MA, PhD, & EdD Graduates with Links to Theses
2016
Dana Grosser-Clarkson (PhD). "Examining Secondary Mathematics Candidates' Learning and Enactment of Mathematics Teaching Practices: A Multiple Case Study" (http://hdl.handle.net/1903/18559)
2014
Carolina Napp-Avelli (PhD). "Exploring Funds of Knowledge and Capital: Caser Studies of Latino Immigrant Families Supporting their Children's Education, with a Focus on Mathematics" (http://hdl.handle.net/1903/15399)
Nancy Tseng (PhD). "Teaching Mathematics Through An Integrated Caring Approach: Examining the Process of Building Pedagogical Relationships in One Fourth-Grade Classroom” (http://hdl.handle.net/1903/15715)
2013
Darcy Conant (Ph.D). "The Impact of an Instructional Intervention Designed to Support Development of Stochastic Understanding of Probability Distribution" (http://hdl.handle.net/1903/14477)
Toya Jones Frank (Ph.D). "Widgets and Digits: A Study of Novice Middle School Teachers Attending to Mathematics Identity in Practice" (http://hdl.handle.net/1903/14598)
Senfeng Liang (Ph.D). "Family involvement in children's mathematics education experiences: Voices of immigrant Chinese American students and their parents" (http://hdl.handle.net/1903/14579)
Emily Yanisko (Ph.D). "Novice Middle-School Mathematics Teachers Learning to Promote Student Sense Making Through Productive Discussion" (http://drum.lib.umd.edu/handle/1903/14879)
2012
Jill Neumayer DePiper (Ph.D). What Can I Do? Preservice Elementary Teachers Developing Understandings of Self as Mathematics Teacher and Teaching in Context. (http://hdl.handle.net/1903/12610)
Wanda L. McCoy (Ph.D). Assessing Pre-Service Teachers' Knowledge of and Attitudes Towards Incorporating Social Justice Education in Elementary School Mathematics Classes. (http://drum.lib.umd.edu/handle/1903/12671)
Grace Benigno (Ph.D). The Everyday Mathematical Experiences and Understandings of Three, 4-Year-Old, African-American Children From Working-Class Backgrounds. (http://drum.lib.umd.edu/handle/1903/12562)
2011
Amber H. Rust (Ph.D). The Impact of Instruction Incorporating Content Area Reading Strategies on Student Mathematical Achievement in a Community College Developmental Mathematics Course. (http://hdl.handle.net/1903/12229)
2010
Allison Bell (M.A.).The Nature of Self-Regulation, Scaffolding, and Feedback in a Computer-Based Developmental Mathematics Classroom. (http://hdl.handle.net/1903/12193)
Steven R. Jones (Ph.D). Applying Mathematics to Physics and Engineering: Symbolic Forms of the Integral. (http://hdl.handle.net/1903/10848) Email: sjones@mathed.byu.edu
Farhaana Nyamekye (Ph.D). Embracing mathematics identity in an African-centered school: Construction and interaction of racial and mathematical student identities. (http://hdl.handle.net/1903/10939)
2009
George Patrick Vennebush (M.A.).The Impact of Curriculum Focal Points on State Mathematics Standards. (http://hdl.handle.net/1903/9952)
Andrew H. Callard (M.A.). Subtle Cues and Hidden Assumptions: An Action Research Study of Teacher Questioning Patterns in 7th and 8th Grade Mathematics Classrooms. (http://hdl.handle.net/1903/9902)
H. Michael Lueke (Ph.D). Preservice Teachers' Mathematical Knowledge for Teaching: A Comparison of Two University Mathematics Courses. (http://hdl.handle.net/1903/9903)
Richard Hollenbeck (Ph.D). Understanding the Challenges to Implementing a Multiple Solution Norm. (http://hdl.handle.net/1903/9526)
2008
Kyle Cochran (M.A.). Math and Math-in-School: Changes in the Treatment of the Function Concept in Twentieth Century Secondary Algebra Textbooks. (http://hdl.handle.net/1903/8235)
Christy Graybeal (Ph.D). The Messages Mathematics Teachers Interpret from Curricular Resources and the Relations of These Messages to Their Beliefs and Practices. (http://hdl.handle.net/1903/8542). Email: graybeal@hood.edu
Kristy Vernille- Blocklin (Ph.D). The Impact of Teacher Interaction on the Achievement and Self-Efficacy of Students Within a Computer-Based Developmental Mathematics Course. (http://hdl.handle.net/1903/8549). Email: kvernille@howardcc.edu.
Ethan Merlin (M.A.). Beyond PEMDAS: Teaching Students to Perceive Algebraic Structure. (http://hdl.handle.net/1903/8553).
Toni Smith (Ph.D). An Investigation Into Student Understanding of Statistical Hypothesis Testing. (http://hdl.handle.net/1903/8565)
Anne Marie Marshall (Ph.D). Understanding Opportunities to Practice What We Preach: Mathematical Experiences of Mathematics Education Doctoral Students. (http://hdl.handle.net/1903/8750). More info here.
2007
Geoffrey Birky (Ph.D). Implementing Eighth Grade Mathematics Problems in Six Countries: A Secondary Analysis of the TIMMS 1999 Video Data. (http://hdl.handle.net/1903/7233). More info here.
Eden Badertscher (Ph.D). An Inquiry into Relationships with Mathematics: How Identities and Personal Ways of Knowing Mediate and Respond to Mathematics Content Experiences. (http://hdl.handle.net/1903/7582)
Ming Tomayko (Ph.D). An Examination of the Working Conditions, Challenges and Tensions Experienced by Mathematics Teachers. (http://hdl.handle.net/1903/7592)
Kara Karch Trenkamp (Ph.D). An Investigation of the Factors that Influence Reform Implementation Practices of Middle School Mathematics Teachers. (http://hdl.handle.net/1903/7663)
Timothy Fukawa- Connelly (Ph.D). A Tale of Two Courses: Teaching and Learning Abstract Algebra. (http://hdl.handle.net/1903/7675)
Alycia A.Marshall (Ph.D). Black/African American Students' Perceptions of Mathematical Success and Success Factors at a Community College. (http://hdl.handle.net/1903/7828)
2006
Kadian Howell (Ph.D). An Examination of the Relationship Between Participation in Academic-Centered Peer Interactions and Students' Achievement and Retention in Mathematics-Based Majors. (http://hdl.handle.net/1903/3351)
Kathy Clark (Ph.D). Investigating Teachers' Experiences with the History of Logarithms: A Collection of Five Case Studies. (http://hdl.handle.net/1903/3379)
Kristie Jones (Ph.D). Beyond a Relational Understanding of Fractions: Elements of Instruction that Contribute to Preservice Teachers' Knowledge and Motivation. (http://hdl.handle.net/1903/3501). Email: kkjones@temple.edu
Roni Ellington (Ph.D). Having Their Say: Eight High-Achieving African-American Undergraduate Mathematics Majors Discuss Their Success and Persistence in Mathematics. (http://hdl.handle.net/1903/3819)
2005
Karen McLaren (Ph.D). The Influence of Instructional Model
on the Conceptual Understanding of Preservice Elementary Teachers. (http://hdl.handle.net/1903/2915)
2004
Michael Conklin (M.A). Found in Translation: A Comparison of American, German, and Japanese Mathematics Texts and Exercises. (http://hdl.handle.net/1903/1847)
2003
Bernadette Sandruck (Ed.D). Effects of Interactive Computer-Based
Instruction in Elementary Algebra on Community College Achievement in
Intermediate Algebra. (http://hdl.handle.net/1903/283)
Felice Shore (Ph.D). The Alignment of Eighth-Grade Mathematics
Instruction Across Academic Tracks with Statewide High Stakes Tests: Implications
for Test Performance. (http://hdl.handle.net/1903/309)
Kimberly A. Bethea (Ph.D). The relationship between middle school mathematics teachers' understanding of proportional reasoning and their mathematics curricula.
Jodelle Sue Wuertzer Magner (Ph.D). Prospective elementary teacher's interpretations of children's mathematical reasoning.