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Proceedings Of The 27th International Group For The Psychology Of Mathematics Education Conference Held Jointly With The 25th Pme Na Conference Honolulu Hawaii July 13 18 2003
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Book Synopsis Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003) by : Neil A. Pateman (Ed)
Download or read book Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003) written by Neil A. Pateman (Ed) and published by . This book was released on 2003 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume of the 27th International Group for the Psychology of Mathematics Education Conference presents papers from: plenary panels; research forums; working sessions; discussion groups; short oral communications; and poster sessions from the meeting. Plenary lectures included: (1) Studying and Capturing the Complexity of Practice: The Case of the Dance of Agency (Jo Boaler); (2) Voyaging from Theory to Practice in Teaching and Learning: A View from Hawaii (Barbara Dougherty and Joseph Zilliox); (3) The Dialectics between Theory and Practice: Theoretical Issues and Practice Aspects from an Early Algebra Project (Nicolina Malara); and (4) Probing Students' Understanding of Variables through Cognitive Conflict: Is the Concept of a Variable So Difficult for Students to Understand (Toshiakaira Fujii). Plenary Panel, Teachers Who Navigate between Their Research and Their Practice, included: (1) The Teacher/Researcher Roles (Jarmila Novotna); (2) A Moment in Time, Twisted between History and Practice (Agatha Lebethe); (3) Navigating between Research and Practice: Finding My Own Way (Vicki Zack); and (4) With Less Do More (Gershon Rosen). The first research forum, "Perceptuo-Motor Activity and Imagination in Mathematics Learning," included: (1) Three Conjectures Concerning the Relationship between Body Activity and Understanding Mathematics (Ricardo Nemiroskvy); (2) Approaching Algebra through a Motion Experiences (Ornella Robutti and Fernando Arzarello); (3) Incorporating Experiences of Motion into a Calculus Classroom (Marty Schnepp and Daniel Chazan); (4) Sensors, Body, Technology and Multiple Representations (Marcelo Borba and Nilce Scheffer); and (5) Becoming Friends with Acceleration: The Role of Tools and Bodily Activity in Mathematical Learning (Chris Rasmussen and Ricardo Nemiroskvy). The second research forum, "Equity, Mathematics Learning and Technology," included: (1) Equity, Mathematics Learning and Computers: Who Gets a Fair Deal in Australian SecondarySchools? (Helen J. Forgasz); (2) Mathematical Literacy in Higher Education: Attracting Women to Engineering Professions by Using ICT (Christine Keitel); (3) Availability and (Non- ) Use of Technology in and for Mathematics Education in Poor Schools in South Africa (Mamokgethi Setati); (4) Equity, Mathematics Learning and Technology--Introduction (Gilah C. Leder); (5) Feminist Frameworks for Researching Mathematics (Gabriele Kaiser); (6) Windows on Practice: Investigating Equity in Technology Based Mathematics Classrooms (Colleen Vale); and (7) Some Issues Facing Work for Equity in Mathematics Education (Walter G. Secada). Research Report, Facilitating the Teaching of Space Mathematics: An Evaluation (Kay Diane Owens) concludes this volume of the 27th proceedings. Information relating to: working sessions; discussion groups; short oral communications; and poster sessions is also included. (Individual papers contain references.) [For 2002 Proceedings Volumes 1-4, see ED476065.].
Book Synopsis Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003) by : International Group for the Psychology of Mathematics Education
Download or read book Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003) written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2003 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume of the 27th International Group for the Psychology of Mathematics Education Conference presents the following research reports: (1) Text Talk, Body Talk, Table Talk: A Design of Ratio and Proportion as Classroom Parallel Events (Dor Abrahamson); (2) Generalizing the Context and Generalising the Calculation (Janet Ainley); (3) Interview Design for Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (4) Modeling Outcomes from Probability Tasks: Sixth Graders Reasoning Together (Alice Alston and Carolyn A. Maher); (5) A Web-Based Survey to Assess Prospective Elementary School Teachers' Beliefs about Mathematics and Mathematics Learning: An Alternative to Likert Scales (Rebecca C., Ambrose, Randolph Philipp, Jennifer Chauvot, and Lisa Clement); (6) "Sensing": Supporting Student Understanding of Decimal Knowledge (Glenda Anthony); (7) Non-Examples and Proof By Contradiction (Samuele Antonini); (8) Thematization of the Calculus Graphing (Bernadette Baker, Maria Trigueros, and Laurel Cooley); (9) Attention to Mathematical Structure during Participation in a Mathematics Classroom Task By Learners of English as an Additional Language (EAL) (Richard Barwell); (10) Levels of Sophistication in Elementary Students' Reasoning about Length (Michael T. Battista); (11) Australian Indigenous Students' Knowledge of Two-Digit Numeration: Adding One Ten (Annette Baturo); (12) Using Instructional Representations of Ratio as an Assessment Tool ff Subject Matter Knowledge (Sarah B. Berenson and Rod Nason); (13) A Social Extension of a Psychological Interest Theory (Angelika Bikner-Ahsbahs); (14) Particular and General in Early Symbolic Manipulation (Liz Bills, Janet Ainley and Kirsty Wilson); (15) The Nature of Scaffolding in Undergraduate Students' Transition to Mathematical Proof (Maria Blanton, Despina A. Stylianou, and Manuela David); (16) Children's Conceptions of Infinity of Numbers in a Fifth Grade Classroom Discussion Context (Paolo Boero, Nadia Douek, and Rossella Garuti); (17) Investigating the Mathematics Incorporated in the Real World as a Starting Point for Mathematics Classroom Activities (Cinzia Bonotto); (18) Fourth Graders Solving Equations (Barbara M. Brizuela and Analucia Schliemann); (19) An Examination of How People with Diverse Background Talk about Mathematics Teaching and Learning Both Face-To-Face and On-Line (Catherine A. Brown, and Yusuf Koc); (20) Mathematical Identity in Initial Teacher Training (Tony Brown); (21) Using Research to Inform Practice: Children Make Sense of Division of Fractions (Sylvia Bulgar); (22) Developing and Connecting Calculus Students' Notions of Rate-of-Change and Accumulation: The Fundamental Theorem of Calculus (Marilyn Carson, Nanci Smith, and Joni Persson); (23) Guess My Rule Revisited (David W. Carraher and Darrell S. Earnest); (24) Building Theories: Working In A Microworld and Writing the Mathematical Notebook (Michele Cerulli and Maria Alessandra Mariotti); (25) Teacher Investigations of Students' Work: Meeting the Challenge of Attending to Students' Thinking (Michelle T. Chamberlin); (26) Teachers' Conceptions of Mathematical Word Problems: A Basis for Professional Development (Olive Chapman); (27) Testing A Comprehensive Model for Measuring Problem Solving and Problem Posing Skills of Primary Pupils (Charalambos Charalambous, Leonidas Kyriakides, and George Philippou); (28) Mathematical Proof as Formal Procept in Advanced Mathematical Thinking (Erh-Tsung Chin); (29) A Methodological Approach for Developing Rubrics for Research Purposes (Lisa Clement, Jennifer Chauvot, Randolph Philipp, and Rebecca Ambrose); (30) Curved Solids Nets (Nitsa Cohen); (31) Preservice Elementary Teachers' Solution Processes to Problematic Addition and Subtraction Word Problems Involving Ordinal Numbers and Their Interpretations of Solutions (Jose N. Contreras and Armando M. Martinez-Cruz); (32) Open-Ended Realistic Division Problems, Generalisation and Early Algebra (Tom J. Cooper and Elizabeth Warren); (33) A Cognitive Model of Experts' Algebraic Solving Methods (Anibal Cortes); (34) Learning to Investigate Students' Mathematical Thinking: The Role of Student Interviews (Sandra Crespo and Cynthia Nicol); (35) Affective Aspects on Mathematics Conceptualization: From Dichotomies to an Integrated Approach (Falcao Da Rocha, Jorge Tarcisio, Claudia Roberta De Araujo, Fernanda Andrade, Izabel Hazin, Jorge Costa Do Nascimento, and Monica Maria Lins Lessa); (36) What Can We Learn about Cognitive Learning Processes by Asking the Pupils? (Bettina Dahl); (37) Knowledge Sharing Systems: Advantages of Public Anonymity and Private Accountability (Sarah M. Davis); (38) Secondary School Students' Improper Proportional Reasoning: The Role of Direct Versus Indirect Measures (Dirk De Bock, Wim Van Dooren, Elke De Bolle, Dirk Janssens, and Lieven Verschaffel); (39) Thinking in Ordinary Lessons: What Happened When Nine Teachers Believed Their Failing Students Could Think Mathematically (Els De Geest, Anne Watson, and Steph Prestage); (40) Towards a Redefinition of the Mathematics Culture in the Classroom (Inaqui De Olaizola and Manuel Santos-Trigo); (41) Scaling Up Strategies for Change (Truus Dekker and Els Feijs); (42) Representational Ability and Understanding of Derivative (Delos Santos, Alan Gil and Michael O.J. Thomas); (43) Using Students' Ways of Thinking to Re-Cast the Tasks of Teaching about Functions (Helen M. Doerr); (44) From Oral to Written Texts in Grade 1 and the Approach to Mathematical Argumentation (Nadia Douek and Michel Pichat); (45) Young Children's Understanding of Geometric Shapes: The Role of Geometric Models (Iliada Elia, Athanasios Gagatsis, and Leonidas Kyriakides); (46) Perspective-Taking in Middle-School Mathematical Modelling: A Teacher Case Study (Lyn D. English and Helen M. Doerr); (47) Bridging Mathematical Knowledge from Different Cultures: Proposals for an Intercultural and Interdisciplinary Curriculum (Franco, M. Favilli, Luisa Oliveras, and Margarida Cesar); (48) Metaphors as Vehicles of Knowledge: An Exploratory Analysis (Francesca Ferrara); (49) Equity and Beliefs about the Efficacy of Computers for Mathematics Learning (Helen J. Forgasz); (50) Identifying a Research Agenda: The Interaction of Technology with the Teaching and Learning of Data Analysis and Statistics (Susan N. Friel); (51) To Produce Conjectures and to Prove Them within a Dynamic Geometry Environment: A Case Study (Fulvia Furinghetti and Domingo Paola); (52) "It Is Possible to Die before Being Born". Negative Integers Subtraction: A Case Study (Aurora Gallardo); (53) Evolution of Forms of Representation In a Modelling Activity: A Case Study (Rossella Garuti, Carlo Dapueto, and Paolo Boero); (54) Key Transitions in Counting Development for Young Children Who Experience Difficulty (Ann Gervasoni); (55) One Line Proof: What Can Go Wrong? (Soheila Gholamazad, Peter Liljedahl, and Rina Zazkis); (56) On Line Professional Community Development and Collaborative Discourse In Geometry (Joaquin Gimenez and Marcelo Barrial); and (57) Descriptions and Definitions in the Teaching of Elementary Calculus (Victor Giraldo, Luiz Mariano Carvalho, and David Tall). (Individual papers contain references, tables, and figures.)[For volume 1 of these proceedings, see ED500857.].
Book Synopsis Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003) by : Neil A. Pateman (Ed)
Download or read book Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003) written by Neil A. Pateman (Ed) and published by . This book was released on 2003 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume of the 27th International Group for the Psychology of Mathematics Education Conference includes the following research reports: (1) Improving Decimal Number Conception by Transfer from Fractions to Decimals (Irita Peled and Juhaina Awawdy Shahbari); (2) The Development of Student Teachers' Efficacy Beliefs in Mathematics during Practicum (George Philippou, Charalambos Charalambous and Leonidas Kyriakides); (3) Recognising Equivalent Algebraic Expressions: An Important Component of Algebraic Expectation for Working with Cas (Robyn Pierce, Lynda Ball and Kaye Stacey); (4) Heuristics of Twelfth-Graders Building Isomorphisms (Arthur B. Powell and Carolyn A. Maher); (5) Interactive Whiteboards and the Construction of Definitions for the Kite (Dave Pratt and Ian Davison); (6) Development of Personal Constructs about Mathematical Tasks--A Qualitative Study using Repertory Grid Methodology (Susanne Prediger and Katja Lengnink); (7) Lesson Study Characterized as a Multi-Tiered Teaching Experiment (Norma Presmeg and Jeff Barrett); (8) Calculators, Graphs, Gestures and the Production of Meaning (Luis Radford, Serge Demers, Jose Guzman and Michele Cerulli); (9) The Effects of Numerical and Figural Cues on the Induction Processes of Preservice Elementary Teachers (Ferdinand D. Rivera and Joanne Rossi Becker); (10) Five Key Considerations for Networking in a Handheld-Based Mathematics (Jeremy Roschelle, Phillip Vahey, Deborah Tatar, Stephen Hegedus and Jim Kaput); (11) An Interpreting Game in a Third Grade Classroom (Adalira Saenz-Ludlow); (12) Thinking in Images and its Role in Learning Mathematics (Ildar S. Safuanov and Valery A. Gusev); (13) Primary Teachers' Conceptions about the Concept of Volume: The Case of Volume--Measurable Objects (Mariana Saiz); (14) Assessment Practices in School Mathematics: Acting and Debating (Haralambos Sakonidis and Anna Klothou); (15) Influential Aspects of Dynamic Geometry Activities in the Construction of Proofs (Ernesto Sanchez and Ana Isabel Sacristan); (16) Students' Use of Technology in Mathematical Problem Solving: Transforming Technological Artifacts into Mathematical Tools (Manuel Santos, Evelyn Aguero, Alexander Borbon and Cristhian Paez); (17) Algebra in Elementary School (Analucia Schliemann, David Carraher, Barbara Brizuela, Darrell Earnest, Anne Goodrow, Susanna Lara-Roth and Irit Peled); (18) The Impact of Preparing for the Test on Classroom Practice (Roberta Y. Schorr and Sylvia Bulgar); (19) An Analysis of Mental Space Construction in Teaching Linear Equation Word Problems (Yasuhiro Sekiguchi); (20) Language Use in a Multilingual Mathematics Classroom In South Africa: A Different Perspective (Mamokgethi Setati); (21) Middle School Students' Thinking about Variability in Repeated Trials: A Cross-Task Comparison (J. Michael Shaughnessy, Dan Canada and Matt Ciancetta); (22) Students' Understanding Of Z(Subscript)n (Daniel Siebert and Steven R. Williams); (23) Teachers' Mathematics: Curious Obligations (Elaine Simmt, Brent Davis, Lynn Gordon and Jo Towers); (24) Logico-Mathematical Activity versus Empirical Activity: Examining a Pedagogical Distinction (Martin A. Simon); (25) The Provision of Accurate Images with Dynamic Geometry (Margaret P. Sinclair,); (26) Aesthetic Values in Mathematics: A Value-Oriented Epistemology (Nathalie Sinclair); (27) From Cognitive Science to School Practice: Building the Bridge (Florence Mihaela Singer); (28) Connecting Theory and Reflective Practice through the Use of Personal Theories (Tracey Smith); (29) Two Meanings of the "Equal" Sign and Senses of Comparison and Substitution Methods (Armando Solares, Eugenio Filloy and Teresa Rojano); (30) Goal Sketches in Fraction Learning (Catherine Sophian and Samara Madrid); (31) Using an Empowerment Professional Development Model to Support Beginning Primary Mathematics Teachers (Len Sparrow and Sandra Frid); (32) Getting at the Mathematics: Sara's Journal (Bob Speiser and Chuck Walter); (33) Emergence ofMath Knowledge Structures. Introspection (Nad'a Stehlikova); (34) Grade-Related Trends in the Prevalence and Persistence of Decimal Misconceptions (Vicki Steinle and Kaye Stacey); (35) Being Explicit about Aspects of Mathematics Pedagogy (Peter Sullivan, Robyn Turner Harrison, Judy Mousley and Robyn Zevenbergen); (36) Self-Efficacy in Mathematics and Students' Use of Self-Regulated Learning Strategies during Assessment Events (Howard Tanner and Sonia Jones); (37) The Assessment of Mathematical Logic: Abstract Patterns and Familiar Contexts (Anne R. Teppo, Warren W. Esty and Kay Kirkpatrick); (38) The Role of Representation in Teacher Understanding of Function (Mike Thomas); (39) Effective Teaching with Virtual Material: Years Six and Seven Case Studies (Kylie Thompson, Annette Baturo and Tom Cooper); (40) Obstacles for Mental Representations of Real Numbers: Observations from a Case Study (Gunter Torner); (41) Teacher and Students' Joint Production of a Reversible Fraction Conception (Ron Tzur); (42) On the Search for Gender-Related Differences in Dutch Primary Mathematics Classrooms (Marja Van Den Heuvel-Panhuizen); (43) Remedying Secondary School Students' Illusion of Linearity: A Teaching Experiment (Wim Van Dooren, Dirk De Bock, An Hessels, Dirk Janssens and Lieven Verschaffel); (44) The Value of Wenger's Concepts of Modes of Participation and Regimes of Accountability in Understanding Teacher Learning (Laura R. Van Zoest and Jeffrey V. Bohl); (45) Computers in the Primary Classroom: Barriers to Effective Use (Carolyn Vela, presented by Michael O.J. Thomas); (46) Students and Teachers Listening to Themselves: Language Awareness in the Mathematics Classroom (David Wagner); (47) The Context Sensitivity of Mathematical Generalizations (Joseph F. Wagner); (48) How Does Flexible Mathematical Thinking Contribute to the Growth of Understanding? (Lisa Warner, Lara J. Alcock, Joseph Coppolo, Jr. and Gary E. Davis); (49) Young Children's Understanding of Equals: A LongalStudy (Elizabeth Warren); (50) Statistical Variation in a Chance Setting (Jane M. Watson, and Ben A. Kelly); (51) A Procedural Route toward Understanding the Concept of Proof (Keith Weber); (52) Teaching Angles by Abstraction from Physical Activities with Concrete Materials (Paul White and Michael Mitchelmore); (53) Undergraduate Students' Mental Operations in Systems of Differential Equations (Karen Whitehead and Chris Rasmussen); (54) Empirical Generalisation as an Inadequate Cognitive Scaffold to Theoretical Generalisation of a More Complex Concept (Gaye Williams); (55) Comparing Competence in Transformational and Generational Algebraic Activities (Kirsty Wilson, Janet Ainley and Liz Bills); (56) Complexity in Teaching and Children's Mathematical Thinking (Terry Wood and Betsy Mcneal); (57) Students' Understanding of Proof by Contradiction (Jya-Yi Wu Yu, Fou-Lai Lin and Yuan-Shun Lee); (58) What Does "Positive" Attitude Really Mean? (Rosetta Zan and Pietro Di Martino); and (59) Translation of a Function: Coping with Perceived Inconsistency (Rina Zazkis, Peter Liljedahl and Karen Gadowsky). An author index is included. (Individual papers contain references.) [For Volume 3 of the 2003 Proceedings, see ED500858.].
Book Synopsis Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003) by : Neil A. Pateman (Ed)
Download or read book Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003) written by Neil A. Pateman (Ed) and published by . This book was released on 2003 with total page 469 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume of the 27th International Group for the Psychology of Mathematics Education Conference includes the following research reports: (1) The Affective Views of Primary School Children (Peter Grootenboer); (2) Theoretical Model of Analysis of Rate Problems in Algebra (Jose Guzman, Nadine Bednarz and Fernando Hitt); (3) Locating Fractions on A Number Line (Markku S. Hannula); (4) Preservice Teachers' Conceptions about Y=X+5: Do They See a Function? (Orjan Hansson and Barbro Grevholm); (5) Daring to Ask the Hard Questions: The Effect of Clinical Interview Training upon Teachers Classroom Questioning (Hanna Haydar); (6) Reducing Abstraction: The Case of Elementary Mathematics (Orit Hazzan and Rina Zazkis); (7) The Effect of a Simcalc Connected Classroom on Students' Algebraic Thinking (Stephen J. Hegedus and James J. Kaput); (8) "Spontaneous" Mental Computation Strategies (Ann Heirdsfield); (9) Notation Issues: Visual Effects and Ordering Operations (Dave Hewitt); (10) Attitudes of Mathematics and Language Teachers Towards New Educational Trends (Marie Hofmannova, Jarmila Novotna and Zuzana Hadj-Moussova); (11) Gender Differences in the Early Years in Addition and Subtraction (Marj Horne); (12) High Achieving Girls in Mathematics: What's Wrong with Working Hard? (Ann C. Howe and Sarah B. Berenson); (13) Mental Functioning of Instruments in the Learning of Geometrical Transformations (Veronica Hoyos); (14) A Perspective for Examining the Link between Problem Solving and Problem Posing (Stephen Hwang and Jinfa Cai): (15) Multiplicative Strategies of New Zealand Secondary School Authors (Kathryn Irwin); (16) Effective Vs. Efficient: Teaching Methods of Solving Linear Equations (Kathy M.C. Ivey); (17) Student's Concept of Infinity in the Context if a Simple Geometrical Construct (Darina Jirotkova and Graham H. Littler); (18) Beyond Discourse: A Multimodal Perspective of Learning Mathematics in a Multilingual Context (Lena Licon Khisty, Hector Morales and Kathryn Chval); (19) Spontaneous Emergence of Elementary Number-Theoretic Concepts and Techniques in Interaction with Computing Technology (Carolyn Kieran and Jose Guzman); (20) Secondary School Mathematics Preservice Teachers' Probabilistic Reasoning in Individual and Pair Settings (Hari P. Koirala); (21) Social Transformation of Students' Conceptual Model: Analysis of Students' Use of Metaphor for Differential Equations (Oh-Nam Kwon, Kyoung Hee Cho, Kyung Hee Shin and Jeong Sook Park); (22) 13 Year-Olds' Meanings around Intrinsic Curves with a Medium for Symbolic Expression and Dynamic Manipulation (Kynigos Chronis, and Georgos Psycharis); (23) The Probabilistic Thinking of Primary School Pupils in Cyprus: The Case of Tree Diagrams (Iasonas Lamprianou and Thekla Afantiti Lamprianou); (24) Pre-Service Teachers' Transition from "Knowing That" to "Knowing Why" via Computerized Project-Based-Learning (Ilana Lavy and Atara Shriki): (25) Mathematics Competitions, Gender, and Grade Level: Does Time Make a Difference (Gilah C. Leder and David G. Pederson, Graham H. Pollard); (26) Dynamic Geometry and the Theory of Variation (Allen Leung); (27) Enhancing Teachers' Understanding of Students' Learning by using Assessment Tasks (Pi-Jen Lin); (28) Early Mathematics Teaching: The Relationship between Teachers' Beliefs and Classroom Practices (Francis Lopez-Real and Nirmala Rao); (29) Factors Motivating Reform: Learning from Teachers' Stories (Azita Manouchehri); (30) Difficulties in Vector Space Theory: A Compared Analysis in Terms of Conceptions and Tacit Models (Mirko Maracci); (31) Function and Graph in Dgs Environment (Rossana Falcade, Maria Alessandra Mariotti and Colette Laborde); (32) Collective Mathematical Understanding as an Improvisational Process (Lyndon Martin and Jo Towers); (33) Supporting Teacher Change: A Case from Statistics (Kay McClain); (34) Describing the Practice of Effective Teachers of Mathematics in the Early Years (Andrea McDonough and Doug Clarke); (35) Mathematics Professional Development as the Development of Communities of Practice (Rebecca McGraw, Fran Arbaugh, Kathleen Lynch and Catherine A. Brown); (36) The Emergence of Mathematical Goals in a Recreational Practice (Luciano Meira and Monica Correira); (37) Abstracting the Density of Numbers on the Number Line--A Quasi-Experimental Study (Kaarina Merenluoto); (38) Measuring Children's Proportional Reasoning, The "Tendency" for an Additive Strategy and the Effect of Models (Christina Misailidou and Julian Williams); (39) Mathematicians' Writing (Morten Misfeldt); (40) A Co-Learning Partnership in Mathematics Lower Secondary Classroom in Pakistan: Theory into Practice (Razia Fakir Mohammad); (41) Prospective Elementary Teachers' Misunderstandings in Solving Ratio and Proportion Problems (Cecilia Monteiro); (42) What Counts as Mathematical Discourse? (Judit Moschkovich); (43) Mathematical and Pedagogical Understanding as Situated Cognition (Judith A. Mousley); (44) The Relative Influence of the Teacher in Third Grade Mathematics Classrooms (Hanlie Murray); (45) The Activity of Defining (Talli Nachlieli and Anna Sfard); (46) Collective Learning Structures: Complexity Science Metaphors for Teaching (Immaculate Namukasa); (47) Mathematicians on Concept Image Construction: "Single Landscape" vs "Your Own Tailor-Made Brain Version" (Elena Nardi and Paola Iannone); (48) Learning in and from Practice: Pre-Service Teachers Investigate their Mathematics Teaching (Cynthia Nicol and Sandra Crespo); (49) Mentoring Teaching of Mathematics in Teacher Education (Vivi Nilssen); (50) Getting Organised: The Role of Data Organisation in Students' Representation of Numerical Data (Steven Nisbet); (51) Strong and Weak Metaphors for Limits (Michael C.F. Oehrtman); (52) Applying Theory of Planned Behavior Model on Studying Teachers' Change in Mathematics Instruction (Youngyoul Oh); (53) Characteristics of 5th Graders' Logical Development through Learning Division with Decimals (Masakazu Okazaki); (54) Nathan's Strategies for Simplifying and Adding Fractions in Third Grade (John Olive); (55) Cabri as a Shared Workspace within the Proving Process (Federica Olivero); (56) The Construct Validity of an Inventory for the Measurement of Young Pupils' Metacognitive Abilities in Mathematics (Areti Panaoura and George Philippou); (57) Student-Centered Teaching Practices in Korean Elementary Mathematics Classrooms (Jeong Suk Pang); and (58) On Pupils' Self-Confidence in Mathematics: Gender Comparisons (Erkki Pehkonen, Anu Nurmi, Markku Hannula and Hanna Maijala). An author index is included. (Individual papers contain references.) [For Volume 2 of the 2003 Proceedings, see ED500859. For Volume 4, see ED500860.].
Book Synopsis Piaget’s Genetic Epistemology for Mathematics Education Research by : Paul Christian Dawkins
Download or read book Piaget’s Genetic Epistemology for Mathematics Education Research written by Paul Christian Dawkins and published by Springer Nature. This book was released on 2024-01-22 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides an entry point for graduate students and other scholars interested in using the constructs of Piaget’s genetic epistemology in mathematics education research. Constructs comprising genetic epistemology form the basis for some of the most well-developed theoretical frameworks available for characterizing learning, particularly in mathematics. The depth and complexity of Piaget’s work can make it challenging to find adequate entry points for learners, not least because it requires a reorientation regarding the nature of mathematical knowledge itself. This volume gathers leading scholars to help address that challenge. The main section of the book presents key Piagetian constructs for mathematics education research such as schemes and operations, figurative and operative thought, images and meanings, and decentering. The chapters that discuss these constructs include examples from research and address how these constructs can be used in research. There are two chapters on various types of reflective abstraction, because this construct is Piaget’s primary tool for characterizing the advancement of knowledge. The later sections of the book contain commentaries reflecting on the contributions of the body of theory developed in the first section. They connect genetic epistemology to current research domains such as equity and the latest in educational psychology. Finally, the book closes with short chapters portraying how scholars are using these tools in specific arenas of mathematics education research, including in special education, early childhood education, and statistics education.
Book Synopsis Proceedings of the 2003 Joint Meeting of PME and PMENA, 13-18 July, 2003, Honolulu, HI by :
Download or read book Proceedings of the 2003 Joint Meeting of PME and PMENA, 13-18 July, 2003, Honolulu, HI written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :International Group for the Psychology of Mathematics Education. Conference Publisher : ISBN 13 :9789689020066 Total Pages : pages Book Rating :4.0/5 (2 download)
Book Synopsis International Group for the Psychology of Mathematics Education by : International Group for the Psychology of Mathematics Education. Conference
Download or read book International Group for the Psychology of Mathematics Education written by International Group for the Psychology of Mathematics Education. Conference and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :International Group for the Psychology of Mathematics Education. Conference Publisher : ISBN 13 :9786079501310 Total Pages :456 pages Book Rating :4.5/5 (13 download)
Book Synopsis International Group for the Psychology of Mathematics Education by : International Group for the Psychology of Mathematics Education. Conference
Download or read book International Group for the Psychology of Mathematics Education written by International Group for the Psychology of Mathematics Education. Conference and published by . This book was released on 2008 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education by :
Download or read book Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :International Group for the Psychology of Mathematics Education. Conference Publisher : ISBN 13 :9781326664138 Total Pages : pages Book Rating :4.6/5 (641 download)
Book Synopsis Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, July 13-18 2015: Research reports, Abt-Gin by : International Group for the Psychology of Mathematics Education. Conference
Download or read book Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, July 13-18 2015: Research reports, Abt-Gin written by International Group for the Psychology of Mathematics Education. Conference and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Identifying and Supporting Productive STEM Programs in Out-of-School Settings by : National Research Council
Download or read book Identifying and Supporting Productive STEM Programs in Out-of-School Settings written by National Research Council and published by National Academies Press. This book was released on 2015-10-26 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community.
Book Synopsis Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004) by : International Group for the Psychology of Mathematics Education
Download or read book Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004) written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2004 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the second volume of the proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Inclusion and Diversity". This volume features 65 research report papers: (1) Constructing Meanings and Utilities within Algebraic Tasks (Janet Ainley, Liz Bills, and Kirsty Wilson); (2) Proportional Reasoning of Quasi-Illiterate Adults (Silvia Alatorre and Olimpia Figueras); (3) Uses of Example Objects in Proving (Lara Alcock); (4) Improving Student Teachers' Attitudes to Mathematics (Solange Amorim Amato); (5) Time and Flow as Parameters in International Comparisons: A View from an Eighth Grade Algebra Lesson (Miriam Amit and Michael N. Fried); (6) Disciplined Calculators or Flexible Problem Solvers? (Julia Anghileri); (7) A Statement, the Contrapositive and the Inverse: Intuition and Argumentation (Samuele Antonini); (8) Solution--What Does It Mean? Helping Linear Algebra Students Develop the Concept While Improving Research Tools (Ilana Arnon and David DeVries); (9) Organizing with a Focus on Defining a Phenomenographic Approach (Amir H. Asghari); (10) Mediation and Interpretation: Exploring the Interpersonal and the Intrapersonal in Primary Mathematics Lessons (Mike Askew); (11) Being Sensitive to Students' Mathematical Needs: What Does It Take? (Cettina Axiak); (12) A New Practice Evolving in Learning Mathematics: Differences in Students' Written Records with CAS (Lynda Ball and Kaye Stacey); (13) Empowering Andrea to Help Year 5 Students Construct Fraction Understanding (Annette R. Baturo); (14) Understanding Inverse Functions: The Relationship between Teaching Practice and Student Learning (Ibrahim Bayazit and Eddie Gray); (15) The Impact of Teachers' Perceptions of Student Characteristics on the Enactment of Their Beliefs (Kim Beswick); (16) Towards the Emergence of Constructing Mathematical Meanings (Angelika Bikner-Ahsbahs); (17) Identity, Knowledge and Departmental Practices: Mathematics of Engineers and Mathematicians (Erhan Bingolbali and John Monaghan); (18) Elementary Grades Students' Capacity for Functional Thinking (Maria L. Blanton and James J. Kaput); (19) For the Sake of the Children: Maintaining the Momentum of Professional Development (Janette Bobis); (20) From Formal to Semi-Informal Algorithms: The Passage of a Classroom into a New Mathematical Reality (Ada Boufi and Frosso Skaftourou); (21) A Measure of Rulers--The Importance of Units in a Measure (Philippa Bragg and Lynne Outhred); (22) In the Serpent's Den: Contrasting Scripts Relating to Fear of Mathematics (Chris Breen); (23) Formal Inclusion and Real Diversity in an Engineering Program of a New Public University (Tania Cristina Baptista Cabral and Roberto Ribeiro Baldino); (24) Primary Students' Understanding of Tessellation: An Initial Exploration (Rosemary Callingham); (25) Facilitating Peer Interactions in Learning Mathematics: Teachers' Practical Knowledge (Olive Chapman); (26) Towards a Unified Model on Teachers' Concerns and Efficacy Beliefs Related to a Mathematics Reform (Charalambos Charambous, George Philippou, and Leonidas Kyriakides); (27) What Is Unusual? The Case of a Media Graph (Helen L. Chick and Jane M. Watson); (28) Proofs through Exploration in Dynamic Geometry Environments (C. Christou, N. Mousoulides, M. Pittalis, and D. Pitta-Pantazi); (29) Establishing a Professional Learning Community among Middle School Mathematics Teachers (Karen Koellner Clark and Hilda Borko); (30) Patterns of Participation in the Mathematics Classroom (David Clarke); (31) Young "White" Teachers' Perceptions of Mathematics Learning of Aboriginal and Non-Aboriginal Students in Remote Communities (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Shani M. Doig); (32) Two Important Invariant Tasks in Solving Equations: Analyzing the Equation and Checking the Validity of Transformations (Anibal Cortes and Nelly Kavafian); (33) Certainty during the Early Stages of Problem Solving (Maria de Hoyos, Eddie Gray, and Adrian Simpson); (34) Studying the Mathematical Concept of Implication through a Problem on Written Proofs (Virginie Deloustal-Jorrand); (35) From Single Beliefs to Belief Systems: A New Observational Tool (Pietro Di Martino); (36) Assessment as a Strategic Tool for Enhancing Learning in Teacher Education: A Case Study (Brian Doig and Susie Groves); (37) Patterns of Reasoning in Classroom (Paola Domingo, Marco Cartiglia, Fulvia Furinghetti); (38) Generalized Diagrams as a Tool for Young Children's Problem Solving (Barbara J. Dougherty and Hannah Slovin); (39) Correspondences, Functions and Assignation Rules (M. Downs and J. Mamona-Downs); (40) Unjustified Assumptions Based on Diagrams in Geometry (Tali Dvora and Tommy Dreyfus); (41) The Impact of Individual Curricula on Teaching Stochastics (Andreas Eichler); (42) The Functions of Pictures in Problem Solving (Iliada Elia and George Philippou); (43) Mathematical Modelling with Young Children (Lyn D. English and James J. Watters); (44) Extending Linear Models to Non-Linear Contexts: An In-Depth Study about Two University Students' Mathematical Productions (Cristina Esteleyi, Monica Villarreal, and Humberto Alagia); (45) University Students' Conceptions of Function (Anastasia Evangelidou, Panayiotis Spyrou, Iliada Elia, and Athanasios Gagatsis); (46) Practical Constraints upon Teacher Development in Pakistani Schools (Razia Fakir-Mohammad); (47) Towards a Definition of Function (Rossana Falcade, Maria Alessandra Mariotti, and Colette Laborde); (48) "Why Doesn't It Start From the Origin?": Hearing the Cognitive Voice of Signs (Francesca Ferrara); (49) Mathematical Language and Advanced Mathematics Learning (Pier Luigi Ferrari); (50) Arithmetic/Algebraic Problem-Solving and the Representation of Two Unknown Quantities (Eugenio Filloy, Teresa Rojano, and Armando Solares); (51) Equity and Computers for Mathematics Learning: Access and Attitudes (Helen J. Forgasz); (52) The Tacit-Explicit Dynamic in Learning Processes (Cristina Frade); (53) Tracking Primary Students' Understanding of the Equality Sign (Viktor Freiman and Lesley Lee); (54) Levels of Student Responses in a Spreadsheet-Based Environment (Alex Friedlander and Michal Tabach); (55) Sensitivity for the Complexity of Problem Oriented Mathematics Instruction--A Challenge to Teacher Education (Torsten Fritzlar); (56) ICT Tools and Students' Competence Development (Anne Berit Fuglestad); (57) The Effects of Different Modes of Representation on Mathematical Problem Solving (Athanasios Gagatsis and Iliada Elia); (58) Descriptions and Conflicts in Dynamic Geometry (Victor Giraldo, Elizabeth Belfort, and Luiz Mariano Carvalho); (59) Students Problem Solving and Justification (Barbara Glass and Carolyn A. Maher); (60) Didactical Knowledge Development of Pre-Service Secondary Mathematics Teachers (Pedro Gomez and Luis Rico); (61) Legitimization of the Graphic Register in Problem Solving at the Undergraduate Level: The Case of the Improper Integral (Alejandro S. Gonzalez-Martin and Matias Camacho); (62) Will "The Way They Teach" Be "The Way They Have Learned"? Pre-Service Teachers' Beliefs Concerning Computer Embedding in Math Teaching (D. Gorev, I. Gurevich, and M. Barabash); (63) Progressive Discourse in Mathematics Classes--The Task of the Teacher (Susie Groves and Brian Doig); (64) Teachers' Practices and Dynamic Geometry (Luiz Carlos Guimaraes and Elizabeth Belfort); and (65) Characterization of Students' Reasoning and Proof Abilities in 3-Dimensional Geometry (Angel Gutierrez, John Pegg, and Christine Lawrie). (Individual papers contain references.).
Book Synopsis Proceedings of the ... International Conference for the Psychology of Mathematics Education by : International Group for the Psychology of Mathematics Education
Download or read book Proceedings of the ... International Conference for the Psychology of Mathematics Education written by International Group for the Psychology of Mathematics Education and published by . This book was released on 1987 with total page 998 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Proceedings of PME-XI has been published in three separate volumes because of the large total of 161 individual conference papers reported. Volume I contains four plenary papers, all on the subject of "constructivism," and 44 commented papers arranged under 4 themes. Volume II contains 56 papers (39 commented; 17 uncommented) arranged under 9 themes. Volume III contains 53 papers arranged under 17 themes, and 4 Research Agenda Project papers. Due to space limitations, the subject content of these volumes will be represented by listing the 30 themes used to categorize the papers. Volume I: (1) Affective Factors in Mathematics Learning; (2) Algebra in Computer Environments; (3) Algebraic Thinking; (4) Fractions and Rational Numbers; Volume II: (5) Geometry in Computer Environments; (6) In-Service Teacher Training; (7) Mathematical Problem Solving; (8) Metacognition and Problem Solving; (9) Ratio and Proportion; (10) Number and Numeration; (11) Addition and Subtraction; (12) Rationals and Decimals; (13) Integers; Volume III: (14) Cognitive Development; (15) Combinatorics; (16) Computer Environments; (17) Disabilities and the Learning of Mathematics; (18) Gender and Mathematics; (19) Geometry; (20) High School Mathematics; (21) Effect of Text; (22) Socially Shared Problem Solving Approach; (23) Didactic Engineering; (24) Curriculum Projects; (25) Affective Obstacles; (26) Instructional Strategies; (27) Measurement Concepts; (28) Philosophy, Epistemology, Models of Understanding; (29) Pre-Service Teacher Training; (30) Teritary Level. Each volume contains an author index covering all three volumes. (MKR)
Author :International Group for the Psychology of Mathematics Education Publisher : ISBN 13 :9780864913623 Total Pages : pages Book Rating :4.9/5 (136 download)
Book Synopsis Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education by : International Group for the Psychology of Mathematics Education
Download or read book Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "The papers in the six volumes of these proceedings are organized according to the type of presentation. Volume 1 contains the presentations of our plenary speakers, Research Forum activities, Discussion Group activities, Working Session activities and the National Presentation of mathematics education in Canada. Volumes 2-5 contain the Research Reports of the conference, while Volume 6 consists of the Short Oral and Poster Presentations."--Preface.
Book Synopsis Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education : 25th, Utrecht University, the Netherlands, July 12-17, 2001 by : Marja van den Heuvel-Panhuizen
Download or read book Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education : 25th, Utrecht University, the Netherlands, July 12-17, 2001 written by Marja van den Heuvel-Panhuizen and published by . This book was released on 2001 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Proceedings of the 23rd Conference of the International Group for the Psychology of Mathematics Education by : International Group for the Psychology of Mathematics Education
Download or read book Proceedings of the 23rd Conference of the International Group for the Psychology of Mathematics Education written by International Group for the Psychology of Mathematics Education and published by . This book was released on 1999 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005) by : International Group for the Psychology of Mathematics Education
Download or read book Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005) written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2005 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary lectures include: (1) Modelling Students' Learning in Argumentation and Mathematics Proof (Fou-Lai Lin); (2) Travelling the Road to Expertise (Stacey); (3) Telling Identities (Sfar and Prusak); and (4) Co-Constructing Artefacts and Knowledge in Net-Based Teams (Reimann). The plenary panel section includes: (1) What Do Studies Like PISA Mean to the Mathematics Education Community? (Jones); (2) From a Profile to the Scrutiny of Student Performance (Yoshinori); (3) The PISA-Study (Neubrand); (4) Some Results from the PISA 2003 International Assessment of Mathematics Learning (Kieran); and (5) The Foundation and Spectacle of [the Leaning Tower of] PISA (Williams). The first research forum (RF01) includes: (1) Not Everything Is Proportional (De Brock, Van Dooren, and Verschaffel); (2) Designing Instruction on Proportional Reasoning with Average Speed (Gravemeijer, van Galen, and Keijzer); (3) Folding Perimeters (Friedlander and Arcavi); and (4) The Dolls' House Classroom (Ainley and Pratt). The second research forum (RF02) includes: (1) Shaping a Multi-Dimensional Analysis of Signs (Arzarello, Ferrara, Robutti, Paola, and Sabena); (2) Working with Artefacts (Bussi and Maschietto); (3) The Role of Gestures in Mathematical Discourse (Edwards); (4) Connecting Talk, Gesture, and Eye Motion for the Microanalysis of Mathematics Learning (Ferrara and Nemirovsky); (5) Why Do Gestures Matter? Gestures as Semiotic Means of Objectification (Radford); (6) Gestures, Signs and Mathematisation (Williams); and (7) Building Intellectual Infrastructure to Expose and Understand Ever-Increasing Complexity (Kaput). The third research forum (RF03) includes: (1) Using Growth Points to Describe Pathways for Young Children's Number Learning (Gervasoni); (2) Number Attainment in Sri Lankan Primary Schools (Hart); and (3) Mathematics Recovery (Pearn). The fourth research forum (RF04) includes: (1) The Place of Theory in Mathematics Education Research (Lester, Jr.); (2) Theories of Mathematics Education (Lerman); (3) The Articulation of Symbol and Mediation in Mathematics Education (Armella); (4) Using Theory to Advance Our Understandings of Student Cognitive Development (Pegg and Tall); (5) Trends in the Evolution of Models and Modeling Perspectives on Mathematical Learning and Problem Solving (Lesh and English); and (6) Issues and Tendencies in German Mathematics-Didactics (Torner and Sriraman). (Individual papers contain references.).
