Thesis (Ed. D.)--Teachers College, Columbia University, 1987. / Typescript; issued also on microfilm. Sponsor: J. Philip Smith. Dissertation Committee: Bruce R. Vogeli. Bibliography: leaves 289-304.

Thesis (Ph. D.)--Oregon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 292-297). Also available on the World Wide Web.

Thesis (M.S.)--Central Connecticut State University, 1999. / Thesis advisor: Dr. Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]." Includes bibliographical references (leaves 74-75).

Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2008. / Includes bibliographical references (leaves 139-146).

Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains xii, 203 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 127-142).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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"This study investigated whether there is a relationship between first grade children's ability to tell a story about a dynamic picture or a sequence of three dynamic pictures and their ability to describe the picture(s) by a number sequence. The artistic variables characterizing the pictures were controlled so as to provide information concerning which types of illustrations best facilitated interpretation of the pictures and perception of mathematical relationships. An 8 x 2 design allowed analysis of the effects of the form of the drawing, the number of pictures, and the response condition. Ninety-six first grade children were individually tested using an instrument designed by the investigator. Statistical analysis revealed that neither drawing style nor the number of pictures had a significant effect on either the level of assimilation within the stories, the perception of motion, or the number sentence responses. Analysis of the response condition revealed a significant difference favoring the force condition on number sentence responses. Also, initially viewing and interpreting sequences provided a learning experience to significantly effect the interpretation of single pictures"--Abstract. / Typescript. / "August, 1976." / "Submitted to the Area of Instructional Design and Personnel Development, Program of Mathematics Education, in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: Eugene D. Nichols, Professor Directing Dissertation. / Vita. / Includes bibliographical references (leaves 162-172).

The purpose of this descriptive case study analysis was to provide portraits of the methods college students used to solve probability problems and the factors that supported or impeded their success prior to and after two-week instruction on probability. Fourteen-question Pre- and Post-Instructional Task-Based Questionnaires provided verbal data of nine participants enrolled in a college finite mathematics course while solving problems containing simple, compound, independent, and dependent probabilistic events. Overall, the general method modeled by the more successful students consisted of the student reading the entire problem, including the question; breaking down the problem into sections, analyzing each section separately; using the context of the question to reason a solution; and checking the final answer. However, this ideal method was not always successful. While some less successful students tried to use this approach when solving their problems, their inability to work with percents and fractions, to organize and analyze data within their own representation (Venn diagram, tree diagram, table, or formula), and to relate the process of solving word problems to the context of the problem hindered their success solving the problem. In addition, the more successful student exhibited the discipline to attend the class, to try their homework problems throughout the section on probability, and to seek outside help when they did not understand a problem. However, students did try alternate unsuccessful methods when attempting to solve probability problems. While one student provided answers to the problems based on his personal experience with the situation, other students sought key words within the problem to prompt them to use a correct representation or formula, without evidence of the student trying to interpret the problem. While most students recognized dependent events, they encountered difficulty stating the probability of a dependent event due to their weakness in basic counting principles to find the size of the sample space. For those students who had not encountered probability problems before the first questionnaire, some students were able to make connections between probability and percent. Finally, other inexperienced students encountered difficulty interpreting the terminology associated with the problems, solving the problem based on their own interpretations. / Graduation date: 2003