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You searched for subject:(mathematics courses). Showing records 1 – 30 of 31 total matches.

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Texas State University – San Marcos

1. Tennant, Aimee. Adult Student Learning Behaviors in a Roadblock Mathematics Course.

Degree: PhD, Mathematics Education, 2012, Texas State University – San Marcos

 Adult students are a growing population on college campuses. Adult students have lower graduation rates and longer times to graduation than traditional-age students. The ability… (more)

Subjects/Keywords: Roadblock mathematics courses; College mathematics; Adult students

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APA (6th Edition):

Tennant, A. (2012). Adult Student Learning Behaviors in a Roadblock Mathematics Course. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4907

Chicago Manual of Style (16th Edition):

Tennant, Aimee. “Adult Student Learning Behaviors in a Roadblock Mathematics Course.” 2012. Doctoral Dissertation, Texas State University – San Marcos. Accessed June 24, 2019. https://digital.library.txstate.edu/handle/10877/4907.

MLA Handbook (7th Edition):

Tennant, Aimee. “Adult Student Learning Behaviors in a Roadblock Mathematics Course.” 2012. Web. 24 Jun 2019.

Vancouver:

Tennant A. Adult Student Learning Behaviors in a Roadblock Mathematics Course. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2012. [cited 2019 Jun 24]. Available from: https://digital.library.txstate.edu/handle/10877/4907.

Council of Science Editors:

Tennant A. Adult Student Learning Behaviors in a Roadblock Mathematics Course. [Doctoral Dissertation]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/4907


Texas State University – San Marcos

2. Diaz, Cristella Rivera. Effects on Students' Self-Efficacy in a Mathematics Bridge Program.

Degree: EdD, Developmental Education, 2019, Texas State University – San Marcos

 Many beginning college students have historically struggled with both developmental and college-level mathematics. This study investigated whether students’ self-efficacy for accomplishing mathematics tasks was increased… (more)

Subjects/Keywords: Developmental mathematics; Self-efficacy; First-generation college students; Summer bridge programs; Mathematics refresher courses

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APA (6th Edition):

Diaz, C. R. (2019). Effects on Students' Self-Efficacy in a Mathematics Bridge Program. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8177

Chicago Manual of Style (16th Edition):

Diaz, Cristella Rivera. “Effects on Students' Self-Efficacy in a Mathematics Bridge Program.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed June 24, 2019. https://digital.library.txstate.edu/handle/10877/8177.

MLA Handbook (7th Edition):

Diaz, Cristella Rivera. “Effects on Students' Self-Efficacy in a Mathematics Bridge Program.” 2019. Web. 24 Jun 2019.

Vancouver:

Diaz CR. Effects on Students' Self-Efficacy in a Mathematics Bridge Program. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2019 Jun 24]. Available from: https://digital.library.txstate.edu/handle/10877/8177.

Council of Science Editors:

Diaz CR. Effects on Students' Self-Efficacy in a Mathematics Bridge Program. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8177


Liberty University

3. Adams, Chastity London. The Effects of a Remedial Math Intervention on Standardized Test Scores in Georgia Middle Schools.

Degree: 2011, Liberty University

 Schools are looking for interventions to improve academic achievement and increase test scores due to the requirements of No Child Left Behind. One such intervention… (more)

Subjects/Keywords: achievement; gender; interventions; mathematics; remedial courses; standardized test; Education, General; Education, Mathematics; Education, Secondary; Science and Mathematics Education

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APA (6th Edition):

Adams, C. L. (2011). The Effects of a Remedial Math Intervention on Standardized Test Scores in Georgia Middle Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/440

Chicago Manual of Style (16th Edition):

Adams, Chastity London. “The Effects of a Remedial Math Intervention on Standardized Test Scores in Georgia Middle Schools.” 2011. Doctoral Dissertation, Liberty University. Accessed June 24, 2019. http://digitalcommons.liberty.edu/doctoral/440.

MLA Handbook (7th Edition):

Adams, Chastity London. “The Effects of a Remedial Math Intervention on Standardized Test Scores in Georgia Middle Schools.” 2011. Web. 24 Jun 2019.

Vancouver:

Adams CL. The Effects of a Remedial Math Intervention on Standardized Test Scores in Georgia Middle Schools. [Internet] [Doctoral dissertation]. Liberty University; 2011. [cited 2019 Jun 24]. Available from: http://digitalcommons.liberty.edu/doctoral/440.

Council of Science Editors:

Adams CL. The Effects of a Remedial Math Intervention on Standardized Test Scores in Georgia Middle Schools. [Doctoral Dissertation]. Liberty University; 2011. Available from: http://digitalcommons.liberty.edu/doctoral/440


McMaster University

4. Melaibari, Sarah O. Matematics Far From Home: International Graduate Students Struggle to Succeed in Canadian Universities.

Degree: MSc, 2012, McMaster University

Mathematics departments at Canadian universities accept yearly many international graduate students, who are aiming for the MSc and PhD degrees offered by those departments.… (more)

Subjects/Keywords: International Graduate students; Struggle; mathematics; Canadian Universities; Succeed; Courses; Science and Mathematics Education; Science and Mathematics Education

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APA (6th Edition):

Melaibari, S. O. (2012). Matematics Far From Home: International Graduate Students Struggle to Succeed in Canadian Universities. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/12311

Chicago Manual of Style (16th Edition):

Melaibari, Sarah O. “Matematics Far From Home: International Graduate Students Struggle to Succeed in Canadian Universities.” 2012. Masters Thesis, McMaster University. Accessed June 24, 2019. http://hdl.handle.net/11375/12311.

MLA Handbook (7th Edition):

Melaibari, Sarah O. “Matematics Far From Home: International Graduate Students Struggle to Succeed in Canadian Universities.” 2012. Web. 24 Jun 2019.

Vancouver:

Melaibari SO. Matematics Far From Home: International Graduate Students Struggle to Succeed in Canadian Universities. [Internet] [Masters thesis]. McMaster University; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11375/12311.

Council of Science Editors:

Melaibari SO. Matematics Far From Home: International Graduate Students Struggle to Succeed in Canadian Universities. [Masters Thesis]. McMaster University; 2012. Available from: http://hdl.handle.net/11375/12311


Temple University

5. Childs, Davinah Sharnese. EFFECTS OF MATH IDENTITY AND LEARNING OPPORTUNITIES ON RACIAL DIFFERENCES IN MATH ENGAGEMENT, ADVANCED COURSE-TAKING, AND STEM ASPIRATION.

Degree: PhD, 2017, Temple University

Urban Education

Increasing the number of students of color in Science, Technology, Engineering and Math (STEM) fields is critical for America’s economic, technological and scientific… (more)

Subjects/Keywords: Education; Mathematics education;

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APA (6th Edition):

Childs, D. S. (2017). EFFECTS OF MATH IDENTITY AND LEARNING OPPORTUNITIES ON RACIAL DIFFERENCES IN MATH ENGAGEMENT, ADVANCED COURSE-TAKING, AND STEM ASPIRATION. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,426029

Chicago Manual of Style (16th Edition):

Childs, Davinah Sharnese. “EFFECTS OF MATH IDENTITY AND LEARNING OPPORTUNITIES ON RACIAL DIFFERENCES IN MATH ENGAGEMENT, ADVANCED COURSE-TAKING, AND STEM ASPIRATION.” 2017. Doctoral Dissertation, Temple University. Accessed June 24, 2019. http://digital.library.temple.edu/u?/p245801coll10,426029.

MLA Handbook (7th Edition):

Childs, Davinah Sharnese. “EFFECTS OF MATH IDENTITY AND LEARNING OPPORTUNITIES ON RACIAL DIFFERENCES IN MATH ENGAGEMENT, ADVANCED COURSE-TAKING, AND STEM ASPIRATION.” 2017. Web. 24 Jun 2019.

Vancouver:

Childs DS. EFFECTS OF MATH IDENTITY AND LEARNING OPPORTUNITIES ON RACIAL DIFFERENCES IN MATH ENGAGEMENT, ADVANCED COURSE-TAKING, AND STEM ASPIRATION. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jun 24]. Available from: http://digital.library.temple.edu/u?/p245801coll10,426029.

Council of Science Editors:

Childs DS. EFFECTS OF MATH IDENTITY AND LEARNING OPPORTUNITIES ON RACIAL DIFFERENCES IN MATH ENGAGEMENT, ADVANCED COURSE-TAKING, AND STEM ASPIRATION. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,426029


Seton Hall University

6. Jewett, Elizabeth C. AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity.

Degree: PhD, Education Leadership, Management and Policy, 2019, Seton Hall University

  The United States must expand the STEM pipeline in order to meet the growing demand of the STEM workforce and maintain our nation’s prosperity… (more)

Subjects/Keywords: STEM major; AP STEM courses; HSLS; Science and Mathematics Education; Secondary Education

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APA (6th Edition):

Jewett, E. C. (2019). AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2623

Chicago Manual of Style (16th Edition):

Jewett, Elizabeth C. “AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity.” 2019. Doctoral Dissertation, Seton Hall University. Accessed June 24, 2019. https://scholarship.shu.edu/dissertations/2623.

MLA Handbook (7th Edition):

Jewett, Elizabeth C. “AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity.” 2019. Web. 24 Jun 2019.

Vancouver:

Jewett EC. AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Jun 24]. Available from: https://scholarship.shu.edu/dissertations/2623.

Council of Science Editors:

Jewett EC. AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2623


University of Illinois – Chicago

7. Veselovsky, Aleksandra. Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach.

Degree: 2017, University of Illinois – Chicago

 Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research:… (more)

Subjects/Keywords: mathematics teacher educators; teacher educators' knowledge base; teacher educators' practice; teaching goals; ideologies; mathematics content courses

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APA (6th Edition):

Veselovsky, A. (2017). Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21872

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):

Veselovsky, Aleksandra. “Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach.” 2017. Thesis, University of Illinois – Chicago. Accessed June 24, 2019. http://hdl.handle.net/10027/21872.

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

MLA Handbook (7th Edition):

Veselovsky, Aleksandra. “Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach.” 2017. Web. 24 Jun 2019.

Vancouver:

Veselovsky A. Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10027/21872.

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

Council of Science Editors:

Veselovsky A. Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21872

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


Indiana University of Pennsylvania

8. DeThomas, Elizabeth M. An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  This mixed methods research study examined the effects of middle and high school mathematics experiences on students’ choice of college major, particularly whether students… (more)

Subjects/Keywords: college major; mathematics anxiety; mathematics courses; mathematics self-efficacy; STEM; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education; Secondary Education

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APA (6th Edition):

DeThomas, E. M. (2017). An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1539

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):

DeThomas, Elizabeth M. “An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice.” 2017. Thesis, Indiana University of Pennsylvania. Accessed June 24, 2019. https://knowledge.library.iup.edu/etd/1539.

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

MLA Handbook (7th Edition):

DeThomas, Elizabeth M. “An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice.” 2017. Web. 24 Jun 2019.

Vancouver:

DeThomas EM. An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Jun 24]. Available from: https://knowledge.library.iup.edu/etd/1539.

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

Council of Science Editors:

DeThomas EM. An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1539

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

9. GHANSAH, AGNES. Implementing a Cohort Model for Algebra 1, Geometry, and Algebra 2 at One High School: A Change Leadership Project.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  This project addresses a high school that has low test scores in the mathematics department. The scores, especially of the core math courses are… (more)

Subjects/Keywords: Organizational Change Plan; Cohort model in high school math; Core math courses; Education; Educational Leadership; Science and Mathematics Education; Secondary Education

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APA (6th Edition):

GHANSAH, A. (2017). Implementing a Cohort Model for Algebra 1, Geometry, and Algebra 2 at One High School: A Change Leadership Project. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/239

Chicago Manual of Style (16th Edition):

GHANSAH, AGNES. “Implementing a Cohort Model for Algebra 1, Geometry, and Algebra 2 at One High School: A Change Leadership Project.” 2017. Doctoral Dissertation, National-Louis University. Accessed June 24, 2019. http://digitalcommons.nl.edu/diss/239.

MLA Handbook (7th Edition):

GHANSAH, AGNES. “Implementing a Cohort Model for Algebra 1, Geometry, and Algebra 2 at One High School: A Change Leadership Project.” 2017. Web. 24 Jun 2019.

Vancouver:

GHANSAH A. Implementing a Cohort Model for Algebra 1, Geometry, and Algebra 2 at One High School: A Change Leadership Project. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Jun 24]. Available from: http://digitalcommons.nl.edu/diss/239.

Council of Science Editors:

GHANSAH A. Implementing a Cohort Model for Algebra 1, Geometry, and Algebra 2 at One High School: A Change Leadership Project. [Doctoral Dissertation]. National-Louis University; 2017. Available from: http://digitalcommons.nl.edu/diss/239


Iowa State University

10. Grinstead, Mary L. Which advanced mathematics courses influence ACT score? A state level analysis of the Iowa class of 2012.

Degree: 2013, Iowa State University

 This study explores the relationship between specific advanced mathematics courses and college readiness (as determined by ACT score). The ACT organization has found a consistent… (more)

Subjects/Keywords: advanced mathematics courses; college readiness; mathematics education; Educational Assessment, Evaluation, and Research; Elementary and Middle and Secondary Education Administration; Science and Mathematics Education

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APA (6th Edition):

Grinstead, M. L. (2013). Which advanced mathematics courses influence ACT score? A state level analysis of the Iowa class of 2012. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/13622

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):

Grinstead, Mary L. “Which advanced mathematics courses influence ACT score? A state level analysis of the Iowa class of 2012.” 2013. Thesis, Iowa State University. Accessed June 24, 2019. https://lib.dr.iastate.edu/etd/13622.

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

MLA Handbook (7th Edition):

Grinstead, Mary L. “Which advanced mathematics courses influence ACT score? A state level analysis of the Iowa class of 2012.” 2013. Web. 24 Jun 2019.

Vancouver:

Grinstead ML. Which advanced mathematics courses influence ACT score? A state level analysis of the Iowa class of 2012. [Internet] [Thesis]. Iowa State University; 2013. [cited 2019 Jun 24]. Available from: https://lib.dr.iastate.edu/etd/13622.

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

Council of Science Editors:

Grinstead ML. Which advanced mathematics courses influence ACT score? A state level analysis of the Iowa class of 2012. [Thesis]. Iowa State University; 2013. Available from: https://lib.dr.iastate.edu/etd/13622

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


University of Newcastle

11. Apawan, Edwin L. The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects.

Degree: PhD, 2016, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This study investigated the impact of disaggregating concepts and specialist language in teaching content-rich courses such as Science… (more)

Subjects/Keywords: science and mathematics teaching; English language learners learning science and mathematics; science and mathematics teaching strategy; teaching strategies for ELLs in content courses

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APA (6th Edition):

Apawan, E. L. (2016). The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1314401

Chicago Manual of Style (16th Edition):

Apawan, Edwin L. “The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects.” 2016. Doctoral Dissertation, University of Newcastle. Accessed June 24, 2019. http://hdl.handle.net/1959.13/1314401.

MLA Handbook (7th Edition):

Apawan, Edwin L. “The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects.” 2016. Web. 24 Jun 2019.

Vancouver:

Apawan EL. The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects. [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1959.13/1314401.

Council of Science Editors:

Apawan EL. The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects. [Doctoral Dissertation]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1314401

12. Brantley, Vena Mae. Trends in Purpose and Content of the High School Mathematics Course in Texas.

Degree: 1941, North Texas State Teachers College

 It is the purpose of this study to review in brief the changes that have taken place since the turn of the century in content… (more)

Subjects/Keywords: mathematics courses; high school mathematics curriculum; American Mathematical Society; college entrance exams

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APA (6th Edition):

Brantley, V. M. (1941). Trends in Purpose and Content of the High School Mathematics Course in Texas. (Thesis). North Texas State Teachers College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699669/

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):

Brantley, Vena Mae. “Trends in Purpose and Content of the High School Mathematics Course in Texas.” 1941. Thesis, North Texas State Teachers College. Accessed June 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc699669/.

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

MLA Handbook (7th Edition):

Brantley, Vena Mae. “Trends in Purpose and Content of the High School Mathematics Course in Texas.” 1941. Web. 24 Jun 2019.

Vancouver:

Brantley VM. Trends in Purpose and Content of the High School Mathematics Course in Texas. [Internet] [Thesis]. North Texas State Teachers College; 1941. [cited 2019 Jun 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699669/.

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

Council of Science Editors:

Brantley VM. Trends in Purpose and Content of the High School Mathematics Course in Texas. [Thesis]. North Texas State Teachers College; 1941. Available from: https://digital.library.unt.edu/ark:/67531/metadc699669/

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

13. Smiley, Amanda Patterson. Influence of high school biology and mathematic courses on the introductory college biology course success at Angelo State University, TX.

Degree: MS, Biology, 2013, Angelo State University

 For students to be adequately informed and prepared to succeed in Science, Technology, Engineering, and Mathematics (STEM) fields, it is important to understand the influence… (more)

Subjects/Keywords: STEM; Science, Technology, Engineering, and Mathematics; mathematics and science courses; high school science courses; Introductory College Biology; Advanced Placement; high school mathematics courses

…that students should take at least three years of both mathematics and science courses (… …ACT, 2008a; Teitelbaum, 2003); however, which science and mathematics courses the… …10 states had K – 12 and higher education agreements on the number of mathematics courses… …examined success in introductory computer science, mathematics, chemistry, and physics courses… …science and mathematics courses taken in high school can have on success in introductory biology… 

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APA (6th Edition):

Smiley, A. P. (2013). Influence of high school biology and mathematic courses on the introductory college biology course success at Angelo State University, TX. (Masters Thesis). Angelo State University. Retrieved from http://hdl.handle.net/2346.1/30052

Chicago Manual of Style (16th Edition):

Smiley, Amanda Patterson. “Influence of high school biology and mathematic courses on the introductory college biology course success at Angelo State University, TX.” 2013. Masters Thesis, Angelo State University. Accessed June 24, 2019. http://hdl.handle.net/2346.1/30052.

MLA Handbook (7th Edition):

Smiley, Amanda Patterson. “Influence of high school biology and mathematic courses on the introductory college biology course success at Angelo State University, TX.” 2013. Web. 24 Jun 2019.

Vancouver:

Smiley AP. Influence of high school biology and mathematic courses on the introductory college biology course success at Angelo State University, TX. [Internet] [Masters thesis]. Angelo State University; 2013. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2346.1/30052.

Council of Science Editors:

Smiley AP. Influence of high school biology and mathematic courses on the introductory college biology course success at Angelo State University, TX. [Masters Thesis]. Angelo State University; 2013. Available from: http://hdl.handle.net/2346.1/30052


University of Colorado

14. Olsen, Jack Ryan. Comparative Analysis of a MOOC and a Residential Community Using Introductory College Physics: Documenting How Learning Environments Are Created, Lessons Learned in the Process, and Measurable Outcomes.

Degree: MS, Physics, 2014, University of Colorado

  Higher education institutions, such as the University of Colorado Boulder (CU-Boulder), have as a core mission to advance their students’ academic performance. On the… (more)

Subjects/Keywords: Online courses; science education; higher education; University of Colorado; academic success; Higher Education; Online and Distance Education; Physics; Science and Mathematics Education

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APA (6th Edition):

Olsen, J. R. (2014). Comparative Analysis of a MOOC and a Residential Community Using Introductory College Physics: Documenting How Learning Environments Are Created, Lessons Learned in the Process, and Measurable Outcomes. (Masters Thesis). University of Colorado. Retrieved from http://scholar.colorado.edu/phys_gradetds/115

Chicago Manual of Style (16th Edition):

Olsen, Jack Ryan. “Comparative Analysis of a MOOC and a Residential Community Using Introductory College Physics: Documenting How Learning Environments Are Created, Lessons Learned in the Process, and Measurable Outcomes.” 2014. Masters Thesis, University of Colorado. Accessed June 24, 2019. http://scholar.colorado.edu/phys_gradetds/115.

MLA Handbook (7th Edition):

Olsen, Jack Ryan. “Comparative Analysis of a MOOC and a Residential Community Using Introductory College Physics: Documenting How Learning Environments Are Created, Lessons Learned in the Process, and Measurable Outcomes.” 2014. Web. 24 Jun 2019.

Vancouver:

Olsen JR. Comparative Analysis of a MOOC and a Residential Community Using Introductory College Physics: Documenting How Learning Environments Are Created, Lessons Learned in the Process, and Measurable Outcomes. [Internet] [Masters thesis]. University of Colorado; 2014. [cited 2019 Jun 24]. Available from: http://scholar.colorado.edu/phys_gradetds/115.

Council of Science Editors:

Olsen JR. Comparative Analysis of a MOOC and a Residential Community Using Introductory College Physics: Documenting How Learning Environments Are Created, Lessons Learned in the Process, and Measurable Outcomes. [Masters Thesis]. University of Colorado; 2014. Available from: http://scholar.colorado.edu/phys_gradetds/115


Pontifícia Universidade Católica de São Paulo

15. Denise Franco Capello Ribeiro. Um estudo da contribuição de livros didáticos de matemática no processo de disciplinarização da matemática escolar do colégio 1943 a 1961.

Degree: 2011, Pontifícia Universidade Católica de São Paulo

Esta pesquisa tem como objetivo o estudo da trajetória histórica da constituição da disciplina escolar Matemática para o Curso Colegial, na Reforma Gustavo Capanema, período… (more)

Subjects/Keywords: História da matemática escolar; Educação matemática; Livro didático; Cursos colegiais; Reforma Gustavo Capanema; MATEMATICA; Didactic book; High school courses; Gustavo Capanema Reform; History of scholar mathematics; Mathematic education

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

APA (6th Edition):

Ribeiro, D. F. C. (2011). Um estudo da contribuição de livros didáticos de matemática no processo de disciplinarização da matemática escolar do colégio 1943 a 1961. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13786

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):

Ribeiro, Denise Franco Capello. “Um estudo da contribuição de livros didáticos de matemática no processo de disciplinarização da matemática escolar do colégio 1943 a 1961.” 2011. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed June 24, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13786.

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

MLA Handbook (7th Edition):

Ribeiro, Denise Franco Capello. “Um estudo da contribuição de livros didáticos de matemática no processo de disciplinarização da matemática escolar do colégio 1943 a 1961.” 2011. Web. 24 Jun 2019.

Vancouver:

Ribeiro DFC. Um estudo da contribuição de livros didáticos de matemática no processo de disciplinarização da matemática escolar do colégio 1943 a 1961. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2011. [cited 2019 Jun 24]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13786.

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

Council of Science Editors:

Ribeiro DFC. Um estudo da contribuição de livros didáticos de matemática no processo de disciplinarização da matemática escolar do colégio 1943 a 1961. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2011. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13786

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


Purdue University

16. Dubikovsky, Sergey I. The association between tolerance for ambiguity and fear of negative evaluation: A study of engineering technology capstone courses.

Degree: PhD, Engineering Education, 2016, Purdue University

  For many students in engineering and engineering technology programs in the US, senior capstone design courses require students to form a team, define a… (more)

Subjects/Keywords: Applied sciences; Education; Exposure to ambiguity; Problem-based learning; Project-based learning; Senior engineering capstone courses; Social anxiety; Tolerance for ambiguity; Educational Psychology; Engineering; Science and Mathematics Education

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

APA (6th Edition):

Dubikovsky, S. I. (2016). The association between tolerance for ambiguity and fear of negative evaluation: A study of engineering technology capstone courses. (Doctoral Dissertation). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_dissertations/923

Chicago Manual of Style (16th Edition):

Dubikovsky, Sergey I. “The association between tolerance for ambiguity and fear of negative evaluation: A study of engineering technology capstone courses.” 2016. Doctoral Dissertation, Purdue University. Accessed June 24, 2019. http://docs.lib.purdue.edu/open_access_dissertations/923.

MLA Handbook (7th Edition):

Dubikovsky, Sergey I. “The association between tolerance for ambiguity and fear of negative evaluation: A study of engineering technology capstone courses.” 2016. Web. 24 Jun 2019.

Vancouver:

Dubikovsky SI. The association between tolerance for ambiguity and fear of negative evaluation: A study of engineering technology capstone courses. [Internet] [Doctoral dissertation]. Purdue University; 2016. [cited 2019 Jun 24]. Available from: http://docs.lib.purdue.edu/open_access_dissertations/923.

Council of Science Editors:

Dubikovsky SI. The association between tolerance for ambiguity and fear of negative evaluation: A study of engineering technology capstone courses. [Doctoral Dissertation]. Purdue University; 2016. Available from: http://docs.lib.purdue.edu/open_access_dissertations/923


University of Florida

17. Fernandez, Heidi Rosa. A Qualitative Investigation of How Instructors Communicate with Students and the Tools They Use to Promote Dialogue in Online Post-Secondary Mathematics Courses.

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

 Post-secondary online education affords students the opportunity to take entire degree programs at a distance without walking into a traditional classroom. In order to do… (more)

Subjects/Keywords: College students; Distance education; Educational research; Email; Learning; Mathematics; Online courses; Online learning; Students; Teachers; communication  – discussions  – education  – math  – online  – post-secondary  – tools

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

APA (6th Edition):

Fernandez, H. R. (2013). A Qualitative Investigation of How Instructors Communicate with Students and the Tools They Use to Promote Dialogue in Online Post-Secondary Mathematics Courses. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045648

Chicago Manual of Style (16th Edition):

Fernandez, Heidi Rosa. “A Qualitative Investigation of How Instructors Communicate with Students and the Tools They Use to Promote Dialogue in Online Post-Secondary Mathematics Courses.” 2013. Doctoral Dissertation, University of Florida. Accessed June 24, 2019. http://ufdc.ufl.edu/UFE0045648.

MLA Handbook (7th Edition):

Fernandez, Heidi Rosa. “A Qualitative Investigation of How Instructors Communicate with Students and the Tools They Use to Promote Dialogue in Online Post-Secondary Mathematics Courses.” 2013. Web. 24 Jun 2019.

Vancouver:

Fernandez HR. A Qualitative Investigation of How Instructors Communicate with Students and the Tools They Use to Promote Dialogue in Online Post-Secondary Mathematics Courses. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Jun 24]. Available from: http://ufdc.ufl.edu/UFE0045648.

Council of Science Editors:

Fernandez HR. A Qualitative Investigation of How Instructors Communicate with Students and the Tools They Use to Promote Dialogue in Online Post-Secondary Mathematics Courses. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045648


Stellenbosch University

18. Pfeiffer, Cerenus. A study of the development of mathematical knowledge in a geogebra-focused learning environment.

Degree: PhD, Curriculum Studies, 2017, Stellenbosch University

 ENGLISH ABSTRACT : This study was about a GeoGebra-focused learning environment in which students could develop mathematical knowledge. It was done during an intervention with… (more)

Subjects/Keywords: Stellenbosch University  – Bridging courses; Student-centered learning; Mathematics  – Study and teaching; UCTD; Geometry  – Study and teaching; Trigonometrical functions; University teaching  – South Africa

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

APA (6th Edition):

Pfeiffer, C. (2017). A study of the development of mathematical knowledge in a geogebra-focused learning environment. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102718

Chicago Manual of Style (16th Edition):

Pfeiffer, Cerenus. “A study of the development of mathematical knowledge in a geogebra-focused learning environment.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed June 24, 2019. http://hdl.handle.net/10019.1/102718.

MLA Handbook (7th Edition):

Pfeiffer, Cerenus. “A study of the development of mathematical knowledge in a geogebra-focused learning environment.” 2017. Web. 24 Jun 2019.

Vancouver:

Pfeiffer C. A study of the development of mathematical knowledge in a geogebra-focused learning environment. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10019.1/102718.

Council of Science Editors:

Pfeiffer C. A study of the development of mathematical knowledge in a geogebra-focused learning environment. [Doctoral Dissertation]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102718


University of Southern California

19. Kim, Bo Min. Essays on economics of education.

Degree: PhD, Economics, 2014, University of Southern California

 This dissertation analyzes the effects of the educational programs for students who need special care in secondary and postsecondary school. These educational programs present serious… (more)

Subjects/Keywords: treatment effects; program evaluation; instrumental variables; local treatment effects; regression discontinuity design; missing outcome problem; bounding; partial identification; economics of education; vocational high schools; community colleges; developmental courses; mathematics education

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

APA (6th Edition):

Kim, B. M. (2014). Essays on economics of education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/282639/rec/2452

Chicago Manual of Style (16th Edition):

Kim, Bo Min. “Essays on economics of education.” 2014. Doctoral Dissertation, University of Southern California. Accessed June 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/282639/rec/2452.

MLA Handbook (7th Edition):

Kim, Bo Min. “Essays on economics of education.” 2014. Web. 24 Jun 2019.

Vancouver:

Kim BM. Essays on economics of education. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jun 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/282639/rec/2452.

Council of Science Editors:

Kim BM. Essays on economics of education. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/282639/rec/2452

20. Hrubik-Vulanovic, Tatjana. EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2013, Kent State University

 The purpose of this study was to investigate how intelligent tutoring system ALEKS, which was implemented in remedial Basic Algebra courses, affected students’ success in… (more)

Subjects/Keywords: Community College Education; Education; Higher Education; Mathematics Education; intelligent tutors; ALEKS; online learning; adaptive tutors; remedial courses; developmental courses; college mathematics courses; intelligent tutoring systems; online courses; college; mathematics

MATHEMATICS COURSES AND PLACEMENT SCORES .. 138 APPENDIX D. CODES AND VALUES FOR STUDENT’S COMMENTS… …mathematics at the college level, leaving 55% who may need to take remedial mathematics courses… …Remedial (developmental) mathematics courses are basic mathematics courses, some of… …mathematical skills to enable them to take higher mathematics courses. The pressure to get students… …achievement scores are typical of remedial mathematics courses, despite efforts to help students be… 

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

APA (6th Edition):

Hrubik-Vulanovic, T. (2013). EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1373337020

Chicago Manual of Style (16th Edition):

Hrubik-Vulanovic, Tatjana. “EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES.” 2013. Doctoral Dissertation, Kent State University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373337020.

MLA Handbook (7th Edition):

Hrubik-Vulanovic, Tatjana. “EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES.” 2013. Web. 24 Jun 2019.

Vancouver:

Hrubik-Vulanovic T. EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES. [Internet] [Doctoral dissertation]. Kent State University; 2013. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1373337020.

Council of Science Editors:

Hrubik-Vulanovic T. EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES. [Doctoral Dissertation]. Kent State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1373337020

21. Batistela, Rosemeire de Fatima [UNESP]. O Teorema da Incompletude de Gödel em cursos de Licenciatura em Matemática.

Degree: 2017, Universidade Estadual Paulista

 Apresentamos nesta tese uma proposta de inserção do tema teorema da incompletude de Gödel em cursos de Licenciatura em Matemática. A interrogação norteadora foi: como… (more)

Subjects/Keywords: Teorema da Incompletude de Gödel (TIG); Educação Matemática; Licenciatura em Matemática; Filosofia da Matemática; Método axiomático; Fenomenologia; Gödel’s Incompleteness Theorem; Mathematics Education; Secondary Mathematics Courses; Teaching preparation; Mathematical Proofs; Philosophy of Mathematics; Axiomatic Method; Phenomenology

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

APA (6th Edition):

Batistela, R. d. F. [. (2017). O Teorema da Incompletude de Gödel em cursos de Licenciatura em Matemática. (Thesis). Universidade Estadual Paulista. Retrieved from http://hdl.handle.net/11449/148797

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):

Batistela, Rosemeire de Fatima [UNESP]. “O Teorema da Incompletude de Gödel em cursos de Licenciatura em Matemática.” 2017. Thesis, Universidade Estadual Paulista. Accessed June 24, 2019. http://hdl.handle.net/11449/148797.

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

MLA Handbook (7th Edition):

Batistela, Rosemeire de Fatima [UNESP]. “O Teorema da Incompletude de Gödel em cursos de Licenciatura em Matemática.” 2017. Web. 24 Jun 2019.

Vancouver:

Batistela RdF[. O Teorema da Incompletude de Gödel em cursos de Licenciatura em Matemática. [Internet] [Thesis]. Universidade Estadual Paulista; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11449/148797.

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

Council of Science Editors:

Batistela RdF[. O Teorema da Incompletude de Gödel em cursos de Licenciatura em Matemática. [Thesis]. Universidade Estadual Paulista; 2017. Available from: http://hdl.handle.net/11449/148797

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


Liberty University

22. McElhaney, Christine. Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study.

Degree: 2016, Liberty University

 The purpose of this phenomenological study was to examine the perceptions about mathematics of pre-service elementary school teachers at a small private university in the… (more)

Subjects/Keywords: Mathematical Experiences; Mathematical Perceptions; Mathematics Experiences; Mathematics Methods Courses; Pre-Service Elementary School Teachers; Pre-Service Teachers; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Science and Mathematics Education

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

APA (6th Edition):

McElhaney, C. (2016). Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1151

Chicago Manual of Style (16th Edition):

McElhaney, Christine. “Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study.” 2016. Doctoral Dissertation, Liberty University. Accessed June 24, 2019. http://digitalcommons.liberty.edu/doctoral/1151.

MLA Handbook (7th Edition):

McElhaney, Christine. “Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study.” 2016. Web. 24 Jun 2019.

Vancouver:

McElhaney C. Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jun 24]. Available from: http://digitalcommons.liberty.edu/doctoral/1151.

Council of Science Editors:

McElhaney C. Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1151


Cleveland State University

23. Rashid, Lorenzo A. African American Urban Public High School Graduates’ Experiences Concerning Mathematics.

Degree: PhD, College of Education and Human Services, 2016, Cleveland State University

 This interpretive qualitative study explored African American urban public high school graduates’ experiences concerning mathematics, how these experiences may play a role in the choice… (more)

Subjects/Keywords: African Americans; Mathematics; Secondary Education; Mathematics Education; African American; Model of Academic Choice; urban public high school; Northeast Ohio; student engagement; academic outcomes of African Americans in mathematics education; African Americans in STEM-related courses; persistence

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APA (6th Edition):

Rashid, L. A. (2016). African American Urban Public High School Graduates’ Experiences Concerning Mathematics. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587

Chicago Manual of Style (16th Edition):

Rashid, Lorenzo A. “African American Urban Public High School Graduates’ Experiences Concerning Mathematics.” 2016. Doctoral Dissertation, Cleveland State University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587.

MLA Handbook (7th Edition):

Rashid, Lorenzo A. “African American Urban Public High School Graduates’ Experiences Concerning Mathematics.” 2016. Web. 24 Jun 2019.

Vancouver:

Rashid LA. African American Urban Public High School Graduates’ Experiences Concerning Mathematics. [Internet] [Doctoral dissertation]. Cleveland State University; 2016. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587.

Council of Science Editors:

Rashid LA. African American Urban Public High School Graduates’ Experiences Concerning Mathematics. [Doctoral Dissertation]. Cleveland State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587

24. Penn, Howard Love. An Attitudinal and Correlational Study of Mathematics Instructors Concerning Certain MAA-NCTM Recommendations and the Teaching of College Preparatory Mathematics Courses.

Degree: 1978, North Texas State University

 The purpose of the study is to find answers to the following questions. 1. Is there a significant difference in any of the three simple… (more)

Subjects/Keywords: Texas 4-A high schools; Texas colleges; mathematics courses; MAA-NCTM; Mathematical Association of America.  – Recommendations for the preparation of high school students for college mathematics courses.; Mathematics  – Study and teaching (Secondary); Mathematics teachers  – Texas  – Attitudes.

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

APA (6th Edition):

Penn, H. L. (1978). An Attitudinal and Correlational Study of Mathematics Instructors Concerning Certain MAA-NCTM Recommendations and the Teaching of College Preparatory Mathematics Courses. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332113/

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):

Penn, Howard Love. “An Attitudinal and Correlational Study of Mathematics Instructors Concerning Certain MAA-NCTM Recommendations and the Teaching of College Preparatory Mathematics Courses.” 1978. Thesis, North Texas State University. Accessed June 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc332113/.

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

MLA Handbook (7th Edition):

Penn, Howard Love. “An Attitudinal and Correlational Study of Mathematics Instructors Concerning Certain MAA-NCTM Recommendations and the Teaching of College Preparatory Mathematics Courses.” 1978. Web. 24 Jun 2019.

Vancouver:

Penn HL. An Attitudinal and Correlational Study of Mathematics Instructors Concerning Certain MAA-NCTM Recommendations and the Teaching of College Preparatory Mathematics Courses. [Internet] [Thesis]. North Texas State University; 1978. [cited 2019 Jun 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332113/.

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

Council of Science Editors:

Penn HL. An Attitudinal and Correlational Study of Mathematics Instructors Concerning Certain MAA-NCTM Recommendations and the Teaching of College Preparatory Mathematics Courses. [Thesis]. North Texas State University; 1978. Available from: https://digital.library.unt.edu/ark:/67531/metadc332113/

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


Northeastern University

25. Benaoui, Mustapha. The impact of self-efficacy in mathematics on urban high school graduates' math performance.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this study, which used quantitative survey data, was to examine the extent to which the four sources of self-efficacy (i.e., performance experiences,… (more)

Subjects/Keywords: community college placement tests; four sources of self-efficacy; remedial courses; self-efficacy; urban education; Mathematics; Study and teaching (Higher); Mathematical ability; Testing; Mathematics; Remedial teaching; College entrance achievement tests; Community college students; Self-efficacy; Education, Urban

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

APA (6th Edition):

Benaoui, M. (2016). The impact of self-efficacy in mathematics on urban high school graduates' math performance. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20220841

Chicago Manual of Style (16th Edition):

Benaoui, Mustapha. “The impact of self-efficacy in mathematics on urban high school graduates' math performance.” 2016. Doctoral Dissertation, Northeastern University. Accessed June 24, 2019. http://hdl.handle.net/2047/D20220841.

MLA Handbook (7th Edition):

Benaoui, Mustapha. “The impact of self-efficacy in mathematics on urban high school graduates' math performance.” 2016. Web. 24 Jun 2019.

Vancouver:

Benaoui M. The impact of self-efficacy in mathematics on urban high school graduates' math performance. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2047/D20220841.

Council of Science Editors:

Benaoui M. The impact of self-efficacy in mathematics on urban high school graduates' math performance. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20220841


Pontifícia Universidade Católica de São Paulo

26. Ruy Cesar Pietropaolo. (Re)significar a demonstracao nos curriculos da educacao basica e da formacao de professores de matematica.

Degree: 2005, Pontifícia Universidade Católica de São Paulo

O presente estudo tem como objetivo procurar compreensões sobre a necessidade e a acessibilidade da implementação de provas e demonstrações nos currículos de Matemática da… (more)

Subjects/Keywords: Currículos da Licenciatura em Matemática; Currículos da Educação Básica; Formação de Professores; Proof and Proving; Teacher Education Curricula; EDUCACAO; Demonstrações e Provas; Teacher Education Courses; Mathematics Education; School Mathematics Curricula; Educação Matemática

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

APA (6th Edition):

Pietropaolo, R. C. (2005). (Re)significar a demonstracao nos curriculos da educacao basica e da formacao de professores de matematica. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3494

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):

Pietropaolo, Ruy Cesar. “(Re)significar a demonstracao nos curriculos da educacao basica e da formacao de professores de matematica.” 2005. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed June 24, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3494.

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

MLA Handbook (7th Edition):

Pietropaolo, Ruy Cesar. “(Re)significar a demonstracao nos curriculos da educacao basica e da formacao de professores de matematica.” 2005. Web. 24 Jun 2019.

Vancouver:

Pietropaolo RC. (Re)significar a demonstracao nos curriculos da educacao basica e da formacao de professores de matematica. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2005. [cited 2019 Jun 24]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3494.

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

Council of Science Editors:

Pietropaolo RC. (Re)significar a demonstracao nos curriculos da educacao basica e da formacao de professores de matematica. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2005. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3494

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


East Tennessee State University

27. Sproat, William. Success Rates of Second Semester Anatomy Students in Online and On-Ground Classes at a Community College in East Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2018, East Tennessee State University

  Educators expect the number of institutions offering online courses and the number of students enrolling in these courses to increase as many students, particularly… (more)

Subjects/Keywords: Online delivery; science courses; efficacy; anatomy and physiology; Adult and Continuing Education; Anatomy; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Higher Education and Teaching; Medical Education; Medicine and Health Sciences; Online and Distance Education; Physiology; Science and Mathematics Education

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APA (6th Edition):

Sproat, W. (2018). Success Rates of Second Semester Anatomy Students in Online and On-Ground Classes at a Community College in East Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3371

Chicago Manual of Style (16th Edition):

Sproat, William. “Success Rates of Second Semester Anatomy Students in Online and On-Ground Classes at a Community College in East Tennessee.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed June 24, 2019. https://dc.etsu.edu/etd/3371.

MLA Handbook (7th Edition):

Sproat, William. “Success Rates of Second Semester Anatomy Students in Online and On-Ground Classes at a Community College in East Tennessee.” 2018. Web. 24 Jun 2019.

Vancouver:

Sproat W. Success Rates of Second Semester Anatomy Students in Online and On-Ground Classes at a Community College in East Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Jun 24]. Available from: https://dc.etsu.edu/etd/3371.

Council of Science Editors:

Sproat W. Success Rates of Second Semester Anatomy Students in Online and On-Ground Classes at a Community College in East Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3371

28. DAGMAR JUNQUEIRA GUIMARÃES SILVA. Os Cursos de Matemática da Universidade Católica de Goiás e da Universidade Federal de Goiás: História e Memória.

Degree: 2003, Universidade Católica de Goiás

The aim of this research was to understand and analyze the process of the setting up and consolidation of the Mathematics courses at the Catholic… (more)

Subjects/Keywords: Universidade Católica de Goiás; Universidade Federal de Goiás; Cursos de Matemática; EDUCACAO; Education; History; História; Federal University of Goiás; Catholic University of Goiás; Educação; Mathematics courses

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

APA (6th Edition):

SILVA, D. J. G. (2003). Os Cursos de Matemática da Universidade Católica de Goiás e da Universidade Federal de Goiás: História e Memória. (Thesis). Universidade Católica de Goiás. Retrieved from http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=16

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):

SILVA, DAGMAR JUNQUEIRA GUIMARÃES. “Os Cursos de Matemática da Universidade Católica de Goiás e da Universidade Federal de Goiás: História e Memória.” 2003. Thesis, Universidade Católica de Goiás. Accessed June 24, 2019. http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=16.

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

MLA Handbook (7th Edition):

SILVA, DAGMAR JUNQUEIRA GUIMARÃES. “Os Cursos de Matemática da Universidade Católica de Goiás e da Universidade Federal de Goiás: História e Memória.” 2003. Web. 24 Jun 2019.

Vancouver:

SILVA DJG. Os Cursos de Matemática da Universidade Católica de Goiás e da Universidade Federal de Goiás: História e Memória. [Internet] [Thesis]. Universidade Católica de Goiás; 2003. [cited 2019 Jun 24]. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=16.

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

Council of Science Editors:

SILVA DJG. Os Cursos de Matemática da Universidade Católica de Goiás e da Universidade Federal de Goiás: História e Memória. [Thesis]. Universidade Católica de Goiás; 2003. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=16

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


Pontifícia Universidade Católica de São Paulo

29. Evânia Saraceni Couto Christino. O exame nacional de cursos de matemática: polêmicas e indagações.

Degree: 2003, Pontifícia Universidade Católica de São Paulo

The theme of this work: The National Examination of Mathematical Courses: polemical and research, is the reason for implantation of one of the most controvert… (more)

Subjects/Keywords: Curso de licenciatura de matematica; Matematica  – Estudo e ensino; Habilidades; Avaliacao; Educacao matematica; Exame Nacional de Cursos; Skillfulness; National courses examination; Evaluation; Formacao de professores; Formation of teachers; MATEMATICA; Conhecimento matematico; Licentiate course on mathematics; Mathematic knowledge

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APA (6th Edition):

Christino, E. S. C. (2003). O exame nacional de cursos de matemática: polêmicas e indagações. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=4769

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):

Christino, Evânia Saraceni Couto. “O exame nacional de cursos de matemática: polêmicas e indagações.” 2003. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed June 24, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=4769.

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

MLA Handbook (7th Edition):

Christino, Evânia Saraceni Couto. “O exame nacional de cursos de matemática: polêmicas e indagações.” 2003. Web. 24 Jun 2019.

Vancouver:

Christino ESC. O exame nacional de cursos de matemática: polêmicas e indagações. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2003. [cited 2019 Jun 24]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=4769.

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

Council of Science Editors:

Christino ESC. O exame nacional de cursos de matemática: polêmicas e indagações. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2003. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=4769

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


University of Illinois – Urbana-Champaign

30. Johnson, Jamil D. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors &… (more)

Subjects/Keywords: African American; African American Males; Underrepresented Students; Science, Technology, Engineering, and Mathematics (STEM); Enrollment of African American Males in Doctoral Study; Graduate Study; Social Barriers; Urban Neighborhoods; Summer Research Opportunities Program (SROP); Ronald E. McNair Scholars Program; Predominately White Institutions (PWI); Historically Black Colleges and Universities (HBCUs); Access and Participation of African American Males in Higher Education; Educational Pipeline; Gateway Courses; High School; Secondary Education; Qualitative Methods; Racism; Student Integration Theory; Engagement Model; First-Generation; Black Greek Organizations; First Year Experience (FYE); Stereotypes; Cultural Capital; Social Capital; Humanities; Mentoring; Undergraduate Research Programs; Professoriate; Professor; Parental Involvement; Outreach; Recruitment; Recruitment of Underrepresented groups for Higher Education; Minority Studies; Sociology of Education

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

APA (6th Edition):

Johnson, J. D. (2015). Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78402

Chicago Manual of Style (16th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 24, 2019. http://hdl.handle.net/2142/78402.

MLA Handbook (7th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Web. 24 Jun 2019.

Vancouver:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2142/78402.

Council of Science Editors:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78402

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