Tallman, Michael (2015). *An
examination of the effect of a secondary teacher’s image of instructional
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 Unpublished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 Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.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 Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.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 Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.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 Unpublished Ph.D. dissertation, School of Mathematical and Statistical Sciences, Arizona State University.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 Unpublished Ph.D. dissertation,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 Unpublished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 Unpublished Ph.D. dissertation, Department of Mathematics and Statistics, Arizona State University.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*Unpublished Ph.D. dissertation, Peabody College, Vanderbilt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 Unpublished Ph.D.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.
*Unpublished 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.