Weber, Matthew B. (2019). *
Investigating the advancement of middle school mathematics teachers’ meanings for partitive division by fractional values of quantities.* Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University. (April Strom, co-advisor)

Hatfield, Neil J. (2019). *
Students' meanings for stochastic process while developing a conception of distribution.* Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.

Yoon, Hyunkyoung (2019). *
Relationships between meanings teachers hold and meanings their students construct.* Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.

Joshua, Surani A.. (2019). *
Conceptualizing and reasoning with frames of reference--three studies.* Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.

O'Bryan, Alan E. (2017). *
Exponential growth and online learning environments: Designing for and studying the development of student meanings in online courses.* Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University. (Marilyn Carlson, advisor)

Frank, Kristin M. (2017). *
Examining the development of students' covariational reasoning in the context of graphing.* Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University. (Marilyn Carlson, co-advisor)

Byerley, Cameron O. (2016). *
Secondary teachers' and calculus students' meanings for fraction, measure and rate of change* Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.

Marfai, Frank S.. (2017). *
Characterizing teacher change through the perturbation of pedagogical goals.* Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University. (Marilyn Carlson, advisor)

Tallman, Michael (2015). *
An examination of the effect of a secondary teacher’s image ofninstructional constraints on his enacted subject matter knowledge*. Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University. (Marilyn Carlson, advisor)

Weber, Eric (2012). Students' ways of thinking about two-variable functions and rate of change in space. Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.

Lage-Ramirez, Ana (2011). Mathematical knowledge for teaching: Exploring a teacher's sources of effectiveness. Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.

Castillo-Garsow, Carlos (2010). Teaching the Verhulst model: A teaching experiment in covariational reasoning and exponential growth. Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.

Courtney, Scott (2010). Exploring teachers' capacity to reflect on their practice: An investigation into the development of mathematical knowledge for teaching. Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.

Moore, Kevin (2010). *
The Role of quantitative reasoning in precalculus students' learning central Concepts of Trigonometry*. Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University. (Marilyn Carlson, advisor.)

Strom, April (2008). *
A case study of a secondary mathematics teacher's understanding of exponential function: An emerging theoretical framework.*. Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University. (Marilyn Carlson, advisor.)

Coe, Edward (Ted) (2007). Modeling teachers' thinking about rate of change. Unpublished Ph.D. dissertation, Department of Mathematics and Statistics, Arizona State University.

Liu, Yan (2005). *
A theoretical framework for understanding teachers' personal and pedagogical understanding of probability and statistical inference.* Unpublished Ph.D. dissertation, Peabody College, Vanderbilt University. *(Otto Bassler Award for Outstanding Dissertation)*

Silverman, Jason (2005). *
Examining the relationships between teachers' understandings of mathematics content and their developing pedagogy*. Unpublished Ph.D. dissertation, Peabody College, Vanderbilt University.

Saldanha, Luis (2004). *
"Is this sample unusual?": An investigation of students exploring connections between sampling distributions and statistical inference.*nUnpublished Ph.D. dissertation, Peabody College, Vanderbilt University. *(Otto Bassler Award for Outstanding Dissertation)*

Whitmire, Ben (2014). Undergraduate students' development of covariational reasoning. Unpublished B.Sc. honors thesis, Department of Mathematics and Statistics, Arizona State University.

Smith, Hsinyi Huang (2009) Teaching and learning function transformations. Unpublished masters project. School of Mathematics and Statistics, Arizona State University.

Bishop, Shannon, & John, Ashlee (2009). Teaching high school students parametric functions through covariation. Unpublished masters project. School of Mathematics and Statistics, Arizona State University.

Mullen, Kate (2007). Students' conceptions of time as a variable. Unpublished B.Sc. honors thesis, Department of Mathematics and Statistics, Arizona State University.

Nagel, Elizabeth (1995).*
Effects of graphing calculators on college algebra students' understanding of functions and graphs. *Unpublished masters thesis. Department of Mathematical Sciences, San Diego State University.

Hackworth, Josephine (1994). *
Calculus students' understanding of rate.* Unpublished masters thesis. Department of Mathematical Sciences, San Diego State University.

Troy, Donna (1993). *
Future teachers’ imagery while reasoning quantitatively. *Unpublished masters thesis. Department of Mathematical Sciences, San Diego State
University.

Bohn, Barbara (1992). *
The relationship between mathematics subject matter knowledge and instruction: A case study. *Unpublished masters thesis. Department of Mathematical Sciences, San Diego State University.