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Instructional practices that influence students' mathematics assessment on the FCAT: A study of secondary teachers' practices
Determining the effectiveness of a specific Integrated Mathematics curriculum for eleventh-grade students to meet standards and performance requirements for the Pennsylvania System of School Assessment
A study of the relationship between and among scheduling, grouping, grading, curriculum, and mathematics achievement in Pennsylvania public secondary schools
How does the implementation of a reform-based mathematics program, Everyday Mathematics, change teachers' beliefs and perceived pedagogy of mathematics instruction?
The impact of cognitive monitoring learning logs on college students' developmental mathematics course success, problem-solving performance, and attitudes
The effects of a combined mathematics content/methods course involving Learning Cycles on preservice elementary teachers' beliefs about the nature, teaching and learning of mathematics
How do students perceive and describe their mathematical learning experience in a 10th grade Geometry I class?
Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability
The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts
Teachers' beliefs and practices in relation to reform oriented mathematics teaching
The effects of a Concrete, Representational, Abstract (CRA) instructional model on Tier 2 first-grade math students in a Response to Intervention model: Educational implications for number sense and computational fluency
Examining the relationship between participation in a math science partnership and changes in student outcomes in high school mathematics using activity theory as a lens
Improving Problem-Solving Techniques for Students in Low-Performing Schools
Valuing STEM majors: The role of occupational-academic ego-identity status and task values in STEM persistence
Locus of control and academic achievement: Integrating social learning theory and expectancy-value theory
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