Rozprawy doktorskie na temat „Mathematics Curriculum”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Mathematics Curriculum”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Novinger, Susan. "Talking mathematics : children's acquisition of mathematical discourse in a permeable curriculum /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953887.
Pełny tekst źródłaRolandsson, Jakob. "Programming as Mathematics – A Curriculum Perspective". Thesis, Uppsala universitet, Matematiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-451806.
Pełny tekst źródłaMina, Fayez M. "Models of Mathematics Curriculum Development in Egypt". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80674.
Pełny tekst źródłaYoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.
Pełny tekst źródłaTitle from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.
Thurber, Robin Schul. "Construct validity of curriculum-based mathematics measures /". view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 78-83). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.
Knap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.
Pełny tekst źródłaDingman, Shannon W. "Mathematics textbooks and state curriculum standards an analysis of the alignment between the written and intended curricula /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4690.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.
Komatsubara, Kristin Mie. "The mathematics connection a curriculum promoting mathematical application through the home-school connection /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457291.
Pełny tekst źródłaTitle from first page of PDF file (viewed November 7, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 172-176).
Owens, Beverly Karen. "The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2242.
Pełny tekst źródłaHoffmann, R., i R. Klein. "Adjusting the Mathematics Curriculum Into the 21st Century". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82570.
Pełny tekst źródłaGrant, F. "Developing a basic mathematics education curriculum for Namibia". Thesis, University of Edinburgh, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.651711.
Pełny tekst źródłaStarks, Michael E. Sr. "A Comparison of Fifth Grade Mathematics Curriculum Materials". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682291.
Pełny tekst źródłaIn the USA, the No Child Left Behind Act of 2001 resulted in requirements placed on school districts to show student achievement in mathematics, based on measured adequate yearly progress. This caused school districts to search for standards-based programs that improve mathematics learning. A quantitative multi-year study was used to compare the state-assessed achievement levels of 1,695 fifth-grade Midwestern children in the state of Missouri, who learned mathematics from two different curriculum-delivery programs, EveryDay Mathematics and EnVision Mathematics. A 2 by 2 by 8 research design was used through the choice of two elementary schools using EveryDay Mathematics and two different elementary schools using EnVision Mathematics, across an eight-year timeline. The dependent variable was represented by the students' scores on the mathematics portion of the standardized required state test, the Missouri Assessment Program. Student scores from 2006-2013 were collected for the four public schools in the St. Louis Metropolitan area. The schools chosen were matched to control for socio-economic level, ethnicity mix, departmentalization of content areas, extent of teacher experience, and class sizes. The four schools represented two school districts. Each district uniformly used one of the mathematics programs examined in this study, over the eight years. Results of this study could not show that either mathematics program was significantly better, as measured by student test scores on mathematics topics. Unfortunately, results also showed no overall increase in mathematics learning at these four schools over the eight year period. The study concluded that curriculum materials choice, alone, is not sufficient to insure increased fifth-grade student learning of mathematics. Variables such as the extent of teacher professional development, teacher specialization, and curriculum launch practices at schools were discussed as possible influences on the results of the study.
Soares, Darrow P. "Curriculum in mathematics for air conditioning and refrigeration". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1239.
Pełny tekst źródłaKillen, Carey. "The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE". Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13301.
Pełny tekst źródłaBurrell, Sandra Charlene. "Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.
Pełny tekst źródłaSidiropoulos, Helen. "The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy". Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-115730.
Pełny tekst źródłaSadler, Ada M. "The effects of a family mathematics workshop on the mathematics achievement of middle grades African American students". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/2190.
Pełny tekst źródłaMadden, Paul Edward. "Evaluating Mathematics Curriculum from Anti-Colonial and Criticalmathematics Perspectives:". Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108651.
Pełny tekst źródłaThis study developed and then utilized an anti-colonial mathematics curriculum evaluation framework based on Grande’s (2015) conceptualization of colonialist consciousness. This was done in an effort to both: a) illuminate the presence of colonial logics within mathematics curricular texts and b) re-conceptualize criticalmathematics for the purpose of addressing our intertwined ecological (e.g., climate change) and human crises (e.g. systemic racism). Rather than conceptualizing mathematics as a socio-politically neutral and/or a culture-free discipline this study offers a literature review of the genealogy of Western mathematics’ development in relation to British imperialism and Anglo-American settler colonialism. Working from these historical, linguistic, and philosophical perspectives the anti-colonial mathematics curriculum evaluation framework was constructed, piloted with a Common-Core-aligned 6th grade Eureka Math unit, and then refined. From there, two absolute criterial curriculum evaluations (Kemmis & Stake, 1988), one using the anti-colonial evaluation framework and the other using a criticalmathematics evaluation framework, were completed in relation to a 7th grade Eureka Math unit. Resulting from this process, this study offers two key findings. First, Grande’s (2015) conceptualization of colonialist consciousness can be specified to identify concrete manifestations of colonialist consciousness, which can be meaningfully organized in relation to aspects of curriculum (i.e., goals/objectives, pedagogy, and assessments) and curricular components (e.g., exit tickets). Second, aspects of criticalmathematics theorizations of justice may be fruitfully reconsidered to support the disruption of mathematics educations’ (and its curricular texts’) roles in the propagation of the metaphysical and epistemological assumptions of coloniality. Implications of this study are presented generatively as actionable suggestions for textbook developers, teacher educators, and theory-driven evaluators interested in supporting the teaching and learning mathematics from an anti-colonial stance
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Bay, Jennifer M. "Middle school mathematics curriculum implementation : the dynamics of change as teachers introduce and use standards-based curricula /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953844.
Pełny tekst źródłaO'Shea, Linda. "Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade". Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18397.
Pełny tekst źródłaValente, Evandro R. "Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1783.
Pełny tekst źródłaEr, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations". Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.
Pełny tekst źródłaTaylor, Jeffrey D. "Curriculum Strategy and Contested Commonplaces: A Study of Rural Middle School Mathematics Teacher Attitudes in Curriculum Work". Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490720364069195.
Pełny tekst źródłaOtten, Samuel, i Ryan Andrew Nivens. "Journal Rankings and Representation in Mathematics Education". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/288.
Pełny tekst źródłaMunro, Samantha. "Integrating Literature in an Elementary School Mathematics Classroom". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/76.
Pełny tekst źródłaWang, Chih yoa. "Secondary School Teachers’ Conceptions of Mathematical Proofs and Their Role in the Learning of Mathematics". Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40462.
Pełny tekst źródłaHart, Brandon T. "The implementation of portfolio assessment into the secondary mathematics curriculum /". Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/hartbt/brandonhart.pdf.
Pełny tekst źródłaDogan, Oguzhan. "Upper Elementary Mathematics Curriculum In Turkey: A Critical Discourse Analysis". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614470/index.pdf.
Pełny tekst źródłas guide books, 7th grade mathematics classroom observations, and pre- and post-interviews with participant teacher. The discourse analysis of mathematics education contexts implied that elementary mathematics discourse: (i) oriented students to use their mathematical abilities and skills for the benefit of private corporations instead of public welfare
(ii) replaced the &lsquo
real life&rsquo
in mathematics problems with the life of middle and upper middle classes
(iii) included sexist expressions
and (iv) fostered nationalism via ignoring ethnic and non-Muslim groups living in Turkey. It appeared that teachers might not be aware of such discourse. Findings have addressed that policy makers and textbook writers should consider these critical issues in order to reach all students and teachers&rsquo
awareness should be increased. Future research should clarify these issues in a broad sense including pre-service teachers, teachers, students, and mathematics instruction in schools.
Curtis, Karena M. "Improving student attitudes : a study of a mathematics curriculum innovation". Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/151.
Pełny tekst źródłaLomas, Laurinda. "Innovative mathematics curriculum and teacher professional learning: A case study". Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/80114b9e620e684062af9caef5045182bbff5cebb4236467f1edffd9c032948d/570294/Lomas_2018_Innovative_mathematics_curriculum_and_teacher_professional.pdf.
Pełny tekst źródłaNivens, Ryan Andrew. "Using Script Coding in Secondary Mathematics Classes". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2649.
Pełny tekst źródłaPercival, Irene. "Mathematics in history, integrating the mathematics of ancient civilizations with the Grade 7 social studies curriculum". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ51447.pdf.
Pełny tekst źródłaWhite-Fredette, Kimberly. "What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform". unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-05232009-112403/.
Pełny tekst źródłaTitle from file title page. David W. Stinson, committee chair; Pier A. Junor Clarke, Jennifer Esposito, Brian A. Williams, committee members. Description based on contents viewed Nov. 12, 2009. Includes bibliographical references (p. 196-217).
Velupillai, Vasanthy. "An investigation into how mathematics educators teach the outcomes-based curriculum". Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-02152007-105629.
Pełny tekst źródłaBean, Pamela W. "Curriculum for At Risk Students". UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/186.
Pełny tekst źródłaSpanos, Dimitris G. "Changing schools in Greece and pupils' difficulties with mathematics". Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329061.
Pełny tekst źródłaSangster, Margaret. "An exploration of pattern in primary school mathematics". Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326524.
Pełny tekst źródłaNivens, Ryan Andrew. "Modifying Curriculum: Area & Perimeter". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/237.
Pełny tekst źródłaHull, Linda Susan Hudson. "Teachers' mathematical understanding of proportionality : links to curriculum, professional development, and support /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004293.
Pełny tekst źródłaHon, Yuen-sing Vincent. "Effectiveness of the changes in the Hong Kong mathematics curriculum an analysis of the trends in international mathematics and science study data /". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35418072.
Pełny tekst źródłaKeles, Ozkan. "An Investigation Of Elementary And Mathematics Teachers". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610423/index.pdf.
Pełny tekst źródłaviews about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of Ç
orum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had positive views about the impact of the NC. Participants reported that the NC helped students reach meaningful learning through the instructional activities, new content, curriculum materials, and new assessment techniques. Participants had positive views about the new roles for the teachers and the students and the increased student motivation that the NC brought. They also expressed challenges in teaching due to the lack of materials, physical facilities, and time. Local differences impacted the implementation of the NC negatively in rural contexts. The intensity of the NC made instructional activities and the assessment processes difficult to implement in multi-grade and crowded classrooms. Participants did not feel efficient enough to implement the NC since they lacked adequate training and support. While teachers adopted the ideas that the NC brought, they adapted these practices to their existing practices. They reported performing a combination of NC practices and previous practices. Participants claimed that content of Ministry support should be more practice oriented, the curriculum materials should be sufficient in number, and the duration of mathematics lesson should be increased.
Mnqatu, Fiola Wayne. "Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)". Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1358.
Pełny tekst źródłaRao, Mark V. "Curriculum implementation of Mathematics 11 in British Columbia, a case study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61601.pdf.
Pełny tekst źródłaLui, Ka-wai, i 呂嘉蕙. "A comparison of the mathematics curriculum in Berlin and Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45149392.
Pełny tekst źródłakrupnik-Gottlieb, Michal. "Toward a model of science and mathematics integration in school curriculum". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298921602.
Pełny tekst źródłaGood, Sarah C. "Exploring Early Mathematics Curriculum and Instructional Strategies: A Three Article Dissertation". Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1616670781137523.
Pełny tekst źródłaArmitage, William B. "Technology, mathematics and science : an integrated curriculum at Mystic Middle School /". View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1515.html.
Pełny tekst źródła" ... submitted in fulfillment of requirements for TE596 [for the degree of Master of Science for the Department of Technology Education]."
Clarke, Benjamin S. "The identification, development, and investigation of early mathematics curriculum-based measurement /". view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055679.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.
Reaume, Hannah Colette. "Administering and Implementing the Singapore Mathematics Curriculum at a Learning Center". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605560.
Pełny tekst źródłaA learning center in the southeastern part of the United States used the Singapore mathematics curriculum (SMC) to support student learning of a wide range of mathematics skills. However, a study had yet to be conducted to gain an understanding about the administration and implementation of the program. This case study was conceptually based on constructivist pedagogical theory, where learning is constructed between the teacher and students. The research questions explored how the learning center staff administered and implemented the SMC. Data for this study were collected through multiple in-depth interviews and observations of 2 educators at the learning center. These data were analyzed through typological and inductive analyses in order to discover the underlying meaning of the data. The typologies for this study were bar modeling, textbooks, workbooks, teacher edition, activities, and games. The findings that were derived from these analyses focused on 10 themes, which became the basis of a professional development training project. These themes focused on bar modeling, manipulatives, and stages of learning: concrete, pictorial, and abstract, place value, number bonds, visualization, mastery, and games. The project will support positive social change by increasing educators' insight into how to administer and implement the SMC in order to improve student mathematics achievement.
Reaume, Hannah Colette. "Administering and Implementing the Singapore Mathematics Curriculum at a Learning Center". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1106.
Pełny tekst źródła