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211.
Intermediate mathematics experiences instructing ELL students: A phenomenological study
by Clinch, Aislinn, Ed.D.  University of Phoenix. 2015: 193 pages; 3736716.
213.
Taking HEED: Intersections of Women's Lives with Humanitarian Engineering Experiences and Design
by White, Christina Kay, Ed.D.  Teachers College, Columbia University. 2011: 263 pages; 3492910.
214.
School improvement planning in two urban middle schools
by Cepela, Genevieve D., Ph.D.  Illinois State University. 2007: 211 pages; 3290553.
217.
Impact of the Mathematics Curriculum Coach on Teacher Instructional Practice and Teacher Self-Efficacy
by Syverson, Alison Rollins, Ed.D.  Gardner-Webb University. 2018: 145 pages; 10810108.
218.
School climate and public high school student achievement
by Shaw, Fortune, Ph.D.  University of Maryland, College Park. 2009: 115 pages; 3391389.
219.
Development and Validation of the Singapore Secondary Mathematics Self-Efficacy Scale
by Ling, Siao Charn, Ph.D.  University of California, Berkeley. 2016: 59 pages; 10150955.
220.
The esoteric philosophy of Alice A. Bailey: Ageless wisdom for a new age
by Borsos, David, Ph.D.  California Institute of Integral Studies. 2012: 291 pages; 3517075.
221.
Differentiating geometry instruction by students' strongest method of communicating mathematical ideas
by Jaffe, Elisabeth, Ed.D.  Teachers College, Columbia University. 2010: 154 pages; 3425017.
227.
Second Grade Teachers' Participation with a New Mathematics Text
by Adams, Nancy, Ed.D.  University of Pennsylvania. 2017: 231 pages; 10270201.
230.
The role of Tribal Elder in teaching calculus through an ethnomathematical lens
by Riggs, Robert, Ph.D.  University of Missouri - Kansas City. 2012: 304 pages; 3504063.
232.
A number sense intervention for urban kindergartners at risk for mathematics difficulties
by Dyson, Nancy Ileen, Ph.D.  University of Delaware. 2011: 161 pages; 3465744.
236.
237.
A guided reinvention of ring, integral domain, and field
by Cook, John Paul, Ph.D.  The University of Oklahoma. 2012: 281 pages; 3517320.
240.
Toward a Unified Computer Learning Theory: Critical Techno Constructivism
by Sanders, Bryan Philip, Ed.D.  Loyola Marymount University. 2019: 289 pages; 22621809.
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