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Theses/Dissertations from 2022
You Do Math Like a Girl: How Women Reason Mathematically Outside of Formal and School Mathematics Contexts, Katelyn C. Pyfer
Developing the Definite Integral and Accumulation Function Through Adding Up Pieces: A Hypothetical Learning Trajectory, Brinley Nichole Stevens
Theses/Dissertations from 2022
Making Sense of the Equal Sign in Middle School Mathematics, Chelsea Lynn Dickson
Developing Understanding of the Chain Rule, Implicit Differentiation, and Related Rates: Towards a Hypothetical Learning Trajectory Rooted in Nested Multivariation, Haley Paige Jeppson
Secondary Preservice Mathematics Teachers’ Curricular Reasoning, Kimber Anne Mathis
“Don’t Say Gay. We Say Dumb or Stupid”: Queering ProspectiveMathematics Teachers’ Discussions, Amy Saunders Ross
Aspects of Engaging Problem Contexts From Students’ Perspectives, Tamara Kay Stark
Theses/Dissertations from 2022
Addressing Pre-Service Teachers’ Misconceptions About Confidence Intervals, Kiya Lynn Eliason
How Teacher Questions Affect the Development of a Potential Hybrid Space in a Classroom with Latina/o Students, Casandra Helen Job
Teacher Graphing Practices for Linear Functions in a Covariation-Based College Algebra Classroom, Konda Jo Luckau
Principles of Productivity Revealed from Secondary Mathematics Teachers’ Discussions Around the Productiveness of Teacher Moves in Response to Teachable Moments, Kylie Victoria Palsky
Theses/Dissertations from 2022
Curriculum Decisions and Reasoning of Middle School Teachers, Anand Mikel Bernard
Teacher Response to Instances of Student Thinking During Whole Class Discussion, Rachel Marie Bernard
Kyozaikenkyu: An In-Depth Look into Japanese Educators’ Daily Planning Practices, Matthew David Melville
Analysis of Differential Equations Applications from the Coordination Class Perspective, Omar Antonio Naranjo Mayorga
Theses/Dissertations from 2022
The Principles of Effective Teaching Student Teachershave the Opportunity to Learn in an AlternativeStudent Teaching Structure, Danielle Rose Divis
Insight into Student Conceptions of Proof, Steven Daniel Lauzon
Theses/Dissertations from 2015
Teacher Participation and Motivation inProfessional Development, Krystal A. Hill
Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom, Ashley Burgess Hulet
English Learners’ Participation in Mathematical Discourse, Lindsay Marie Merrill
Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom, Paula Jeffery Prestwich
Parents and the Common Core State Standards for Mathematics, Rebecca Anne Roberts
Examining the Effects of College Algebra on Students’ Mathematical Dispositions, Kevin Lee Watson
Problems Faced by Reform Oriented Novice Mathematics Teachers Utilizing a Traditional Curriculum, Tyler Joseph Winiecke
Academic and Peer Status in the Mathematical Life Stories of Students, Carol Ann Wise
Theses/Dissertations from 2014
The Effect of Students’ Mathematical Beliefs on Knowledge Transfer, Kristen Adams
Language Use in Mathematics Textbooks Written in English and Spanish, Kailie Ann Bertoch
Teachers’ Curricular Reasoning and MKT in the Context of Algebra and Statistics, Kolby J. Gadd
Mathematical Telling in the Context of Teacher Interventions with Collaborative Groups, Brandon Kyle Singleton
An Investigation of How Preservice Teachers Design Mathematical Tasks, Elizabeth Karen Zwahlen
Theses/Dissertations from 2013
Student Understanding of Limit and Continuity a Point: A Look into Four Potentially Problematic Conceptions, Miriam Lynne Amatangelo
Exploring the Mathematical Knowledge for Teaching of Japanese Teachers, Ratu Jared R. T. Bukarau
Comparing Two Different Student Teaching Structures by Analyzing Conversations Between Student Teachers and Their Cooperating Teachers, Niccole Suzette Franc
Professional Development as a Community of Practice and Its Associated Influence on the Induction of a Beginning Mathematics Teacher, Savannah O. Steele
Types of Questions that Comprise a Teacher’s Questioning Discourse in a Conceptually-Oriented Classroom, Keilani Stolk
Theses/Dissertations from 2012
Student Teachers’ Interactive Decisions with Respect to Student Mathematics Thinking, Jonathan J. Call
Manipulatives and the Growth of Mathematical Understanding, Stacie Joyce Gibbons
Learning Within a Computer-Assisted Instructional Environment: Effects on Multiplication Math Fact Mastery and Self-Efficacy in Elementary-Age Students, Loraine Jones Hanson
Mathematics Teacher Time Allocation, Ashley Martin Jones
Theses/Dissertations from 2011
How Student Positioning Can Lead to Failure in Inquiry-based Classrooms, Kelly Beatrice Campbell
Teachers’ Decisions to Use Student Input During Class Discussion, Heather Taylor Toponce
A Conceptual Framework for Student Understanding of Logarithms, Heather Rebecca Ambler Williams
Theses/Dissertations from 2010
Growth in Students’ Conceptions of Mathematical Induction, John David Gruver
Contextualized Motivation Theory (CMT): Intellectual Passion, Mathematical Need, Social Responsibility, and Personal Agency in Learning Mathematics, Janelle Marie Hart
Thinking on the Brink: Facilitating Student Teachers’ Learning Through In-the-Moment Interjections, Travis L. Lemon
Understanding Teachers’ Change Towards a Reform-Oriented Mathematics Classroom, Linnae Denise Williams
Theses/Dissertations from 2009
A Comparison of Mathematical Discourse in Online and Face-to-Face Environments, Shawn D. Broderick
The Influence of Risk Taking on Student Creation of Mathematical Meaning: Contextual Risk Theory, Erin Nicole Houghtaling
Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program, Rachelle Myler Orsak
Theses/Dissertations from 2008
Student Teacher Knowledge and Its Impact on Task Design, Tenille Cannon
How Eighth-Grade Students Estimate with Fractions, Audrey Linford Hanks
Similar but Different: The Complexities of Students’ Mathematical Identities, Diane Skillicorn Hill
Choose Your Words: Refining What Counts as Mathematical Discourse in Students’ Negotiation of Meaning for Rate of Change of Volume, Christine Johnson
Mathematics Student Teaching in Nhật bản: A Multi-Case Study, Allison Turley Shwalb
Theses/Dissertations from 2007
Applying Toulmin’s Argumentation Framework to Explanations in a Reform Oriented Mathematics Class, Jennifer Alder Brinkerhoff
What Are Some of the Common Traits in the Thought Processes of Undergraduate Students Capable of Creating Proof?, Karen Malina Duff
Probing for Reasons: Presentations, Questions, Phases, Kellyn Nicole Farlow
One Problem, Two Contexts, Danielle L. Gigger
The Main Challenges that a Teacher-in-Transition Faces When Teaching a High School Geometry Class, Greg Brough Henry
Discovering the Derivative Can Be “Invigorating:” Mark’s Journey to Understanding Instantaneous Velocity, Charity Ann Gardner Hyer
Theses/Dissertations from 2006
How a Master Teacher Uses Questioning Within a Mathematical Discourse Community, Omel Angel Contreras
Determining High School Geometry Students’ Geometric Understanding Using van Hiele Levels: Is There a Difference Between Standards-based Curriculum Students and NonStandards-based Curriculum Students?, Rebekah Loraine Genz
The Nature and Frequency of Mathematical Discussion During Lesson Study That Implemented the CMI Framework, Andrew Ray Glaze
Second Graders’ Solution Strategies and Understanding of a Combination Problem, Tiffany Marie Hessing
What Does It Mean To Preservice Mathematics Teachers To Anticipate Student Responses?, Matthew M. Webb
Theses/Dissertations from 2005
Fraction Multiplication and Division Image Change in Pre-Service Elementary Teachers, Jennifer J. Cluff
An Examination of the Role of Writing in Mathematics Instruction, Amy Jeppsen
Theses/Dissertations from 2004
Reasoning About Motion: A Case Study, Tiffini Lynn Glaze
Theses/Dissertations from 2003
An Analysis of the Influence of Lesson Study on Preservice Secondary Mathematics Teachers’ View of Self-As Mathematics Expert, Julie Stafford
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