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Dissertations / Theses on the topic 'Mathematics Mathematical ability'

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Published: 4 June 2021

Last updated: 14 February 2022

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1

Patel, C. "Approaches to studying and the effects of mathematics support on mathematical performance." Thesis, Coventry University, 2011. http://curve.coventry.ac.uk/open/items/f079ef99-a237-4a3b-ae2d-344c89654741/1.

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The concern over undergraduate engineering students’ mathematical skills and the means of addressing this through the provision of mathematics support is the main driver of this research. With the emergence of mathematics support within mathematics education there has been an associated research community interested in measuring the effectiveness of mathematics support provision. Recent studies have measured improvements in mathematics performance for students who have used mathematics support against those who have not by comparing prior mathematical ability against examination results. This does not address the issue of individual differences between students and resulting changes in mathematical ability. However the provision of mathematics support for individual students is resource intensive hence evaluation of the effectiveness of the support is essential to ensure resources are efficiently used. This mathematics education research examines the effectiveness of mathematics support in addressing the mathematics problem. It does this by considering individual differences and the mismatch of mathematical skills for studying at University by analysing the effectiveness of mathematics support in improving mathematical skills. The dataset for the analysis comprises of over 1000 students from a Scottish Post-92 University, over 8% having made use of mathematics support, and nearly 2000 students from an English Russell Group University, with just over 10% having made use of the support. It was discovered that in both sets of data the students who came for mathematics support in comparison to their peers had a statistically significant lower mathematical skills base on entry to their course, and at the end of their first year had improved their mathematical skills base more than their counterparts. Although the analysis is based on data from UK Universities we believe the findings are relevant to the international community who are also engaged in the provision of mathematics support.

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2

McConachie, Regina S. "Review and design of alternative assessments in mathematics /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1534.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.
Thesis advisor: Dr. Phillip Halloran. " ... in partial fulfillment of the requirements for the degree of Masters of Science in Mathematics." Includes bibliographical references (leaves [30-33]).

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3

Rindfleisch, Casie. "Causes of gender differences in perceived mathematical ability." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007rindfleischc.pdf.

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4

Lesneski, Lynn. "The effects of using distributed practice on math performance." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005lesneskil.pdf.

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5

Yates, Cheryl M. "Screening for mathematical abilities and disabilities in 1st and 2nd grade children /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7923.

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6

Leung, Kung-shing. "The impact of teaching of analytical skills on the mathematics achievement of Form three students." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803553X.

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7

Koong, May-kay Maggie. "Development of addition strategies in young children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033672.

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8

Tracy, Jacob Dennis, and Jacob Dennis Tracy. "Mapping Pre-Service Teacher Talk: Variations in Talk About Mathematics, Ability, and Themselves as Mathematical Learners." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625620.

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It has been argued that teachers do not always teach in the ways their teacher education programs promoted. One cause of this problem has to do with teachers' conceptions about mathematics and ability being incompatible with the visions of mathematics that teacher educators promote. For example, teacher educators may emphasize the need for conceptual understanding but a teacher who equates understanding with being correct and fast will enact this goal differently from someone who expects students to be able to explain and communicate their understanding. The way a teacher understands what it means to do mathematics and be good at mathematics will influence their future teaching. Furthermore, the messages teachers send to their students about who they are as mathematical learners are full of messages about what it means to do and be good at mathematics. Additionally, these messages can have a long-term impact on how those students view themselves and the decisions they make for their future. This study uses qualitative methods to better understand pre-service teacher (PST) talk, how their talk relates, and how their talk changes over time. I describe PST talk as it relates to mathematics (M), ability (A), and themselves as mathematical learners (P) (the three components of the MAP framework). This study took place with the PSTs in two sections of a mathematical content course for elementary school teachers taught by the researcher. First, using grounded theory, I developed codes to understand how these PSTs talked in regards to the three components and applied these codes to written reflections at the beginning and end of our course. After analyzing the data I selected and interviewed 14 PSTs one year after our course. Again, I applied the same codes to their talk in the interview to see how their talk continued to change. Select interview PSTs were then chosen to represent common and uncommon examples of PST talk. Findings from this study show that talk across the MAP framework was related and that this talk became more standards-aligned by the end of the content course. However, the findings also provide a much more nuanced insight into different relationships and changes in talk. One finding shows that when variations in PST talk existed between framework components it was most commonly due to PSTs talking about mathematics in a more traditional way than when they talked about ability or themselves as mathematical learners. Another finding shows that during the interviews (one year after our course) PSTs continued to talk about themselves and abilities in mostly standards-aligned ways but reverted towards more traditional talk when discussing mathematics and how someone demonstrates their mathematical understanding. These findings have important implications for future research and for teacher educators. First, the relationships between the components of the MAP framework suggest that addressing PSTs conceptions of mathematics and their conceptions of ability may affect how they talk about individuals as mathematical learners. Second, the findings show which aspects in the MAP framework PSTs more readily talk about in standards-aligned ways. This provides insights into which areas teacher educators may want to emphasize more in trying to promote changes in PST talk. Lastly, these findings also show which aspects of PST talk maintain over a longer time frame and which aspects need a greater sustained emphasis. All of this is necessary as we support PSTs to think and talk about mathematics and mathematical abilities in standards-aligned ways that are truly supportive of all students.

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9

Wares, Arsalan Jones Graham A. Cottrill James F. "Middle school students' construction of mathematical models." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064487.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 30, 2006. Dissertation Committee: Graham A. Jones, James Cottrill (co-chairs), Linnea Sennott. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.

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10

Boakes, Norma. "Origami-Mathematics Lessons: Researching its Impact and Influence on Mathematical Knowledge and Spatial Ability of Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79472.

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“Origami-mathematics lessons” (Boakes, 2006) blend the ancient art of paper folding with the teaching of mathematics. Though a plethora of publications can be easily found advocating the benefits of Origami in the teaching of mathematics, little research exist to quantify the impact Origami has on the learning and building of mathematical skills. The research presented in this paper targets this common claim focusing on how Origamimathematics lessons taught over an extended period of time impact students’ knowledge of geometry and their spatial visualization abilities. The paper begins with a brief overview of Origami as it relates to teaching mathematics followed by a summary of research done with two age groups: middle school children and college students. Gathered data in these two studies suggest that Origami-mathematics lessons are as beneficial as traditional instructional methods in teaching mathematics.

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11

Kemp, Marian. "Developing critical numeracy at the tertiary level /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060831.171947.

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12

Landry, Shawntel Delcambre. "Degrees of alignment among K-12 mathematics content standards of instruction an analysis of high-performing and low-performing data sets /." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-10162009-153350/unrestricted/Landry.pdf.

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13

Kersaint, Gladis Swafford Jane. "Preservice elementary teachers' ability to generalize functional relationships the impact of two versions of a mathematics content course /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835911.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 5, 2006. Dissertation Committee: Jane O. Swafford (chair), John A. Dossey, Cheryl Hawker, Cynthia W. Langrall. Includes bibliographical references (leaves 142-158) and abstract. Also available in print.

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14

Cronk, Carol Elizabeth. "Effects of mathematics professional development on growth in teacher mathematical content knowledge." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/139.

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The purpose of this project was to determine if there was a correlation between teachers' scores on fractions items on project assessments and the percentage of participation time in professional development activities.

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15

Jacobs, Mark Solomon. "A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5279_1190371690.

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This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.

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16

Harder, Jayne Ann. "The effect of private versus public evaluation on stereotype threat for women in mathematics /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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17

Shaw, Cindy Chesley. "The effects of a standards-based mathematics curriculum on the self-efficacy and academic achievement of previously unsuccessful students." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/15/.

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18

Dimitriadis, Christos. "Developing mathematical giftedness within primary schools : a study of strategies for educating children who are gifted in mathematics." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4608.

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This thesis explores the range of strategies used for educational provision for gifted children in mathematics in a group of schools in England. A review of literature relating to international theory and existing research in gifted education and empirical work into the teaching of gifted mathematicians were carried out. The literature review examined the dominant theories of intelligence and giftedness in general, including the historical background of definitions of giftedness and methods for its measurement, before specifically focusing on the concept of mathematical giftedness. The study was located in primary schools within Greater London, where schools are required to implement the ‘Gifted and Talented’ policy of the UK government. The research was conducted in two stages during the school years 2007-2008 and 2008-2009. The first stage involved a questionnaire survey sent to primary schools within five Local Educational Authorities. For the second stage of the research, which constituted the main study, a case study approach was used. The main methods of data collection employed within the case study were observations of mathematics lessons, semi-structured interviews with children nominated as able or gifted mathematicians and their teachers, as well as analysing documentary evidence (i.e., school policy, teacher’s planning, children’s assessment records and children’s written work). It was found that schools were responding to the policy in pragmatic terms, although no specific training was provided for practising teachers or school co-ordinators as part of the national training programme in making provision for mathematically gifted children. In practice, in classrooms, it was found that teachers’ level of confidence and expertise, the level of focused attention given to gifted children, the level of support and extension through higher-order questioning, as well as the size of the class and the nature of the work set were factors which affected the progress, perceptions and attitudes of children who were nominated to be able mathematicians. There is a paucity of research which has investigated aspects of provision for gifted and talented children, particularly in mathematics, in the UK. By specifically addressing this topic, this study makes a distinct contribution to current literature in both understanding aspects of mathematical giftedness and the range of provision used. This study makes a particular contribution to finding out how practising teachers in England are responding to a government initiative, which should be of interest to both policy-makers and practitioners. This thesis also presents examples for organising and teaching mathematics to gifted children at higher cognitive levels, within regular classrooms; this may be of interest to audiences internationally, including countries where there are no policies of provision for mathematically gifted children.

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19

Morgan, A. T. "A study of the difficulties experienced by engineering students in higher education with mathematics and related subjects and their relevance to the structure of mathematical ability." Thesis, Brunel University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383833.

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20

Young, Po-yuk. "Profile of good computational estimators related mathematical variables and common strategies used." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14420478.

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21

Dunlap, Celeste Elizabeth. "An examination of gender differences in today's mathematics classrooms exploring single-gender mathematics classrooms /." Connect to this title online, 2002. http://www.ohiolink.edu/etd/view.cgi?cedar1033047176.

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22

Kim, Sun Hi. "Preferred contexts for mathematical literacy of Korean grade 8-10 learners." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The twenty-first century society demands a high level of mathematical literacy. This drove Korean educators to evaluate their students using international mathematics tests such as TIMSS, PISA and IMO. In these tests, Korean students ranked highly among the participating countries. Korean students, however, had done poorly in the application of mathematics in daily life situations as well as in their interest in mathematics in comparison to those of other countries. Based on these observations, the present study was an investigation on the contexts which Korean grade 8 to 10 students would prefer to deal with mathematics, in order to improve these weak points and thus increase their mathematical power. The aim of the study was to investigate mathematical literacy in connection with the relevance of mathematics and mathematical modelling. The study paid more attention to mathematics education in real life situations.

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23

Roelofse, Rosina Catherina. "Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17552.

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Bibliography: pages 75-82.
This dissertation is concerned with teachers' beliefs regarding boys, girls and mathematics. The present study is a partial replication of a study conducted by Fennema et al (1990) and the results are compared. The present study extended the work of Fennema et al (1990) through an exploration of the structure of the data. Forty female teachers in the Western Cape region were interviewed. They were asked to identify their two most and least successful boys and girls in mathematics and to attribute causation for success and failure. They _were also asked to respond to 20 characteristics on a "Likert type" response format. The results generated from the present study concluded that teachers believed their female students to be their more successful mathematics students. They attributed the most successful girls' achievement mainly to effort whereas with the most successful boys, achievement was attributed to ability and effort. Both the most successful boys and girls failures on mathematics tasks were attributed to the difficulty of the task. Achievement of the least successful girls was attributed mainly to teacher's help and for the boys it was attributed to teacher's help and task. For both these groups, ability and to a lesser extent, effort, are given as the main reasons for failure on mathematics tasks. Very little difference was found between teachers' responses regarding the characteristics of their best boy and best girl mathematics students. When exploratory factor-analysis was performed a difference was found in the factor-solutions for the boys and the girls. This study suggests that there might be a difference in teachers' beliefs regarding boys and girls achievement in mathematics that is worthy of further exploration.

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24

Guthormsen, Amy. "Conceptual integration of mathematical and semantic knowledge /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8995.

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25

Zhang, Mo. "Gender related differential item functioning in mathematics tests a meta-analysis /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/m_zhang_072109.pdf.

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26

Cheng, Sze-man. "Catering for differences in mathematical ability : the cases in Shanghai and Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501315.

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27

Johnston, June Elizabeth. "An experiment in the prediction of achievement in Senior Certificate higher grade mathematics." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/21178.

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This study seeks to determine the nature of the intellectual demands of the Higher Grade course in Mathematics with a view to early, more accurate prediction of individual pupil success in this course. The need for such early prediction is clearly indicated by the interest shown on the part of parents and pupils alike during the Standard Seven year where the realisation exists that Matriculation Mathematics is a subject sometimes found to be "overwhelmingly difficult". The "drop out" figure from the Higher Grade course to the Standard Grade course in most schools further demonstrates the need for more careful selection at the Standard Seven level. Both old (1973) and new (1984) syllabuses are analysed to determine the nature of the content and the intellectual level at which this should be taught. In addition, a series of past Cape Senior Certificate examination papers are investigated to reveal information about the nature and level of examining. Mental processes involved in the examination items are classified and the general composition of the examination papers is discussed. A test device suitable for Standard Seven pupils is developed on the basis of the composition of the Higher Grade Matriculation examination papers analysed. The object of this test is to provide that early indication to pupils of their ability to cope with the level of mental process required by the Higher Grade course in Mathematics. The investigation describes the construction, administration and further development of the test device and, furthermore, seeks to show its predictive validity for the Matriculation examination in Mathematics by comparing test results with successive school examination results over a three year period. The possibility of sex differences in Mathematics achievement and prediction are also investigated on the basis of the results obtained during the course of this experiment. General conclusions are drawn, the difficulties encountered are discussed and some suggestions for further research are offered.

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28

Hughes, Gayle Hawkins. "Block scheduling in high school mathematics effect on Algebra II end-of-course grades and ACT assessment mathematics scores /." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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29

Kam, Chi-keung, and 甘志強. "Effects of home background and related variables on mathematics achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626433.

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30

Kam, Chi-keung. "Effects of home background and related variables on mathematics achievement." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626433.

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31

Leaf, Lindsey. "Gender and performance in the mathematics' [sic] sections of the Illinois Standards Achievement Test and the Prairie State Achievement Exam /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131395879.pdf.

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32

Wu, Ching-Chao Brad. "Test dimensionality, score reliability, and ability estimation : a study of the WASL mathematics. /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7915.

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33

Lewis, Raynold M. Otto Albert D. "The knowledge of equivalent fractions that children in grades 1, 2, and 3 bring to formal instruction." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633409.

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Thesis (Ph. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 24, 2006. Dissertation Committee: Albert D. Otto (chair), Barbara S. Heyl, Cheryl A. Lubinski, Nancy K. Mack, Jane O. Swafford, Carol A. Thornton. Includes bibliographical references (leaves 188-198) and abstract. Also available in print.

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34

Listak, Charles Mark. "Bandura's triadic reciprocality, technology, and math achievement through a socioeconomic lens." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000135.

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35

Metcalf, Elizabeth B. "Accelerated math implementation and elementary student achievement and attitudes /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/metcalfe/elizabethmetcalf.pdf.

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36

Hannula, Markku. "Affect in mathematical thinking and learning /." Turku : University of Turku, 2004. http://kirjasto2.utu.fi/julkaisupalvelut/b/annaalit/B273.html.

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37

Li, Ting-on. "Schooling effects on mathematics achievement at sixth form level in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626895.

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38

Rother, Sarah. "The correlation of music aptitude scores with mathematical achievement scores for high school seniors." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000rothers.pdf.

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39

Lindberg, Maja. "The innate ability to cope with mathematics : A comparative fMRI study of children's and adults' neural activity during non-symbolic mathematical tasks." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158199.

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Humans as well as animals are born with a number sense, an innate ability to make approximations (Dehaene, 1997). However, low numeracy is an issue today and have a larger impact on the individuals lives than poor reading abilities (Parsons & Bynner, 2006). To be able to understand the cause of developmental dyscalculia the fully functional brain coping with numbers must be further investigated. The aim of this study is hence to examine how the number sense develop during maturation. Seven children and seven adults (all healthy) have participated in this neuro imaging study. The participants were required to perform a non-symbolic mathematic task and a control task both outside and within the scanner. The results indicate a transition of active areas in the brain during maturation. In the children prefrontal areas were recruited, and for the adults the activation was primarily found in the parietal cortex. These findings, despite low statistical power indicates a shift of neural activity from a more cognitive demanding task into an automated task. Further studies will have to replicate the experiment to validate the findings of this study.

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Borchert, Katja. "Disassociation between arithmetic and algebraic knowledge in mathematical modeling /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/9141.

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Lim, Brian S. "Factors associated with Korean American students' mathematics achievement /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7572.

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Zakaria, Sakirah. "A comparison between Mathematics Placement Examination and ACT mathematics on certain classes of students at Kansas State University." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9984.

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Tedesco, Marick Rozek. "The influence of reading and math skill on the multiple choice mathematics problem solving performance of fourth-grade students /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018396.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-117). Also available for download via the World Wide Web; free to University of Oregon users.

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44

Boyer, Victor A. "Gender discrepancies in mathematics [electronic resource] /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Boyer_VMIT2010.pdf.

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Nelson, Lance D. "A Case Study Exploring the Ways Preservice Elementary Teachers with Low Levels of Mathematics Self-Efficacy Believe Their Mathematical Ability will Affect Their Teaching Effectiveness." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436090593.

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Tobias, Scott A. Rudy Duane Ispa Jean. "Relations between videogame play and 8th-graders' mathematics achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6878.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jean Ispa and Dr. Duane Rudy. Vita. Includes bibliographical references.

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47

Lubasi, Justin Mwandamena. "Investigating how a peer teaching programme could shape the mathematical experience of the participating tutors." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017350.

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This case study, involving six Grade 10 learners, investigates how a peer tutoring programme could shape the mathematical experience and disposition of the participating tutors. The study is grounded in an interpretive paradigm and data was collected in four sequential phases. The Mathematics Dispositional Functions Inventory (MDFI) instrument was completed by the tutors prior to commencement of the tutoring programme. The tutoring sessions then took place over a three week period during which time each tutor kept a reflective journal. Semi-structured interviews were then conducted, after which each tutor completed the MDFI instrument again in order to track any potential changes in their mathematical disposition. The study found that the participating tutors showed an improved mathematics disposition after the peer tutoring experience. Not only was the peer tutoring programme an empowering experience for the tutors, it also had a positive influence on both the tutors’ self-confidence as well as their perceived mathematical ability.

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Hunsader, Patricia D. "Lessons learned about boys' and girls' mathematical problem solving : the solution processes, performance, linguistic explanations, self-efficacy, and self-assessment of fifth-grade students of varying reading and mathematics abilities." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001185.

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49

Laidlow, Leandra D. "GENDER DIFFERENCES IN MATHEMATICS ACHIEVEMENT: AN ANALYSIS OF THE 2003 COMMON ENTRANCE EXAMINATIONS IN THE COMMONWEALTH OF DOMINICA." Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1103056911.

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Chan, Mee-yin Becky. "Exploring the cognitive profile of Hong Kong Chinese children with mathematics difficulties." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41547524.

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