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You searched for subject:(classroom mathematical practices). Showing records 1 – 4 of 4 total matches.

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Brigham Young University

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

Degree: MA, 2015, Brigham Young University

 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

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APA (6th 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 (16th 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 (7th 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

 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… 

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APA (6th 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 (16th 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 (7th 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

 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… 

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

APA (6th 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 (16th 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 (7th 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

 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

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

APA (6th 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 (16th 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 (7th 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

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