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You are viewing titles for UNIVERSITY OF CALIFORNIA BERKELEY in the Mathematics education available through the UMI Dissertations & Thesis Gradwoorks site
 
The homework cycle: Identity development and the meaning of mathematics homework in the lives of urban middle school students
 Schools as resilient organizations: Supporting the mathematical resilience of Latino eighth graders
 
Gender differences in extreme mathematical achievement: An international perspective on biological, social, and societal factors
 Dyscalculic in the making: Mathematical sovereignty, neurological citizenship, and the realities of the dyscalculic
 
Assessing progress toward college readiness with psychometric and cognitive models of student learning in mathematics
 Measuring teachers' knowledge of early mathematical development and their beliefs about mathematics teaching and learning in the preschool classroom
 
Second chance at first life: Fostering the mathematical and computational agency of at-risk youth
 Students' flexible use of multiple representations for rational number: Decimals, fractions, parts of area, and number lines
 
The Algebra of identity: Toward a new framework for understanding the co-construction of identity and engagement in mathematics classrooms
 Explorations of metacognition among academically talented middle and high school mathematics students
 
Learning Spaces in School: Comparing Math Instruction and Learning in School Gardens and Classrooms
 Cognitive and Representational Cues for Assigning Weight to Numerical Information in Decision-Making
 
Triangulating Evidence to Investigate the Validity of Measures: Evidence from Discussion during Instruction, Cognitive Interviews, and Written Assessments
 Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving
 
The Influence of the Home Learning Environment on Preschool Children's Informal Mathematical Development: Variation by Age and Socioeconomic Status
 Supporting Generative Thinking about Number Lines, the Cartesian Plane, and Graphs of Linear Functions
 
Toward a Reconceptualization of Mathematical Learning Disabilities: A Focus on Difference Rather Than Deficit