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481.
Examining the Effects of Student-Selected vs. BEA-selected Math Interventions
by Sparks, Jaclyn, M.A.  Southern Illinois University at Edwardsville. 2019: 57 pages; 13877480.
482.
The Index Theorem for Quasi-Tori
by Chan, Tsz On Mario, Dr.Nat.  Universitaet Bayreuth (Germany). 2013: 45 pages; 10703709.
483.
Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving
by Campbell, Mariana Elaine, Ph.D.  University of California, Berkeley. 2011: 146 pages; 3498781.
484.
A study of persistence of undergraduate women majoring in engineering and math
by Pena-Lopez, Jessica M., Ph.D.  Florida Atlantic University. 2011: 166 pages; 3496480.
485.
The effect of cooperative groups on math anxiety
by Batton, Melissa, Ed.D.  Walden University. 2010: 176 pages; 3427021.
486.
Developing Primary (K-2) Teachers' Understanding of High Cognitive Demand Mathematical Tasks
by Hargrove, Dori L., Ph.D.  George Mason University. 2015: 176 pages; 3706599.
490.
Comparative Study of the National Math Curriculum with Curricula from Four Nations
by Wilms, Ulrich Heinz, Ed.D.  Piedmont College. 2011: 347 pages; 3508173.
492.
Topics in Sparse Recovery via Constrained Optimization: Least Sparsity, Solution Uniqueness, and Constrained Exact Recovery
by Mousavi, Seyedahmad, Ph.D.  University of Maryland, Baltimore County. 2019: 206 pages; 22623638.
493.
Computational Modeling and Mechanistic Elucidation of the Complement System under Homeostasis, Disease, and Therapeutic Interventions
by Zewde, Nehemiah Tefera, Ph.D.  University of California, Riverside. 2019: 217 pages; 22617034.
494.
Optimal Control of Time-Discretized Contact Problems
by Müller, Georg Arne, Dr.Nat.  Universitaet Bayreuth (Germany). 2019: 224 pages; 27600391.
496.
Contributions to descriptive set theory
by Atmai, Rachid, Ph.D.  University of North Texas. 2015: 138 pages; 10032212.
498.
501.
Teachers' Perceptions of the Use of AVID in the Math Classroom
by Kamphuis, Kara, M.Ed.  Minot State University. 2018: 86 pages; 10928087.
502.
Singapore Math: A Longitudinal Study of Singapore Math in One School District from 2007 to 2012
by Reynolds, Justin Michael, Ed.D.  Lindenwood University. 2015: 147 pages; 3728017.
503.
Balancing the equation: Do course variations in Algebra 1 provide equal student outcomes?
by Kenfield, Danielle M., Ed.D.  California State University, Fullerton. 2013: 91 pages; 3573279.
504.
Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability
by Ley Davis, Luann, Ph.D.  The University of North Carolina at Charlotte. 2016: 252 pages; 10111913.
506.
A study of student -teacher interactions as a predictor for student academic achievement and success
by Poll, William, III, Ed.D.  St. John's University (New York), School of Education and Human Services. 2010: 123 pages; 3420661.
507.
508.
The influence of symbols on pre-calculus students' problem solving goals and activities
by Kenney, Rachael H., Ph.D.  North Carolina State University. 2008: 346 pages; 3329205.
509.
Quantifying Human Priors over Abstract Relational Structures
by Bravo-Hermsdorff, Gecia, Ph.D.  Princeton University. 2020: 187 pages; 27546804.
510.
A Geometric Approach for Global Stability of a Predator-Prey Model with an Ivlev-Type Functional Response
by Murukan, Soniykha Dhevi, M.S.  The University of Alabama in Huntsville. 2019: 43 pages; 27547839.
481 - 510 of 11409 displayed.
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