Doctoral Dissertations Related to

Standards Based Middle School Mathematics Curricula

Here are some dissertations completed since 1993 that are related to implementation of middle grades standards-based mathematics curriculum materials. The entries are listed alphabetically by name of the researcher together with the mathematics curricula involved in the study.

If you are aware of additional dissertations that should be considered for postings, please contact us at: showmecenter@missouri.edu

Bay, J.M. (1999). Middle school mathematics curriculum implementation: The dynamics of change as teachers introduce and use standards-based curricula. (Doctoral dissertation, University of Missouri — Columbia, 1999). __Dissertation Abstracts International__, 60-12, 4354. [Connected Mathematics Project and MATH Thematics]

Bledsoe, A. M. Implementing the Connected Mathematics Project: The Interaction Between Student Rational Number Understanding and Classroom Mathematical Practices (Doctoral Disseration, University of Missouri-Columbia, 2002) [Connected Mathematics Project]

Brinker, L. (1996). Representations and students’ rational number reasoning. (Doctoral dissertation, University of Wisconsin — Madison, 1996).
__Dissertation Abstracts International__, 57-06, 2340. [Mathematics in Context]

Bushey, Beverly Jo. Student Reflection in Emergent Mathematical Aactivity (Design Decisions). __Dissertation Abstracts International__.
Volume: 58-02, Section: A, page: 0405.
AN: ADG9723330

Clarke, B. A. (1995). Expecting the unexpected: Critical incidents in the mathematics classroom. (Doctoral dissertation, University of Wisconsin — Madison, 1995). __Dissertation Abstracts International__, 56-01, 125. [Mathematics in Context]

Clarke, D. M. (1993). Influences on the changing role of the mathematics teacher. (Doctoral dissertation, University of Wisconsin — Madison, 1993). __Dissertation Abstracts International__, 54-06, 2081. [Mathematics in Context]

De Groot, C. (2000). Three female voices: The transition to high school mathematics from a reform middle school mathematics program. (Doctoral dissertation, New York University, 2000). __Dissertation Abstracts International__, 61-04, 1332. [Connected Mathematics Project]

Grunow, J.E. (1998). Using Concept Maps in a Professional Development Program to Assess and Enhance Teachers' Understanding of Rational Number. Unpublished doctoral dissertation, University of Wisconsin, Madison, WI. [Connected Mathematics Project]

Herbel-Eisenmann, B.A. (2000). How Discourse Structures Norms: A Tale of Two Middle School Mathematics Classrooms. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI. [Connected Mathematics Project]

Haller, Susan Kathryn. Adopting Probability Curricula: The Content and Pedagogical Content Knowledge of Middle Grades Teachers (Middle School Teachers).
__Dissertation Abstracts International__. Volume: 58-07, Section: A, page: 2606.
AN: ADG9738434

Hull, L.S.H. (2000). Teachers' Mathematical Understanding of Proportionality: Links to Curriculum, Professional Development,and Support. Unpublished doctoral dissertation, The University of Texas at Austin, Austin, TX. [Connected Mathematics Project]

Hung, C. C. (1995). Students’ reasoning about functions using dependency ideas in the context of an innovative, middle school mathematics curriculum. (Doctoral dissertation, University of Wisconsin — Madison, 1995). __Dissertation Abstracts International__, 57-01, 87. [Mathematics in Context]

Hutchinson, E. J. (1996). Preservice teacher’s knowledge: A contrast of beliefs and knowledge of ratio and proportion. (Doctoral dissertation, University of Wisconsin — Madison, 1998). __Dissertation Abstracts International__, 57-01, 174. [Mathematics in Context]

Keiser, J.M. (1997). The development of students' understanding of angle in a non-directive learning environment (Middle schools, geometry, sixth-grade). (Doctoral dissertation, Indiana University, 1997). __Dissertation Abstracts International__, 58-08, 3053. [Connected Mathematics Project]

Krebs, A.S. (1999). Students' algebraic understanding: a study of middle grades students' ability to symbolically generalize functions (Mathematics reform, eighth graders, Connected Mathematics Project). (Doctoral dissertation, Michigan State University, 1999). __Dissertation Abstracts International__, 60-06, 1949.

Latter, C.M. (2000). Assessing NCTM standards-oriented and traditional students' problem-solving ability using multiple-choice and open-ended questions. (Doctoral
dissertation, The University of Iowa, 2000). __Dissertation Abstracts International__, 61-08, 3095.[Core-Plus].

Lubienski, S.T. (1996). Mathematics for all? Examining issues of class in mathematics teaching and learning. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI. [Connected Mathematics Project]

Nissen, P.N. (2000). Textbooks and the National Council of Teachers of Mathematics curriculum standards for geometry. (Doctoral dissertation, Georgia State University, 2000).
__Dissertation Abstracts International__, 61-06, 2226.

Rigelman, N.R.M. (2003). Teaching mathematical problem solving in the context of Oregon's educational reform. (Doctoral Disseration - Portland State University). __Dissertation Abstracts International__, 63-06, 2169. [Math Alive! middle grades mathematics curriculum]

Rickard, A. (1993). Teachers' use of a problem-solving oriented sixth-grade mathematics unit: Two case studies. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI. [Connected Mathematics Project]

Schneider, C. (2000). Connected Mathematics and the Texas Assessment of Academic Skills. Unpublished doctoral dissertation, The University of Texas at Austin, Austin,Texas. [Connected Mathematics Project]

Shafer, M. C. (1996). Assessment of student growth in a mathematical domain over time. (Doctoral dissertation, University of Wisconsin — Madison, 1996). __Dissertation Abstracts International__, 57-06, 2347. [Mathematics in Context]

Shew, J. A. (1996). Students' beliefs about mathematics and the way it should be learned: A story of struggle and change. (Doctoral dissertation, University of Wisconsin — Madison, 1996). __Dissertation Abstracts International__, 57-12, 5091. [Mathematics in Context]

Simon, A. N. (1997). Students’ understanding of the comparison of linear, quadratic and exponential functions (Doctoral dissertation, University of Wisconsin — Madison, 1997). __Dissertation Abstracts International__, 58-10, 3867. [Mathematics in Context]

Smith, M. E. (2000). Classroom assessment and evaluation: A case study of practices in transition. (Doctoral dissertation, University of Wisconsin — Madison, 2000). __Dissertation Abstracts International__, 61-12, 4713. [Mathematics in Context]

Smith, S. Z. (1998). Impact of curriculum reform on a teacher's conceptions of mathematics. (Doctoral dissertation, University of Wisconsin — Madison, 1998). __Dissertation Abstracts International__, 60-01, 87. [Mathematics in Context]

Spence, M. S. (1997). Psychologizing algebra: Case studies of knowing in the moment. (Doctoral dissertation, University of Wisconsin — Madison, 1998). __Dissertation Abstracts International__, 57-12, 5091. [Mathematics in Context]

Thomas, Kelli Ruth. Standards-based mathematics curriculum versus traditional mathematics curriculum:
A comparison of middle school student achievement for schools using textbooks evaluated by Project 2061. __Dissertation Abstracts International__. Volume: 62-06, Section: A, page: 2062.
AN: AAI3018540

van den Heuvel-Panhuizen, M. (1996). Assessment and realistic mathematics education. (Doctoral dissertation, Universiteit Utrecht, The Netherlands, 1996). Utrecht, The Netherlands: CD- ß Press, Center for Science and Mathematics Education. [Mathematics in Context]

Wasman, D. (2000). An investigation of algebraic reasoning of seventh and eighth-grade students who have studied from the Connected Mathematics Curriculum. Unpublished doctoral dissertation, University of Missouri, Columbia. [Connected Mathematics Project]

Webb, D. C. (2001). Instructionally embedded assessment practices of two middle grades mathematics teachers. (Doctoral dissertation, University of Wisconsin — Madison, 2001). [Mathematics in Context]