywords: mathematics education; evaluation; authority; sociomathematical norms; classroom mathematical practices; inquiry-based teaching; Science and Mathematics Education

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Hulet, A. B. (2015). Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd

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

Hulet, Ashley Burgess. “Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom.” 2015. Masters Thesis, Brigham Young University. Accessed December 08, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd.

MLA Handbook (7^{th} Edition):

Hulet, Ashley Burgess. “Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom.” 2015. Web. 08 Dec 2019.

Vancouver:

Hulet AB. Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2019 Dec 08]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd.

Council of Science Editors:

Hulet AB. Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd

2. Gwengo, Martin. Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning .

Degree: 2013, University of Waikato

URL: http://hdl.handle.net/10289/8408

► Research is needed that gives special attention to the experiences of mathematics teachers of Non-English-Speaking-Background (NESB) students. This need prompted me to investigate four of…
(more)

Subjects/Keywords: classroom social norms; sociomathematical norms; classroom mathematical practices; non-English speaking background (NESB) students; teaching practice; mathematics learning

…3.4.2
Sociomathematical norms
59
3.4.3
*Classroom* *mathematical* *practices*
61
3.5
A… …*CLASSROOM* *MATHEMATICAL* *PRACTICES*
194
7.1
Introduction
194
7.2
Arrangements and selections… …perspectives of *classroom* *mathematical* *practices*
221
7.8
Chapter summary
224
CHAPTER 8… …ways *classroom* social norms, sociomathematical norms,
and *classroom* *mathematical* *practices*… …development of *classroom* norms and *mathematical* *practices* that value, encourage
and provide…

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Gwengo, M. (2013). Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/8408

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

Gwengo, Martin. “Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning .” 2013. Doctoral Dissertation, University of Waikato. Accessed December 08, 2019. http://hdl.handle.net/10289/8408.

MLA Handbook (7^{th} Edition):

Gwengo, Martin. “Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning .” 2013. Web. 08 Dec 2019.

Vancouver:

Gwengo M. Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning . [Internet] [Doctoral dissertation]. University of Waikato; 2013. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10289/8408.

Council of Science Editors:

Gwengo M. Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning . [Doctoral Dissertation]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/8408

3.
Hughes, Kimberly A.
Exploring Influences of Mathematics Coach-Teacher
Interactions on the Development of Teacher Pedagogical Knowledge,
Effective *Mathematical* Teaching *Practices*, and a *Classroom* Culture
of *Mathematical* Inquiry.

Degree: PhD, EDU Teaching and Learning, 2015, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450

► This study set out to examine how interactions between a mathematics instructional coach and a teacher influence teacher pedagogical content knowledge, instructional *practices*, and a…
(more)

Subjects/Keywords: Mathematics Education; Instructional Coaching; Mathematics; Pedagogical Content Knowledge; Classroom Culture of Mathematical Inquiry; Teaching Practices

…pedagogical content knowledge, effective teaching
*practices*, and a *classroom* culture of *mathematical*… …content
knowledge, effective teaching *practices*, and a *classroom* culture of
*mathematical* inquiry… …effective teaching *practices*, and a *classroom*
culture of *mathematical* inquiry?
3. What are some… …knowledge, (b) effective *mathematical*
teaching *practices*, and (c) a *classroom*… …23
*Classroom* culture of *mathematical* inquiry…

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Hughes, K. A. (2015). Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450

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

Hughes, Kimberly A. “Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry.” 2015. Doctoral Dissertation, The Ohio State University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450.

MLA Handbook (7^{th} Edition):

Hughes, Kimberly A. “Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry.” 2015. Web. 08 Dec 2019.

Vancouver:

Hughes KA. Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450.

Council of Science Editors:

Hughes KA. Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450

University of Central Florida

4.
Howse, Tashana.
A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A *Mathematical* Practice Of The Common Core State Standards.

Degree: 2013, University of Central Florida

URL: https://stars.library.ucf.edu/etd/2753

► This collective case study explores the nature of the relationship between teachers’ use of culturally responsive teaching (CRT) *practices* and students’ engagement in constructing viable…
(more)

Subjects/Keywords: Student engagement; engagement gap; achievement gap; common core; common core state standards; mathematical practices; standards for mathematical practice; middle school students; secondary education; education; african american students; blacks; hispanics; hispanic students; improving the performance of diverse students; diverse students; multicultural education; culturally responsive teaching; culturally responsive pedagogy; culturally relevant teaching; culturally relevant pedagogy; culture; mathematics eucation; mathematics; culture and mathematics; culture and mathematics education; ethnomathematics; discourse; classroom discourse; classroom management; classroom environment; classroom interactions; Education; Science and Mathematics Education; Dissertations, Academic – Education, Education – Dissertations, Academic

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Howse, T. (2013). A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State Standards. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2753

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

Howse, Tashana. “A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State Standards.” 2013. Doctoral Dissertation, University of Central Florida. Accessed December 08, 2019. https://stars.library.ucf.edu/etd/2753.

MLA Handbook (7^{th} Edition):

Howse, Tashana. “A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State Standards.” 2013. Web. 08 Dec 2019.

Vancouver:

Howse T. A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State Standards. [Internet] [Doctoral dissertation]. University of Central Florida; 2013. [cited 2019 Dec 08]. Available from: https://stars.library.ucf.edu/etd/2753.

Council of Science Editors:

Howse T. A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State Standards. [Doctoral Dissertation]. University of Central Florida; 2013. Available from: https://stars.library.ucf.edu/etd/2753