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Dissertations / Theses on the topic 'Mathematical preparation'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Katayama, Gary L. "Analysis of university pre-baccalaureate students' academic preparation and mathematical skills." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527962.

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<p> According to statistics provided by the California State University Public Affairs Office, approximately 1/3 of incoming freshman need remediation in mathematics. However, there is little information available on which specific mathematical skills they lack. The CSU Entry Level Mathematics Test does not allow for disaggregation of scores by topic, so it is of limited use in studying students’ pre-existing skills. However, the Mathematics Diagnostic Testing Project Second Year Algebra Readiness Test is well correlated with the ELM, and can provide information regarding student deficie

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2

Proctor, Jason. "Mathematical Knowledge for Teaching in Elementary Pre-Service Teacher Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6736.

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I It was unclear how the teacher education curriculum at a regional university in the south central region of the United States developed mathematical knowledge for teaching (MKT) in prospective elementary teachers. Understanding how MKT develops during teacher training is important because MKT has been linked to student achievement. The purpose of this sequential explanatory mixed methods study was to examine how prospective elementary teachers' MKT developed while enrolled in a math and science strategies course. Guided by Ball et al.'s MKT framework and Silverman and Thompson's development

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3

Lattimore, Randy. "Assessing the mathematical competence of African American tenth graders in preparation for a mathematics proficiency test : a qualitative study /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589974402.

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4

Lo, Wing Yee. "The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12471.

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In Hong Kong, primary mathematics education underwent curriculum reform in 2000. The revised primary mathematics curriculum places a stronger emphasis on developing students’ higher-order thinking skills and lifelong learning abilities. Pre-service teachers are expected to acquire mathematical competencies to facilitate the changes of curriculum reform. However, their knowledge and beliefs can significantly influence their potential to understand and implement the required reform. This study investigated Hong Kong pre-service primary teachers’ curriculum knowledge, mathematical content knowled

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AMARAL, MARCELLO M. "Análise de sinais de tomografia por coerência óptica: equação LIDAR e métodos de inversão." reponame:Repositório Institucional do IPEN, 2012. http://repositorio.ipen.br:8080/xmlui/handle/123456789/10172.

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6

Ely, David P. "Preparing Teachers to Integrate Computer Programming Into Mathematical Problem Solving." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1478266333504353.

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7

Choi, Taehoon. "Influence of the black-box approach on preservice teachers’ preparation of geometric tasks." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5439.

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The nature of geometric tasks that students engage with in classrooms influences the development of their geometric thinking. Although mathematics standards emphasize formal proofs and mathematical reasoning skills, geometric tasks in classrooms remain focused on students’ abilities to recall mathematical facts and use simple procedures rather than conceptual understanding. In order to facilitate students’ high-level mathematical thinking, teachers need to provide sufficient opportunities for students to engage in cognitively demanding mathematical tasks. The use of dynamic geometry software (

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8

Hayata, Carole Anne. "The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177211/.

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Although studies of teacher preparation programs have documented positive changes in mathematical knowledge for teaching with preservice teachers in mathematics content courses, this study focused on the impact of a mathematics methods course and follow-up student teaching assignment. The presumption was that preservice teachers would show growth in their mathematical knowledge during methods since the course was structured around active participation in mathematics, research-based pedagogy, and was concurrent with a two-day-per-week field experience in a local elementary school. Survey inst

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9

Farlow, Brian. "Square Peg Thinking, Round Hole Problems: An Investigation of Student Thinking About and Mathematical Preparation for Vector Concepts in Cartesian and Non-Cartesian Coordinates Used in Upper-Division Physics." Diss., North Dakota State University, 2019. https://hdl.handle.net/10365/31479.

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10

Lisi, Eliene Cristine Izu Nakamura. "Olimpíadas de Matemática sua importância na divulgação e aprendizagem da Matemática. Uma experiência de análise, diagnóstico e intervenção didático pedagógica." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/155890.

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Ferreira, Viviane Lovatti. "O processo de disciplinarização da metodologia do ensino de matemática." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-03092009-161620/.

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Desde as primeiras décadas do século XX, foi constatada nos currículos dos cursos de formação de professores a existência de uma disciplina cuja constituição, funcionamento e objetivos têm como pressuposto ensinar a ensinar a matemática. Historicamente, a disciplina Metodologia do Ensino da Matemática tem aparecido nos cursos de Licenciatura em Matemática com distintas denominações. Nos anos 1930, ela apareceu com o nome de Didática Especial da Matemática. Nos anos 1960, essa denominação deu lugar à Prática de Ensino de Matemática, sob a forma de Estágio Supervisionado. Nos anos 1990, surge a

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SALVADOR, VERA L. R. "Separação de efeitos de sobreposição de espectros obtidos por WDXRF usando o método de Rietveld." reponame:Repositório Institucional do IPEN, 2005. http://repositorio.ipen.br:8080/xmlui/handle/123456789/11377.

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Batistela, Rosemeire de Fátima [UNESP]. "O Teorema da Incompletude de Gödel em cursos de Licenciatura em Matemática." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/148797.

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Bell, Abigail. "Photoluminescence of wurtzite GaN and its related alloys grown by MBE." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325734.

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15

Дудінський, В. І. "Реформування системи математичної підготовки фахівців фінансово- кредитного профілю". Thesis, Українська академія банківської справи Національного банку України, 2010. http://essuir.sumdu.edu.ua/handle/123456789/62636.

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Наша держава пов’язує свій подальший розвиток із соціально орієнтованою ринковою економікою, яка функціонує на засадах конкуренції та підприємливості, співіснуванні різноманітних форм власності. Стратегічні напрямки економічного розвитку вимагають формування у населення країни адекватної системи цінностей, економічних знань та умінь, таких особистісних якостей, як здатність приймати економічно виважені управлінські рішення та брати на себе відповідальність за них, здатність до ділового ризику тощо. Економічний розвиток багатьох країн показує, що фінансово-економічна обізнаність у країн

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Lawrence, Catharine. "Leading primary mathematics : preparation, policy and practice." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432823.

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17

Niess, Margaret. "Mathematics Teacher TPACK Standards and Revising Teacher Preparation." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80742.

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What knowledge do teachers need for integrating appropriate digital technologies in teaching mathematics? An overarching construct called TPACK is proposed as the interconnection and intersection of knowledge among technology, pedagogy, and content and is referred to as the total knowledge package for teaching mathematics with technology. Five stages in the process of developing TPACK - recognizing, accepting, adapting, exploring, and adapting – describe the process of teachers’ learning to integrate technology. Teachers learn to teach mathematics from their own learning – K-12 mathematics - c

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18

Васько, Ольга Олександрівна, та Olha Oleksandrivna Vasko. "Еколого-валеологічна складова методико-математичної підготовки майбутніх вчителів початкових класів". ФОП Цьома С. П, 2018. http://repository.sspu.sumy.ua/handle/123456789/6079.

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Розглядається технологія розробки математичних вправ еколого-валеологічного яка спрямування включає три етапи: підготовчий, планування, конструювання.<br>The technology of elaboration of mathematical exercises of ecological-valeological direction is considered. It includes three stages: preparation, planning, designing.

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19

Marjanovich, Angel. "Pre-service Teachers' Perceptions of Their K-12 Mathematics Education Experiences and Their Future Mathematics Teaching Practices." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1876.

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So many students enter college without the conceptual knowledge of mathematical principles needed in order to succeed in higher education. Pre-service teachers entering teacher education programs are not exempt from this dilemma. While training to be educators, many pre-service teachers struggle to understand the concepts behind elementary level mathematics. These pre-service teachers will then continue in the education field and teach mathematics to the future generation. Will they teach their students the way they were taught? The purpose of this study is to investigate how pre-servic

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20

Kerstyn, Christine. "Teachers' mathematics preparation and eighth grade student mathematics achievement can an integrated learning system provide support when teachers' professional preparation is limited? /." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000233.

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21

DeBiase, Kirstie. "Teacher preparation in science, technology, engineering, and mathematics instruction." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.

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<p>The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms full

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Reyes, Jennifer Rexroth 1974. "Professional development in using CPM mathematics an action research team targets teacher response to student questions /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1692353211&sid=25&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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23

Belnap, Jason Knight. "Putting TAs into Context: Understanding the graduate mathematics teaching assistant." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1238%5F1%5Fm.pdf&type=application/pdf.

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24

Crittenden, Charles. "The Academic Preparation and Background of Public Secondary Mathematics Teachers in Utah 1966-1967." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2701.

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A random survey was conducted to determine the academic preparation and background of the public secondary mathematics teachers in the state of Utah. The survey indicated that there is a wide variance in the teacher mathematics preparation between the three types of public secondary schools. The class B high schools have a smaller percentage of well prepared mathematics teachers than either the class A high schools or the junior high schools. The following facts were discovered: (1) 22.03 percent of all the surveyed mathematics teachers had between 1 and 15 quarter hours of college mathematics

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25

Edge, Donna L. Huffman Jane Bumpers. "Math literacy the relationship of algebra, gender, ethnicity, socioeconomic status, and avid enrollment with high school math course completion and college readiness /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11046.

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26

McLeman, Laura Kondek. "A Study of Prospective Elementary Teachers' Perceptions and Reflections while Investigating Children's Thinking in a Mathematics for Teaching Course." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194027.

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Teacher educators use children's thinking activities as a means to prepare prospective teachers to teach mathematics. Research in methods courses and student teaching practica has shown these types of activities help prospective teachers deepen their own mathematical knowledge as well as better understand how children think. This study investigates prospective teachers' perceptions in a mathematics for teaching course when using children's thinking activities. Specifically, this study documents how four case study students perceived of the activities, their own and children's mathematical t

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Lellis, Marcelo Cestari Terra. "Sobre o conhecimento matemático do professor de matemática." Pontifícia Universidade Católica de São Paulo, 2002. https://tede2.pucsp.br/handle/handle/11225.

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Made available in DSpace on 2016-04-27T16:58:19Z (GMT). No. of bitstreams: 1 marcelo.pdf: 418423 bytes, checksum: 6b6474695f37ac9ddac61b49e8063206 (MD5) Previous issue date: 2002-10-08<br>This dissertation concerns the nature of mathematical knowledge of middle and high school mathematics teachers. In the beggining, a survey of academic studies suggests that their knowledge contradicts the present conceptions of Mathematics Education. It has gaps that depends on conceptions about Mathematics and/or about the learning of Mathematics, rather than on knowing more mathematics contents. To search

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Perez, Theresa, and David K. Pugalee. "The Learning of Mathematics for Limited English Proficient Learners: Preparation of Doctoral Level Candidates." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80823.

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Across the United States, there is a growing number of students for whom English is not their first language. These students experience many challenges adjusting to new educational environments. These students are often denied access to the full curriculum in mathematics (Reyes & Fletcher, 2003) and the resulting opportunities for higher level educational experiences in mathematics and the resulting higher economic employment options. Educators need support in understanding and responding to the linguistic and cultural challenges that these students face in learning mathematics. A course entit

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Reed, William Donald. "THE EFFECTS OF TEACHER MATHEMATICS PREPARATION ON STUDENT PERFORMANCE IN THE MIDDLE LEVEL SCHOOLS." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183781.

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This study was conducted to determine if varying amounts of mathematics preparation and varying attitudes toward mathematics by teachers had a significant effect on the mathematics performance of their eighth grade students. Mathematics preparation was determined by the total number of college credits a teacher had accumulated and attitude toward mathematics was determined by a survey using the Revised Math Attitude Scale authored by Aiken and Dreger in 1961. In addition to mathematics preparation and attitude, the teacher characteristics of sex, age, years of experience, ethnicity, and type o

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Aluri, Hema Santhi. "PREPARATION AND CHARACTERIZATION OF STABLE MACROPOROUS TITANIA NANO-WELLS." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1980.

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Silica based sol-gel thin films have been extensively studied because of their advantages that include optical transparency, high biodegradability and low intrinsic fluorescence. However, one concern with silica based sol-gel derived materials is their long term stability in aqueous solutions. Another concern is their limited porosity. These two concerns limit the application of these materials in catalysis and separations. The main objective of this study is to prepare porous, thin films using titanium alkoxides as precursors and evaluate their long term stability in aqueous solutions. Collo

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Elrod, Melody Jeane. "Exploring Mathematics Teacher Education Fieldwork Experiences Through Storytelling." Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257126.

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<p> Throughout the history of teacher education, the final fieldwork experience has often been called the single most influential experience in teacher preparation programs (Burns, Jacobs, & Yendol-Hoppey, 2016; Feiman-Nemser & Buchmann, 1986; Parker-Katz & Bay, 2008). Though this experience has been expanded to include fieldwork experiences throughout many teacher education programs (Guyton & McIntyre, 1990), the final fieldwork experience remains the closing activity and the lasting image of teacher preparation (Feiman-Nemser & Buchmann, 1986; Rosaen & Florio-Ruane, 2

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Mohn, Amanda R. "Collaboration among Mathematicians and Mathematics Educators: Working Together to Educate Preservice Teachers." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7341.

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Collaboration among higher education professors who are responsible for the education of preservice teachers is one potential solution to the problem of poor teacher preparation. Specifically, collaboration among mathematics educators and mathematicians can enhance preservice teacher preparation because it provides opportunities for preservice teachers to develop pedagogical content knowledge. However, collaborative efforts are challenging, and collaborators often face obstacles and tensions arise among the collaborative group members. Learning about ways the collaborators approach their colla

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Cerrato, Elaine. "Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7765.

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Producing highly skilled elementary mathematics teachers capable of facilitating mathematics learning in ways aligned with The Principles and Standards for School Mathematics (NCTM, 2000) and the Common Core State Standards for Mathematics (CCSSM), is a common objective of teacher preparation programs (National Governors Association & Chief Council of State School Officers, 2010). After decades of effort, Brown (2003) argues, teachers continue to teach in the way they were taught; thus, they disregard mathematics standards. As Abell, Appleton, and Hanuscin (2010) note, students’ preexisting

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Filer, Kimberly L. "Understanding the Leaking Pipeline: The Effects of Self-Efficacy and Student Choice on High School Mathematics Preparation and STEM Matriculation." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27684.

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This study examines social structural effects on student mathematics preparation and identification with a science, technology, engineering, or mathematics (STEM) field, as well as the social psychological factors that may mediate those effects. Using demographic, academic, attitudinal, and school policy data from the Educational Longitudinal Study of 2002 (ELS: 2002) for over 14,000 students from a nationally representative sample, this research tests a model of mathematics course taking and selection of a STEM field linking social identity and self processes with academic decision making. Us

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Frost, Carla J. "Selection criteria used by site administrators for preparation practices for California Standards Tests in mathematics." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2373.

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Since the late 1800s, testing has been a part of education. Supporters claim testing encourages objectivity in assessments of learning. Critics argue testing creates bias, restricted teaching methodology, and restricted curriculum. The No Child Left Behind Act of 2001 requires school accountability that has increased the push for standardized testing. High school students present a unique challenge for administrators on the low-risk California Standards Tests (CSTs). The CSTs in mathematics are complex in reference to student composition, range of courses tested, and sequence of previous math

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Msomi, Dumile Dennis. "The pre-service preparation of secondary school mathematics teachers: a case study of curriculum effectiveness." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003594.

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The quality of education in most historically black schools is a source of concern for many people. The high failure rate in mathematics in particular, is believed to result in part, from the inadequacy of the teacher preparation programs at many of the colleges of education in the country. Esikhawini College of Education in KwaZulu-Natal is one of the colleges which is involved in the preparation of secondary school mathematics teachers. The appropriateness of the mathematics curriculum of this College was the subject of the study. In particular, the study aimed at the following: (i) To analy

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Webb, Matthew M. "What Does It Mean To Preservice Mathematics Teachers To Anticipate Student Responses?" Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1212.pdf.

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Kelly, Angela. "Mathematics teachers' pedagogy in preparation for OLNA numeracy high-stakes testing: A Western Australian case study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2513.

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In Western Australia (WA), all secondary students are required to demonstrate their readiness to leave school and enter further studies or the workplace by achieving a minimum standard of numeracy and literacy. This minimum standard can be demonstrated by passing one of two assessments, the National Assessment Program – Literacy and Numeracy (NAPLAN), an annual national assessment for all students in Years 3, 5, 7, and 9; or, if not having reached a high enough standard on the NAPLAN Year 9 test, the Online Literacy and Numeracy Assessment (OLNA). The latter is high stakes test unique to WA wh

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Terrell, Karen L. "Academic Language and Mathematics: A Study of the Effects of a Content and Language-Integration Intervention on the Preparation of Secondary Mathematics Pre-Service Teachers." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2607.

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Thesis advisor: Lillie R. Albert<br>Researchers have found that as students progress through school, the importance of language grows due to the content specificity that emerges, especially in the secondary grades, and due to the preparation of these students to enter adulthood once their schooling is completed. Even as students' instruction in various content areas becomes more in-depth and specialized, so does the terminology employed in the content. It is because of this specificity and union of language and learning that English-language learners' (ELLs') ability to comprehend and produce

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DeWitt, James E. "Math requirements to perform selected occupations." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/40329.

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Ray, Sharon N. E. "Evaluating the Efficacy of the Developing Algebraic Literacy Model: Preparing Special Educators to Implement Effective Mathematics Practices." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/466.

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For students with learning disabilities, positive academic achievement outcomes are a chief area of concern for educators across the country. This achievement emphasis has become particularly important over the last several years because of the No Child Left Behind legislation. The content area of mathematics, especially in the higher order thinking arena of algebra, has been of particular concern for student progress. While most educational research in algebra has been targeted towards remedial efforts at the high school level, early intervention in the foundational skills of algebraic thinki

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Pidgeon, Jennifer Virginie, and Katherine Anne Yule. "A unit on proportional relationships: A preparation for algebra." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1556.

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Fields, Melanie. "Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799531/.

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Concerns based adoption model (CBAM) instruments were used to examine instructional practices of six graduates from a highly stylized, inquiry-based secondary math and science preparation program. Teachers were in the first or second years of teaching mathematics in six different secondary settings, ranging from poverty to wealthy schools. CBAM assumptions were tested. The primary assumption about concerns was that new teachers’ highest concerns would be within the self and task dimensions. According to Hall and Hord, it was assumed that the levels of use are typically in the orientation and p

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Rogers, Valerie S. "Mathematics teaching self-efficacy| A descriptive comparative study of teacher preparation and self-efficacy at low- and high-achieving schools." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628725.

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<p> The purpose of this study was to examine the differences between mathematics preparation and teachers' perception of self-efficacy for teaching mathematics at low- and high-performing schools. Bandura's theory of self-efficacy was the guiding theoretical framework. The study used a descriptive comparative method to obtain quantitative data regarding teacher backgrounds and teacher efficacy level. Self-reported data from the Mathematics Teacher Efficacy Belief Instrument was used to calculate two dimensions of teaching efficacy, personal mathematics teaching efficacy (PMTE) and mathematics

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Oh, Jungmin. "Preparation and application of conducting polymer-carbon nanotube composite." [Johnson City, Tenn. : East Tennessee State University], 2004. https://dc.etsu.edu/etd/960.

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Thesis (M.S.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-1110104-211520 Includes bibliographical references. Also available via Internet at the UMI web site.

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Regis, Troy Patrick. "Analyzing how grade four teachers plan to teach inquiry-based curriculum materials and the influences on their preparation of mathematics lessons." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5553.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The 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 July 29, 2009) Includes bibliographical references.

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Haugen, Kay Smith. "Preparation for high school mathematics reform in the northeast Georgia RESA district a "stage of concerns" approach to examining professional learning /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/summer2008/kay_s_haugen/Haugen_Kay_S_200805_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Gregory Chamblee. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 116-128) and appendices.

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Zelkowski, Jeremy S. "Important Secondary Mathematics Enrollment Factors that Influence the Completion of a Bachelor’s Degree." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218555189.

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Dorsey, Angela. "Analysis of Content and Pedagogical Content Knowledge in Secondary Mathematics Teachers' Preparation Programs| Perceptions of Novice Teachers, Cooperating Teachers, and University Professors." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877140.

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<p> Previous research focused on characteristics of effective teachers, teacher recruitment or new pathways to teaching (Ball & Forzani, 2009; Ronfeldt et. al., 2014). However, there is a gap in the research regarding the best path to prepare secondary math teachers. Universities create a customized path of preparation based on their beliefs within the scope of a set of standards given by organizations such as the National Council for Teachers of Mathematics or National Council for Accreditation of Teacher Education. Further research supports the necessity for both content and pedagogical

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Dixon, Daniel Wayne. "Characterization of Commercial Pectin Preparations by Spectroscopic and Chromatographic Techniques." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1910.

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Pectin has a long history as a food additive. However, elucidation of its fine structural and property relationships remains elusive. Recent research has focused on pectin's ability to complex with divalent heavy metals to aid in characterizing it. Commercial pectins of unknown composition were obtained from local grocers. Purified pectin samples from orange peel, lemon peel, and apple pomace, each of low and high levels of methyl esterification and of unknown distribution pattern were also purchased. Instead of metal complexation, several highly absorbing dyes such as Ruthenium Red, Nile Blue

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