Thesis (M.A.)--Brigham Young University. Dept. of Mathematics Education, 2008. / Includes bibliographical references (p. 46-47).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Elizabeth Jakubowski, Florida State University, College of Education, Dept. of Middle and Secondary Education Title and description from dissertation home page (viewed Jan. 26, 2006). Document formatted into pages; contains xii, 256 pages. Includes bibliographical references.

Thesis (M.Ed.)--University of Central Florida, 2009. / Adviser: Juli Dixon. Includes bibliographical references (p. 65-68).

Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: Juli K. Dixon. Includes bibliographical references (p. 298-309).

M.Ed. (Subject Didactics) / Each child has his own personality and individuality. Children are learning in different ways, at different tempo's and achieve different heights of success with.their efforts. The degree to which the learner is able to master new concepts, is closely related to the reference framework and given pre-knowledge. However, the learning process is not always successful. Various reasons for this phenomena can be identified. This study focuses on the role which misconceptions play in this regard. In general, misconceptions can be defined as a distortion or misinterpretation of the learned concepts. synonyms used to describe this phenomena includes words. like "previous knowledge", "preconceptions" and "alternative frameworks" Misconceptions in Mathematics are numerous. In various studies conducted, misconceptions were identified in almost all areas of Mathematics. Likewise a great deal of misconceptions were found existing among students concerning the handling of fractions. It is an impossible task to research all misconceptions in Mathematics in one study. For this reason it was decided to do research on only one aspect, namely fractions where possible misconceptions can occur. With the empirical research which was conducted, certain misconceptions in the area of fractions were identified. These misconceptions include, amongst other, the following: 1. The sum of and difference between two fractions. There is very little or no notion of the smallest denominator. 2. Multiplying and division of fractions. The student is uncertain about the role which the numerator and the denominator play in the solution. As fractions play such an important role in Mathematical success, it is suggested that a plan of action will be set as soon as possible in order to prevent misconceptions influencing the student learning process.

Thesis (Ph. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 24, 2006. Dissertation Committee: Albert D. Otto (chair), Barbara S. Heyl, Cheryl A. Lubinski, Nancy K. Mack, Jane O. Swafford, Carol A. Thornton. Includes bibliographical references (leaves 188-198) and abstract. Also available in print.