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Dissertations / Theses on the topic 'Mathematics teachers'

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Published: 4 June 2021
Last updated: 25 July 2025

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1

Lehmann, Jane Nedine. "Reading mathematics: Mathematics teachers' beliefs and practices." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186198.

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This study explores the relationship between university mathematics teachers' beliefs about the nature of reading mathematics and their practices regarding reading mathematics. It is a response to the calls for reform in mathematics education, particularly to the assertion made by the National Council of Teachers of Mathematics in 1989 that not all students can read mathematical exposition effectively and that all students need instruction in how to read mathematics textbooks. It presupposes a collaboration between reading and mathematics teachers to help students learn to read mathematics. Th
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2

Bickmore-Brand, Jennie. "Teachers of mathematics teach mathematics differently : a case study of two teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/893.

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This thesis investigates the different approaches adopted by two teachers for teaching mathematical content at the upper primary level of education. Questions have been raised by researchers about the impact teachers' philosophical background may have on their perception of how mathematics should be taught. Similarly questions have been asked about the role of content in mathematics education in relation to the process of education. The two teachers held different beliefs about what they were doing when they were teaching mathematics and why they were teaching that way. Their methodological em
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3

Bakkaloglu, Ezgi. "Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608937/index.pdf.

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This study analyzes the preservice elementary mathematics teachers&rsquo<br>self efficacy beliefs and outcome expectancies about using manipulatives and investigates whether, or not, university and gender differences have any significant effect on their self efficacy and outcome expectancies. In mathematics education, students&rsquo<br>conceptions about abstract mathematical ideas and being able to convert them into concrete ideas are very important. For this reason, it is very beneficial to use manipulative materials in the mathematics lessons. However, most of the preservice mathematics teac
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4

Ozgeldi, Meric. "Middle School Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.

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The current study aimed to explore middle school mathematics teachers&rsquo<br>use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Pr
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5

Kunz, Emily Ann Hales. "Secondary Mathematics Teachers' Mindsets." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8691.

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Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathemati
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6

Sweeting, Kylie. "Early years teachers’ attitudes towards mathematics." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46123/1/Kylie_Sweeting_Thesis.pdf.

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Worldwide, there is considerable attention to providing a supportive mathematics learning environment for young children because attitude formation and achievement in these early years of schooling have a lifelong impact. Key influences on young children during these early years are their teachers. Practising early years teachers‟ attitudes towards mathematics influence the teaching methods they employ, which in turn, affects young students‟ attitudes towards mathematics, and ultimately, their achievement. However, little is known about practising early years teachers‟ attitudes to mathematics
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7

Segarra, Escandón Jaime Rodrigo. "Pre-service teachers' mathematics teaching beliefs and mathematical content knowledge." Doctoral thesis, Universitat Rovira i Virgili, 2021. http://hdl.handle.net/10803/671686.

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L’estudi del coneixement matemàtic i les creences de l’eficàcia de l’ensenyament de les matemàtiques en la formació inicial dels futurs mestres és fonamental, ja que influencia el rendiment acadèmic dels seus estudiants. L’objectiu d’aquesta tesi és estudiar tant el coneixement matemàtic inicial dels futurs mestres com també les seves creences sobre l’eficàcia matemàtica i la seva actitud envers les matemàtiques. Per a complir amb l’objectiu, es realitzen vàries investigacions. Primer, s’estudien els coneixements inicials de nombres i geometria dels estudiants del primer curs del Grau d’Educac
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8

Verwey, Johanna Cornelia (Hanlie). "Investigating the interaction of mathematics teachers with learners' mathematical errors." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24743.

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This study investigated the interaction of mathematics teachers with learners’ mathematical errors. The teachers’ verbal interaction with learners’ errors during learning periods and their written interaction in assessment tasks were explored. The study was contextualized in grade 9 secondary school classrooms in the Gauteng province of South Africa. The investigation was epistemologically underpinned by constructivism/socio-constructivism. The investigation was qualitatively approached through four case studies. Structured and semi-structured interviews, classroom observations and learners’ w
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9

Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.
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10

Bucci, Terri Teal. "Expert mathematics teachers' parallels to worldviews : investigating pedagogical responses to novice mathematics teachers' concerns /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329503314.

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11

Leung, King-shun. "Pre-service teachers' attitudes towards mathematics and mathematics education /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595848.

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12

Kurt, Gonul. "Pre-service Elementary Mathematics Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612740/index.pdf.

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The current study seeks to investigate pre-service elementary mathematics teachers&rsquo<br>(PEMTs&rsquo<br>) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo<br>SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. O
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13

Kaplan, Merve. "Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.

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Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in various means in mathematics education. Mathematics teachers have a crucial role in the us
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14

Roddy, Mark R. "Mathematics teachers' conceptions of "connections." /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/7838.

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15

Leung, King-shun, and 梁景信. "Pre-service teachers' attitudes towards mathematics and mathematics education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B30106515.

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16

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 m
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17

Dickerson, David S. "High school mathematics teachers' understandings of the purposes of mathematical proof." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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18

Prestwich, Paula Jeffery. "Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5785.

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The Finnish school system has figured prominently in the PISA international assessments for over 10 years. Many reasons are given for Finnish success yet few of them focus on what is happening in the mathematics classroom. This study addresses the question of “What does mathematics instruction in the Finnish mathematics classroom look like?” Eight Finnish mathematics classes, from 6th – 9th grade were recorded, translated, and analyzed using the Mathematical Quality of Instruction (MQI) 2013 video coding protocol. Other aspects and observations of these classes also are discussed. Althou
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19

Mathis, Kimber Anne. "Secondary Preservice Mathematics Teachers' Curricular Reasoning." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7511.

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Researchers have found that teachers' decisions affect students' opportunity to learn. Prior researchers have investigated teachers' decisions while planning, implementing, or reflecting on lessons, but few researchers have studied teachers' decisions and their reasoning throughout the teaching process. It is important to study teachers' reasoning for why they make the decisions they do throughout the teaching process. Furthermore, because inservice and preservice teachers differ in experience and available resources that they draw on while making decisions, it is helpful to consider the resou
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20

Feldhaus, C. Adam. "How Mathematical Disposition and Intellectual Development Influence Teacher Candidates' Mathematical Knowledge for Teaching in a Mathematics Course for Elementary School Teachers." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343753975.

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21

Ferreira, Rosa Antónia De Oliveira Figueiredo Tomás Presmeg Norma C. "Portuguese mathematics student teachers' evolving teaching modes a modified teacher development experiment /." Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196645.

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Thesis (Ph. D.)--Illinois State University, 2005.<br>Title from title page screen, viewed September 25, 2006. Dissertation Committee: Norma C. Presmeg (chair), Nerida F. Ellerton, Beverly S. Rich. Includes bibliographical references leaves and abstract. Also available in print.
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Bowers, David Matthew. "Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988.

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23

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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24

Ferdinand, Victor Allen. "An elementary mathematics methods course and preservice teachers' beliefs about mathematics and mathematical pedagogy: A case study /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124570001.

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25

Tang, Cham-wing. "The attitudes of secondary school mathematics teachers towards the teaching of mathematics by using computers." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601125.

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26

Kayan, Fatma. "A Study On Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608104/index.pdf.

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This study analyzes the kinds of beliefs pre-service elementary mathematics teachers hold about mathematical problem solving, and investigates whether, or not, gender and university attended have any significant effect on their problem solving beliefs. The sample of the present study consisted of 244 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 5 different universities located in Ankara, Bolu, and Samsun. Data were collected in spring semester of 2005-2006 academic years. Participants completed a survey composed of three parts as demographic in
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27

Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.

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The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo<br>beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash<br>2003
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28

Kim, In Hong. "Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407808/.

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Early childhood education emphasizes the need of providing high quality early childhood mathematics programs for preschool children. However, there is little research that examines the importance of preschool children’s mathematical knowledge development and teachers’ beliefs about how to teach mathematics to young children. The purposes of this study were to investigate pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and their beliefs about teaching mathematics in the preschool classroom and also to determine how experience differentiates the tw
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29

Othman, Mohd Yusof. "An investigation into the teacher craft of secondary school mathematics teachers." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396074.

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30

Schwerdtfeger, Sara. "Elementary preservice teachers’ and elementary inservice teachers’ knowledge of mathematical modeling." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35730.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Sherri L. Martinie<br>This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through the Common Core State Standards (NGACBP & CCSS, 2010). According to Ellis and Berry (2005), the recommendation for teachers to think differently about teaching mat
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Pamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.

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The purpose of this study was (1) to explore pre-service science and mathematics teachers&rsquo<br>levels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public u
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Karahasan, Burcu. "Preservice Secondary Mathematics Teachers&#039." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612025/index.pdf.

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The main purpose of the study was to understand preservice secondary mathematics teachers&rsquo<br>pedagogical content knowledge of composite and inverse functions. The study was conducted with three preservice secondary mathematics teachers in Graduate School of Education at Bilkent University. The instruments of the study were qualitative in nature and in four different types of data forms: observations, interviews, documents, and audiovisual materials. Observation data came from fieldnotes by conducting an observation of lessons participants taught at Private Bilkent High School. Interview
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Alpaslan, Mustafa. "Prospective Elementary Mathematics Teachers&#039." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613610/index.pdf.

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The aim of this study was to investigate the roles of year in teacher education program and gender on prospective elementary mathematics teachers&rsquo<br>knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers&rsquo<br>knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtained from 1593 prospective teachers who were enrolled in first, second,
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McCabe, Corinne. "Occasioning change in mathematics teachers' beliefs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ34458.pdf.

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35

Ozen, Mehtap. "Investigation Of Pre-service Mathematics Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615667/index.pdf.

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The aim of the study is to investigate pre-service middle school mathematics teachers&rsquo<br>critical thinking processes through statistical and probabilistic knowledge in the context of popular media texts. The study was conducted with a qualitative case study method. Participants of the study consisted of four senior pre-service middle school mathematics teachers enrolled in a public university. Data were collected through in-depth interviews with the participants. Analysis of the data was conducted on the basis of two dimentions<br>critical thinking skills, and statistical and probabilist
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36

Ilaslan, Serap. "Middle School Mathematics Teachers&#039." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615681/index.pdf.

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The purpose of this study was to reveal and define the problems middle school mathematics teachers experienced in applying transformational geometry and the solutions they proposed to overcome these problems. A total of six elementary mathematics teachers (grades 5-8) in Ankara participated in the study. The data were collected by means of one-to-one interviews with the participants. The findings indicated that the participants&rsquo<br>problems divided into three parts. These problems were problems arising from teachers, problems arising from students and problems arising from resources. The
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McConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.

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38

Heffernan, Kayla. "Promoting Preservice Teachers' Mathematics Identity Exploration." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/371318.

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Math & Science Education<br>Ph.D.<br>Despite the effort of teacher education programs, early childhood, and elementary preservice teachers often fear mathematics, have high mathematics anxiety, hold negative self-perceptions in relation to mathematics, find mathematics irrelevant, and have low mathematics achievement. The aim of this study was to implement and investigate the influence of an identity exploration intervention on preservice teachers’ identities in mathematics during a required mathematics content course of a teacher education program to provide insight into the patterns of chang
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White-Fredette, Kimberly. "What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-05232009-112403/.

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Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from file title page. David W. Stinson, committee chair; Pier A. Junor Clarke, Jennifer Esposito, Brian A. Williams, committee members. Description based on contents viewed Nov. 12, 2009. Includes bibliographical references (p. 196-217).
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Aydogan, Yenmez Arzu. "An Investigation Of In-service Secondary Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614991/index.pdf.

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Although an increasing number of research studies in mathematics education have begun focusing their efforts on mathematical modeling as a need for change to convey mathematical ideas beyond schools, there is not enough information about the nature of the teacher knowledge for effective use of modeling in mathematics teaching and how this knowledge evolves. The goal of this study is to investigate teachers&rsquo<br>evolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study incl
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41

Ilgun, Munevver. "An Investigation Of Prospective Elementary Mathematics Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615447/index.pdf.

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The purpose of this study was to determine performance of prospective elementary mathematics teachers on answering the items handling the probabilistic misconceptions. The other aim was to investigate the underlying reasons behind these misconceptions of prospective elementary mathematics teachers. To address these aims, qualitative approach was performed. The sample of this study was obtained through convenience sampling. Data were gathered during 2011-2012 spring semester by administering Probability Misconception Questionnaire to 12 senior prospective elementary mathematics teachers studyi
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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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Appova, Aina K. Arbaugh Fran. "Teacher opportunities to learn responses and recommendations of grades 6-12 mathematics teachers from one district /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6845.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Apr. 12, 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. Fran Arbaugh. Vita. Includes bibliographical references.
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Kayan, Ruhan. "Construction Of A Mathematics Related Belief Scale Forelementary Preservice Mathematics Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613003/index.pdf.

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The purpose of this study is to construct a valid and reliable mathematics related beliefs scale for determining preservice elementary mathematics teachers&rsquo<br>mathematics related beliefs in Turkey and investigating the impact of the gender and year level on the preservice mathematics teachers&rsquo<br>mathematics related beliefs. For the first purpose, the &ldquo<br>Mathematics Related Belief Scale (MRBS)&rdquo<br>was developed based on the combination of the belief frameworks in the literature. Data were collected from ten different universities from Ankara, Balikesir, Burdur, Bolu, Gaz
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Grigutsch, Stefan &amp Toerner Guenter. "World views of mathematics held by university teachers of mathematics science." Gerhard-Mercator-Universitaet Duisburg, 2002. http://www.ub.uni-duisburg.de/ETD-db/theses/available/duett-05272002-102811/.

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The present empirical study deals with the question of the (world) view of mathematics (i.e. the image of mathematics) held by university mathematics teachers in countries of German as a first lan-guage. The basis of this study is a voluntary survey by means of a closed questionnaire of 119 persons during an annual meeting of mathematicians. This questionnaire was on the whole employed for two other studies on mathematics teachers (N= 300) and pupils (N=1650). Four to five dimensions were defined by means of factor analysis and subsequently verified as relevant dimensions of the view of mathem
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Abdeljaber, Soha R. "High school mathematics teachers' perceptions of mathematics education in northwest Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731744.

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<p> In the United States, high school students have performed lower in mathematics than all the industrialized countries since the First International Study was administered in 1964. Studies revealed that a large number of high school graduates are not proficient in mathematics and are not ready for college mathematics or the workforce. This qualitative research intended to answer the question of why the U.S. high school students underperform in mathematics through teacher perceptions on the current curriculum and methods of instruction used in high school mathematics classes. The question was
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Sevis, Serife. "The Effects Of A Mathematics Teaching Methods Course On Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609644/index.pdf.

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The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers&rsquo<br>content knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers&rsquo<br>understanding of basic concepts and procedures in school mathematics, use of mathematical definitions, presentation of mathematical content to students, identification of common errors, misconceptions and solution strategies and evaluation of unusual solution methods were examined with the help of a multiple choice test
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Ozaytabak, Emel. "Factors Affecting Preservice Mathematics Teachers&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605232/index.pdf.

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The purpose of this study was to examine the factors affecting preservice mathematics teachers&rsquo<br>decisions on probability teaching. The sample of the study was 248 preservice mathematics teachers from Gazi University, Hacettepe University, and Middle East Technical University. According to the gender the number of females and males were 170 and 78 respectively. To obtain necessary data for the study, the following measuring instruments were used: (1) Probability Achievement Test (PAT)<br>(2) Probability Misconception Test (PMT)<br>(3) Attitude toward Probability Teaching Scale (APTS)<br
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Eroglu, Deniz. "Examining Prospective Elementary Mathematics Teachers&#039." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614005/index.pdf.

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The purpose of this study was to investigate the prospective teachers&rsquo<br>knowledge of mistakes held by elementary students in fractions and their proposed strategies to overcome those mistakes. The data were collected from 149 prospective elementary mathematics teachers enrolled in the elementary mathematics education programs from a public university in Central Anatolian Region. Fraction Knowledge Questionnaire was used to accomplish the purpose of the study. The data collection tool included nine open ended questions, and each question had two sub-tasks. In this study, the items in the
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Chung, Chih-Hung. "Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799534/.

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Abstract:
In recent years, considerable concern has arisen over cross-national student’s math achievement. A number of studies focusing on eighth grade student’s math achievement have been published. However, the most important role we should consider is not only students, but also teachers. A good teaching training program could help teachers improve their teaching expertise and student’s math achievement. Moreover, most studies only focused on explained predictions of the effect between potential factors. Therefore, the purpose of this study is to implement a hierarchical linear model and cluster anal
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