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Dissertations / Theses on the topic 'Middle school math teachers'

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Published: 4 June 2021

Last updated: 15 February 2022

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1

Nivens, Ryan Andrew. "Constructivist Ways to Teach Middle School Math Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/234.

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2

Vizzi, Angela L. "Teachers' Perceptions of Manipulatives During Middle School Math Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2080.

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In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district's math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case

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3

Gilbert, Michael. "A professional development experience : an analysis of video case-based studies for secondary math teachers in linear functions /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7530.

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4

Johnson, Teresa. "An examination of the relationship between the type of teacher certification of middle school teachers and student math, reading, and writing achievement /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3164080.

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Thesis (D.Ed.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 91-100). Also available for download via the World Wide Web; free to University of Oregon users.

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5

Rhyne, Brenda. "Urban middle school students' perceptions of math and science teachers' caring behaviors and students' self reports of academic competence /." Online version of thesis, 2007. http://hdl.handle.net/1850/4891.

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6

Unobskey, Arthur. "Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers." Thesis, Boston College, 2009. http://hdl.handle.net/2345/626.

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Thesis advisor: Robert J. Starratt<br>Often educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common assessments, look at the results, and choose the approach of the teacher who achieved the most success. Teachers, however, often resist this approach to identifying a "best practice" because it creates a competitive climate in which one teacher will be identified as the best. Conversations about teaching, when they do occur, thus often remain superficial. Teachers most often say to each other that they respect

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Creek, Wendy. "It All Adds Up| Professional Development, Content Knowledge, and Self-Efficacy in Middle School Math Teachers." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10682850.

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<p> The math achievement of American students had been stagnant or falling since 2007, according to both national and international measures (NAEP, TIMSS, PISA). While the Common Core State Standards were partially a response to sinking levels of American math proficiency, those standards require a much greater depth of conceptual understanding of mathematics for teachers than previous standards, yet more than half of fifth- through eighth-grade math teachers are not certified to teach math. The federal government and school districts spend millions of dollars on teacher professional developme

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8

West, Robert J. "Teacher Identity and Self-efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427381851.

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9

Brothers, Martha Sue. "The Experiences of Middle School Teachers with Integration of Digital Media into the Curriculum." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1879.

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Middle school teachers at a school district integrated digital media into the math and literacy curriculum by using programs such as Success Maker and Reading 180 in the classroom. Teachers received training on best practices for integrating digital media in their teaching. No research had been conducted to examine the experiences of these middle school teachers with the integration of digital media into the curriculum. The purpose of this qualitative case study was to address that gap. The research questions focused on teachers' outlooks on digital media as a teaching tool and the instruction

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Ikenberry, Susan J. "Math, Class, and Katrina Aftermath: The Impact of Experiences Teaching Mathematics to Low-income Middle School Students on Middle-income Teachers’ Pedagogical Strategies." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1925.

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Despite a century of educational reforms, no matter how achievement is measured, learning and opportunity gaps can still be predicted by race and socioeconomic status. Teachers and schools are blamed for functioning to reproduce social inequality. This study investigated teacher agency and transformative potentials. It considered how teachers modified their pedagogical practices when teaching low-income and high-poverty students. In order to capture teacher beliefs and logic, a qualitative approach was used involving in-depth interviews of a small number of participants. The research used

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11

Satyal, Neeraj Raj. "An Analysis of Fifth-Grade Teachers’ Mathematical Inputs on Eighth-Grade Students’ Mathematical Outputs." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/183.

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The purpose of this study was to explore and analyze which fifth-grade teacher inputs were the most important predictors of future outcomes of eighth-grade math students. This quantitative study looked at mathematical achievement through the lens of an education production function. The three inputs that were analyzed were fifth-grade teachers’ background; perception of professional development; and instructional practices and the relationship of those practices to achievement in eighth-grade math. In order to find the relationship between the above variables and student achievement, descripti

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12

Sessoms, Carolyn Jones. "Teachers' Perspectives: Face-to-Face and Computer-Based Instruction in Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2886.

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Differentiated instruction offers opportunities to improve student academic performance, specifically in students with learning disabilities. However, teachers' perceptions of which differentiated-instruction program works best to support differently abled students were unknown. The purpose of this qualitative case study was to explore teachers' perceptions on whether face-to-face instruction using response to intervention or computer-based learning using TenMarks works best in improving the academic performance of students who are differently abled in mathematics, specifically geometry. Const

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13

Kane, Julie M. "Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/950.

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This study used mixed methods to examine middle school mathematics teachers’ beliefs about English Learners’ ability to participate in rigorous, grade-level math instruction as well as beliefs about their own capacity for teaching English Learners. Additionally, the study investigated the influence of teachers’ beliefs on their instructional practices and identified the types of support teachers need to develop as culturally and linguistically responsive educators. Findings revealed some dissonance between teachers’ explicit beliefs about teaching English Learners and their implicit beliefs il

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14

Kim, Jessika. "The effects of professional learning communities on middle school math teachers in developing curriculum, instruction, and assessments for common core." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118914.

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<p> The world of education in the K–12 setting is constantly changing. The most recent shift in educational reform is the Common Core State Standards (CCSS). These new standards require students to think critically and demonstrate higher depths of knowledge. As a result, teachers are faced with the large task of realigning curriculum, instruction, and assessments to meet the new demands of Common Core. Unfortunately, with new standards and new expectations for assessments, teachers may feel overwhelmed and overextended. Professional Learning Communities (PLCs) offer a structure in which

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15

Mowen, Diana L. "Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1227.

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Wood, Christopher Neal. "Origin and Use of Pedagogical Content Knowledge: A Case Study of Three Math Teachers and Their Students." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2957.

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Teachers must have specific knowledge of a subject and how to teach it to promote learning in their students (also known as pedagogical content knowledge). Research has shown that project-based curriculum can be an effective way for teachers to leverage this knowledge into deeper student understanding and application readiness, but observations about when and how this happens in the classroom have not been adequately documented. In this study we will explore teaching and learning in a middle-school boat-building curriculum focused on real-world application of math concepts. The boat-building p

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17

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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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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18

Helm, Kerry L. "A descriptive study of northwest Ohio seventh grade math teachers' attitudes and strategy integration used to promote literacy in the classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120150309.

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19

Stroter, Antionette Denise. "The Effects of Teacher-Student Racial and Ethnic Congruence on Student Math Learning." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28180.

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The Supreme Court of the United States has recently determined that assigning students to schools and classrooms based on racial identity is unconstitutional. However, it also left the door open for further and different rulings. If researchers are able to show that lack of consideration of race has deleterious effects on federally mandated programs and initiatives, the ruling may be modified or opened up to specific circumstances. Among its many consequences, this ruling brings a focus onto the question of student-teacher matching in classrooms. Over the years, there has been a great deal of

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20

Schaefer, Katherine A. "Measuring & Making Systems Change: Sensemaking of Teacher Leaders." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1616253866255772.

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21

Richmond, Daena J. "The relationship between teacher ratings on the Indiana Standards Tool for Alternate Reporting (ISTAR) : English/language arts/math assessment for students in grades 3 and 8." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325993.

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22

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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Rodriguez, AnaGloria. "Comparing math self-efficacy in middle school girls." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3266.

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Thesis (M.A.)--West Virginia University, 2003.<br>Title from document title page. Document formatted into pages; contains vi, 61 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-46).

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24

Noonan, Andrea. "Middle School Teachers' Technology Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5916.

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Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual f

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25

Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.

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Abstract In a charter school in the Southwest United States, elementary students were struggling to attain proficiency in math and have been failing to meet the standards in math on the Arizona Instrument to Measure Standards test. As a result, these students may not have been prepared for more advanced math courses as they continued their schooling, and this failure to attain proficiency in math may continue to impact the school's ability to make adequate yearly progress. The purpose of this explanatory case study was to explore the perspectives of elementary math teachers toward teaching mat

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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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Wheeler, Anitra. "Middle School Teachers' Perceptions of Discipline." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374223954.

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28

James, M. Lovetta Wildemuth Barbara M. "Middle school teachers' understanding of technology integration." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2778.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.<br>Title from electronic title page (viewed Mar. 10, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Information and Library Science." Discipline: Information and Library Science; Department/School: Information and Library Science, School of.

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29

Dehn, Karalyn. "Relational aggression and middle school teachers' perceptions." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dehnk.pdf.

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30

Williams, Brenielle. "Middle School Teachers' Perceptions About Reading Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5811.

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Reading skills assessments have demonstrated that middle-grade Mississippi school children are on average two full grade levels or more below grade reading levels. This qualitative case study in one urban county Mississippi school district with decreasing literacy scores examined teachers' perceptions of evidence-based literacy instruction methods, which may improve literacy problem in this district. The constructive learning theory provided the conceptual framework for this study. The research questions addressed teacher perceptions regarding recommended instructional strategies, limiting fac

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Bryant, Dean Rochelle. "Middle School Teachers' Perceptions of Instructional Coaching." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6531.

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Instructional coaching, a multifaceted form of job-embedded professional development in education, is widely spreading across the United States as a means of improving staff performance and student learning. The problem was that there was a decrease in 8th grade student achievement in mathematics in this school district. The purpose of the intrinsic qualitative case study was to examine the perceptions and experiences of middle school math teachers about the role of instructional coaches in supporting math instruction. Maslow's hierarchy of needs and Knowles' andragogy adult learning theories

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Brown, Sareta Valdez. "Middle School Teachers' Perspectives of Classroom Bullying." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/135.

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Teachers are faced with numerous interruptive bullying behaviors in middle school classrooms, which brought the quality of education into question. Bullying victims have shown decreased rates of academic success, measured by lower grades, compared to those not involved in bullying. The purpose of this basic interpretative qualitative study was to explore the phenomenon of classroom bullying from the perspectives and experiences of 10 middle school teachers. The research questions examined teachers' experiences in witnessing bullying in their classrooms and the strategies they used to identify

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Baker, Jane McEver. "Exploring technological literacy: Middle school teachers' perspectives." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/651.

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The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological met

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34

Milligan, Erika. "“Math Class is Tough”: The Role of Mindset in Middle School Girls’ and Boys’ Math Achievement." Ohio Dominican University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1462203504.

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35

Bornfield, Alva Jo Anne Gail. "A CBA model's effect on middle school students in math achievement." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185934.

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The present study was an investigation of the effects of a CBA model on mathematical achievement of middle school students. Nine subjects in the seventh and eighth grades were selected to participate in the study. A multiple baseline single subject design was used. Results indicated that a CBA model designed in the form of a pullout program can be very effective in identifying and remediating problems in mathematics for middle school students who are at-risk for failing mathematics. Implications of the current findings for the use of a CBA model were discussed. The use of a CBA model for stude

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Pemberton, Katie Jo. "Assessment for Feedback and Achievement Growth for Middle School Math Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5928.

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Inconsistent math assessment practices do not accurately represent and communicate student mathematics achievement. Because of inconsistencies in assessment practices, local middle school mathematics teachers in an urban school district in the northwestern United States piloted the use of multiple formative assessments. The purpose of this study was to compare mathematics achievement, growth, and course percentage grades for students who have multiple formative assessment attempts compared to students who are not provided multiple assessment attempts. Theoretical foundations originated from Bl

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HUSS, JOHN A. "MIDDLE LEVEL TEACHERS AND THEIR ACCEPTANCE OF THE MIDDLE SCHOOL PHILOSOPHY." University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin974390765.

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38

Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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39

Bernard, Anand Mikel. "Curriculum Decisions and Reasoning of Middle School Teachers." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6488.

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For decades curriculum materials have been used as a means to reform the manner in which mathematics is taught. In an attempt to better understand what impact curriculum materials have on the teaching and learning of mathematics, researchers have begun to analyze the process in which teachers transform curriculum materials into instruction. Given that many of these studies have been broad in nature, I sought to study the specific decisions that three teachers made when planning lesson on geometric transformation and their reasoning for those decisions. In this study I found that while the part

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40

Ford-Connors, Evelyn. "Examining middle school teachers' talk during vocabulary instruction." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12385.

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Thesis (Ed.D.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study investigated the instructional talk of three math teachers from two urban middle schools as they implemented a curriculum designed to develop students' knowledge of academic vocabulary and encourage

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Ziegler, Cindy. "Middle School Mathematics Teachers' Perspectives on Instructional Practices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3650.

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In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-Ã -vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the creation of quality mathematics programs included equity, curriculum, teaching, learning, assessment, and technology. Seven teachers from around the country participated; all met the criteria of a graduate degree in education, at least 5 years of ex

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Claiborne, Roberts Kenya. "High School Math Teachers' Perspectives About Improving Teaching Constructed Response Questions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2802.

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Student test scores related to mathematical word problems have been declining in a rural school district in western Louisiana. Word problems constitute a major component of the Algebra 1 End of Course examination, which students must be able to pass to graduate. Mathematics teachers have struggled to find appropriate strategies to teach students to answer constructed response questions (CRQs) effectively. The purpose of this study was to investigate the perceptions of math teachers about effective teaching strategies for improving student performance on CRQs. Guided by Piaget's constructivist

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Grider-Mehaffey, Alice A. "Teacher attitudes of principal leadership practices : teachers hired by the principal vs. teachers inherited." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272424.

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The purpose of this study was to examine teachers' perceptions of middle school principals' leadership practices. The researcher specifically examined whether teachers hired under the current principal perceived the principal's leadership practices differently than teachers who were already at the school when the principal was hired. Kouzes and Posner's Leadership Practices Inventory On-line was used to determine whether there was a difference between group perceptions.Thirty-eight principals who were members of the Indiana Middle Level Education Association participated in the study (41 % of

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Raver, Elizabeth. "The lived experience of math anxiety for female elementary school teachers." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666122.

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<p> This study sought to better understand the phenomenon of Math anxiety as experienced by female elementary school teachers, teaching grades 2-5. Using qualitative research methods to collect and analyze data, ten participants were recruited for open-ended interviews designed to collect data in the form of verbatim statements. The analysis of this data resulted in qualitative descriptions of the lived experience of Math anxiety by focusing on <i> what</i> Math anxiety is and <i>how</i> it precipitates. In addition, a description of the meaning and essence of Math anxiety was constructed. Res

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Sullivan, Mariya Anne. "Factors underlying high school mathematics teachers' perceptions of challenging math tasks." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3584.

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In this confirmatory factor analysis, factors previously identified to explain the variability in Middle School Mathematics Teachers’ perception of the Common Core State Standards of Mathematics were considered as factors hypothesized to effect high school math teachers’ perceptions of challenging math tasks (CMTs). The factor of student characterization (i.e., disposition, academic preparation, and student behavior) was additionally considered as a factor hypothesized to explain teachers’ perceptions of CMTs, as well as site-based variables (i.e., curriculum, assessment and evaluation, profe

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Spencer-Chapman, Betty Jean. "An examination of changes in teachers' attitudes, teaching practice, and perceptions toward student achievement as a result of professional development in arts integration." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/2997.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 138. Thesis directors: Joan Packer Isenberg, Charles L. Thomas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 2, 2008). Includes bibliographical references (p. 131-137). Also issued in print.

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Weingartner, Judith A. "From teachers' perspective implementation of literacy materials in middle school science /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3143.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 261. Thesis director: Elizabeth G. Sturtevant. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 8, 2008). Includes bibliographical references (p. 244-260). Also issued in print.

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Calderhead, William J. "Effects of interspersed math problems on the task engagement of middle school students /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113002.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 81-86). Also available for download via the World Wide Web; free to University of Oregon users.

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49

Wall, Nancy Amanda. "An investigation of middle school teachers' thinking about motivation." Thesis, The University of North Carolina at Greensboro, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592844.

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<p> Motivation is an important topic of concern for teachers. A review of motivation research, though, revealed that students have been the focus of motivation research. When teachers have been included in studies, researchers have asked teachers to evaluate specific students, compared teacher and student perception of the same phenomena, or asked teachers to respond to their own <i>a priori</i> frameworks. Research on lay theories and teacher beliefs also yielded ideas important for this study. The purpose of this study was to explore teacher thinking about student motivation among middle sch

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Bell, J. Gregory Dossey John A. "A history of mathematics class for middle school teachers." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234458.

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Thesis (D.A.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 19, 2006. Dissertation Committee: John A. Dossey (chair), Lynn H. Brown, Franklin G. Lewis, Albert D. Otto, Charles L. VanderEynden. Includes bibliographical references (leaves 644-648) and abstract. Also available in print.

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