Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Proceedings Of The 39th Conference Of The International Group For The Psychology Of Mathematics Education July 13 18 2015 Research Reports Gom Pan
Download Proceedings Of The 39th Conference Of The International Group For The Psychology Of Mathematics Education July 13 18 2015 Research Reports Gom Pan full books in PDF, epub, and Kindle. Read online Proceedings Of The 39th Conference Of The International Group For The Psychology Of Mathematics Education July 13 18 2015 Research Reports Gom Pan ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author :International Group for the Psychology of Mathematics Education. Conference Publisher : ISBN 13 :9781326664312 Total Pages : pages Book Rating :4.6/5 (643 download)
Book Synopsis Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, July 13-18 2015: Research reports, Gom-Pan 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, Gom-Pan 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 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 Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 2 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). Volume 2 written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2005 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl and Fre: (1) Working with Learners' Mathematics: Exploring a Key Element of Mathematical Knowledge for Teaching (Jill Adler, Zain Davis, Mercy Kazima, Diane Parker, and Lyn Webb); (2) A Comparison between Teachers' and Pupils' Tendency to Use a Representativeness Heuristic (Thekla Afantiti-Lamprianou, Julian S. Williams, and Iasonas Lamprianou); (3) Purposeful Task Design and the Emergence of Transparency (Janet G. Ainley, Liz Bills, and Kirsty Wilson); (4) A Developmental Model for Proportional Reasoning in Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (5) Referential and Syntactic Approaches to Proof: Case Studies from a Transition Course (Lara Alcock and Keith Weber); (6) Teachers' Beliefs about Students' Development of the Pre-Algebraic Concept of Equation (Vassiliki Alexandrou-Leonidou and George N. Philippou); (7) Developing Students' Understanding of the Concept of Fractions as Numbers (Solange Amorim Amato); (8) Multiple Representations in 8th Grade Algebra Lessons: Are Learners Really Getting It? (Miriam Amit and Michael N. Fried); (9) Reform-Oriented Teaching Practices: A Survey of Primary School Teachers (Judy Anderson and Janette Bobis); (10) The Genesis of Signs by Gestures: The Case of Gustavo (Ferdinando Arzarello, Francesca Ferrara, Ornella Robutti, and Domingo Paola); (11) Students' Experience of Equivalence Relations: A Phenomenological Approach (Amir H. Asghari and David Tall); (12) How Series Problems Integrating Geometric and Arithmetic Schemes Influence Prospective Secondary Teachers' Pedagogical Understanding (Leslie Aspinwall, Kenneth L. Shaw, and Hasan Unal); (13) Dealing with Learning in Practice: Tools for Managing the Complexity of Teaching and Learning (Sikunder Ali Baber and Bettina Dahl); (14) Situations of Psychological Cognitive No-Growth (Roberto R. Baldino and Tania C.B. Cabral); (15) Good CAS Written Records: Insight from Teachers (Lynda Ball and Kaye Stacey); (16) Developing Procedure and Structure Sense of Arithmetic Expressions (Rakhi Banerjee and K. Subramaniam); (17) Struggling with Variables, Parameters, and Indeterminate Objects, or How to Go Insane in Mathematics (Caroline Bardini, Luis Radford, and Cristina Sabena); (18) Exploring How Power is Enacted in Small Groups (Mary Barnes); (19) A Framework for the Comparison of PME Research into Multilingual Mathematics Education in Different Sociolinguistic Settings (Richard Barwell); (20) Vygotsky's Theory of Concept Formation and Mathematics Education (Margot Berger); (21) Preservice Teachers' Understandings of Relational and Instrumental Understanding (Kim Beswick); (22) The Transformation of Mathematics in On-Line Courses (Marcelo C. Borba); (23) Using Cognitive and Situated Perspectives to Understand Teacher Interactions with Learner Errors (Karin Brodie); (24) Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (25) The "A4-Project": Statistical World Views Expressed through Pictures (Michael Bulmer and Katrin Rolka); (26) A Whole-School Approach to Developing Mental Computation Strategies (Rosemary Callingham); (27) A Comparison of Perceived Parental Influence on Mathematics Learning among Students in China and Australia (Zhongjun Cao, Helen Forgasz, and Alan Bishop); (28) Using Word Problems in Malaysian Mathematics Education: Looking beneath the Surface (Kah Yein Chan and Judith Mousley); (29) Constructing Pedagogical Knowledge of Problem Solving: Preservice Mathematics Teachers (Olive Chapman); (30) Revisiting a Theoretical Model on Fractions: Implications for Teaching and Research (Charalambos Y. Charalambous and Demetra Pitta-Pantazi); (31) Students' Reflection on Their Sociomathematical Small-Group Interaction: A Case Study (Petros Chaviaris and Sonia Kafoussi); (32) Investigating Teachers' Responses to Student Misconceptions (Helen L. Chick and Monica K. Baker); (33) Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai (David Clarke and Lay Hoon Seah); (34) Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland (Tom J. Cooper, Annette R. Baturo, and Elizabeth Warren); (35) Exploring the Strategies Used by Grade 1 to 3 Children through Visual Prompts, Symbols and Worded Problems: A Case for a Learning Pathway for Number (Ty Corvell Cranfield, Cally Kuhne, and Gary Powell); (36) Primary Students' Knowledge of the Properties of Spatially-Oriented Diagrams (Carmel Diezmann); (37) A Conceptual Framework for Studying Teacher Preparation: The Pirie-Kieren Model, Collective Understanding, and Metaphor (Maria A. Droujkova, Sarah B. Berenson, Kelli Slaten, and Sue Tombes); (38) Mathematical Modelling with 9-Year-Olds (Lyn English and James Watters); (39) Exploring "Lesson Study" in Teacher Preparation (Maria L. Fernandez); (40) Child-Initiated Mathematical Patterning in the Pre-Compulsory Years (Jillian Fox); (41) The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement (Cristina Frade); (42) Teachers as Interns in Informal Mathematics Research (John M. Francisco and Carolyn A. Maher); and (43) Exploring Excellence and Equity within Canadian Mathematics Classrooms (George Frempong). (Individual papers contain references.).
Book Synopsis Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006) 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 (30th, Prague, Czech Republic, July 16-21, 2006) written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2005 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document is the fourth volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 42 research reports by presenters with last names beginning between Mul and Wu: (1) Case Studies of Children's Development of Structure in Early Mathematics: A Two-Year Longitudinal Study (Joanne Mulligan, Michael Mitchelmore, and Anne Prescott); (2) A Case Study of How Kinesthetic Experiences Can Participate in and Transfer to Work with Equations (Ricardo Nemirovsky and Chris Rasmussen); (3) The Construction of Proportional Reasoning (Stephen Norton); (4) The Transition of a Secondary Mathematics Teacher: From a Reform Listener into a Believer (Jo Clay Olson and Karmen Kirtley); (5) Substantive Communication of Space Mathematics in Upper Primary School (Kay Owens); (6) Transforming Korean Elementary Mathematics Classrooms to Student-Centered Instruction (JeongSuk Pang); (7) The Effect of Improved Automaticity and Retrieval of Basic Number Skills on Persistently Low-Achieving Students (John Pegg, Lorraine Graham, and Anne Bellert); (8) Degrees of Freedom in Modeling: Taking Certainty out of Proportion (Irit Peled and Ronit Bassan-Cincinatus); (9) "I Know That You Don't Have to Work Hard": Mathematics Learning in the First Year of Primary School (Bob Perry and Sue Dockett); (10) Disentangling Mentors' Role in the Development of Prospective Teachers' Efficacy Beliefs in Teaching Mathematics (George Philippou and Charalambos Y. Charalambous); (11) Linear Functions and a Triple Influence of Teaching on the Development of Students' Algebraic Expectation (Robyn Pierce); (12) Engaging the Learner's Voice? Catechetics and Oral Involvement in Reform Strategy Lessons (Adrian J. Pinel); (13) Teaching Projectile Motion to Eliminate Misconceptions (Anne Prescott and Michael Mitchelmore); (14) An Investigation of a Preservice Teacher's Use of Representations in Solving Algebraic Problems Involving Exponential Relationships (Norma Presmeg and Rajeev Nenduradu); (15) On Embodiment, Artifacts, and Signs: A Semiotic-Cultural Perspective on Mathematical Thinking (Luis Radford, Caroline Bardini, Cristina Sabena, Pounthioun Diallo, and Athanase Simbagoye); (16) Generalization Strategies of Beginning High School Algebra Students (Joanne Rossi Becker and Ferdinand Rivera); (17) Synchronizing Gestures, Words and Actions in Pattern Generalizations (Cristina Sabena, Luis Radford, and Caroline Bardini); (18) Analyzing Student Modeling Cycles in the Context of a "Real World" Problem (Roberta Y. Schorr and Miriam Amit); (19) Negotiating about Perceived Value Differences in Mathematics Teaching: The Case of Immigrant Teachers in Australia (Wee Tiong Seah); (20) Development of Mathematical Norms in an Eighth-Grade Japanese Classroom (Yasuhiro Sekiguchi); (21) Solving Additive Problems at Pre-Elementary School Level with the Support of Graphical Representation (Ana Coelho Vieira Selva, Jorge Tarcisio da Rocha Falcao, and Terezinha Nunes); (22) From the Everyday, through the Authentic, to Mathematics: Reflecting on the Process of Teaching Mathematics through the Everyday (Godfrey Sethole); (23) Personal Experiences and Beliefs in Early Probabilistic Reasoning: Implications for Research (Sashi Sharma); (24) Assimilating Innovative Learning/Teaching Approaches into Teacher Education: Why Is It so Difficult? (Atara Shriki and Ilana Lavy); (25) Student Thinking Strategies in Reconstructing Theorems (Tatag Yuli Eko Siswono); (26) A Comparison of How Textbooks Teach Multiplication of Fractions and Division of Fractions in Korea and in U.S. (Ji-Won Son); (27) Mathematical Knowledge of Pre-Service Primary Teachers (Beth Southwell and Marina Penglase); (28) Analysing Longitudinal Data on Students' Decimal Understanding Using Relative Risk and Odds Ratios (Vicki Steinle and Kaye Stacey); (29) Girls Journey toward Proportional Reasoning (Olof Bjorg Steinthorsdottir); (30) University Student Perceptions of CAS Use in Mathematics Learning (Sepideh Stewart and Michael O. J. Thomas); (31) Prospective Teachers' Understanding of Proof: What if the Truth Set of an Open Sentence Is Broader than that Covered by the Proof? (Andreas J. Stylianides, Gabriel J. Stylianides, and George Philippou); (32) Planning and Teaching Mathematics Lessons as a Dynamic, Interactive Process (Peter Sullivan, Robyn Zevenbergen, and Judy Mousley); (33) Teacher Factors in Integration of Graphic Calculators into Mathematics Learning (Michael O. J. Thomas and Ye Yoon Hong); (34) Students' Overreliance on Linearity: An Effect of School-Like Word Problems (Wim Van Dooren, Dirk De Bock, Dirk Janssens, and Lieven Verschaffel); (35) A Process of Abstraction by Representations of Concepts (N. C. Verhoef and H. G. B. Broekman); (36) Argumentation Profile Charts as Tools for Analysing Students' Argumentations (Jill Vincent, Helen Chick, and Barry McCrae); (37) Characterizing Middle School Students' Thinking in Estimation (Tanya N. Volkova); (38) Reviewing and Thinking the Affect/Cognition Relation (Margaret Walshaw and Tania Cabral); (39) Young Children's Ability to Generalise the Pattern Rule for Growing Patterns (Elizabeth Warren); (40) Consolidating One Novel Structure whilst Constructing Two More (Gaye Williams); (41) Spreadsheets, Pedagogic Strategies and the Evolution of Meaning for Variable (Kirsty Wilson, Janet Ainley, and Liz Bills); and (42) A Study of the Geometric Concepts of the Elementary School Students Who Are Assigned to the van Hiele Level One (Der-bang Wu and Hsiu-Lan Ma). (Individual papers contain references.).
Book Synopsis Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006) 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 (30th, Prague, Czech Republic, July 16-21, 2006) written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2006 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the fifth volume of the proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 59 research reports by presenters with last names beginning between Sac and Zaz: (1) Bryan's Story: Classroom Miscommunication about General Symbolic Notation and the Emergence of a Conjecture during a CAS-Based Algebra Activity (Ana Isabel Sacristan and Carolyn Kieran); (2) A Teacher's Method to Introduce Story-Problems: Student-Generated Problems (Adalira Saenz-Ludlow); (3) "There's More than Meets the Eye": Analysing Verbal Protocols, Gazes and Sketches on External Mathematical Representations (Jonathan P. San Diego, James Aczel, Barbara Hodgson, and Eileen Scanlon); (4) Notions of Variability in Chance Settings (Ernesto Sanchez and Miguel Mercado Martinez); (5) Elementary Preservice Teacher Learning Levels (Victoria Sanchez and Miguel Mercado Martinez); (6) Mathematics Achievement: Sex Differences vs. Gender Differences (Dora Santos, Sonia Ursini, Martha Patricia Ramirez, and Gabriel Sanchez); (7) Self Assessment and Appropriation of Assessment Criteria (Leonor Santos and Anabela Gomes); (8) Drawing as Problem-Solving: Young Children's Mathematical Reasoning through Pictures (Carole Saundry and Cynthia Nicol); (9) The Role of the Teacher in Turning Claims to Arguments (Baruch Schwarz, Rina Hershkowitz, and Shirly Azmon); (10) Learning Mathematics for Teaching (Nanette Seago and Lynn Goldsmith); (11) Coherence of Mathematics Lessons in Japanese Eighth-Grade Classrooms (Yasuhiro Sekiguchi); (12) Triangle Property Relationships: Making the Connections (Penelope Serow); (13) Access to Mathematics versus Access to the Language of Power (Mamokgethi Setati); (14) Compartmentalization of Representation in Tasks Related to Addition and Subtraction Using the Number Line (Myria Shiakalli and Athanasios Gagatsis); (15)The Derivation of a Learning Assessment Framework for Multiplicative Thinking (Dianne Siemon, John Izard, Margarita Breed, and Jo Virgona); (16) Sources of Students' Frustration in Bridging Mathematics Courses (Anna Sierpinska); (17) What Makes a Good Problem? An Aesthetic Lens (Nathalie Sinclair and Sandra Crespo); (18) Discovering a Rule and Its Mathematical Justification in Modeling Activities Using Spreadsheet (Hong-chan Son and Hee-chan Lew); (19) Investigating Preservice Teachers' Understanding and Strategies on a Student's Errors of Reflective Symmetry (Ji-Won Son); (20) Exploring the Role Played by the Remainder in the Solution of Division Problems (Alina Galvao Spinillo and Sintria Labres Lautert); (21) Incomplete or Incorrect Understanding of Decimals: An Important Deficit for Student Nurses (Vicki Steinle and Robyn Pierce); (22) Proportional Reasoning: Variable Influencing the Problems Difficulty Level and One's Use of Problem Solving Strategies (Olof Bjorg Steinthorsdottir); (23) The Impact of the Intuitive Rule "If A Then B, If Not A Then Not B" in Perimeter and Area Tasks (Lambros Stephanou and Demetra Pitta-Pantazi); (24) Process-Object Difficulties in Linear Algebra: Eigenvalues and Eigenvectors (Sepideh Stewart and Michael O. J. Thomas); (25) Conceptual Changes as Dialectical Transformation (Nadia Stoyanova Kennedy); (26) Content Knowledge for Mathematics Teaching: The Case of Reasoning and Proving (Andreas J. Stylianides and Gabriel J. Stylianides); (27) "Making Proof Central to Pre-High School Mathematics Is an Appropriate Instructional Goal": Provable, Refutable, or Undecidable Proposition? (Gabriel J. Stylianides and Andreas J. Stylianides); (28) Power and Poverty--Whose, Where, and Why?: School Mathematics, Context and the Social Construction of "Disadvantage" (Dalene M. Swanson); (29) Documenting Learning in School-Based Mathematics Communities of Teachers (Paola Sztajn); (30) Research and Teaching--Can One Person Do Both? A Case Study (MichalTabach); (31) Computer "Knowledge" and Student's Images of Figures: The Case of Dragging (Varda Talmon and Michal Yerushalmy); (32) Graphics Calculators for Mathematics Learning in Singapore and Victoria (Australia): Teachers' Views (Hazel Tan and Helen J. Forgasz); (33) Vague Language in Greek and English Mathematical Talk: A Variation Study in Face-Work (Konstantinos Tatsis and Tim Rowland); (34) Teachers Using Computers in Mathematics: A Longitudinal Study (Michael O. J. Thomas); (35) Analysing Classroom Interactions Using Critical Discourse Analysis (Steve Thornton and Noemi Reynolds); (36) Pre-Service and In-Service Mathematics Teachers' Concept Images of Radian (Tahsin Topcu, Mahmut Kertil, Hatice Akkoc, Kamil Yilmaz, and Osman Onder); (37) Adaptive Expertise in the Number Domain 20-100 (Joke Torbeyns, Lien Vanderveken, Lieven Verschaffel, and Pol Ghesquiere); (38) Mathematical Activity in a Technological Workplace: Results from an Ethnographic Study (Chrissavgi Triantafillou and Despina Potari); (39) Pupils' Over-Use of Proportionality on Missing-Value Problems: How Numbers May Change Solutions (Wim Van Dooren, Dirk De Bock, Marleen Evers, and Lieven Verschaffel); (40) Arithmetical Procedures in the Solution of a Problem Involving Velocity (Veronica Vargas and Jose Guzman); (41) Introducing Algebraic Thinking to 13 Year-Old Students: The Case of the Inequality (Petros Verikios and Vassiliki Farmaki); (42) Why Is a Discontinuous Function Differentiable? (Antti Viholainen); (43) Overgeneralization of Linear Models: Presence and Characteristics among University Students (Monica Villareal, Cristina Esteley, and Humberto Alagia); (44) Educational Design Research in Mozambique: Starting Mathematics from Authentic Resources (Pauline Vos, Tiago G. Devesse, and Assane Rassul); (45) "The Big Test": A School Community Experiences Standardized Mathematics Assessment (Fiona Walls); (46) Numeracy Reform in New Zealand: Factors that Influence Classroom Enactment (Margaret Walshaw and Glenda Anthony); (47) An Investigation of Factors Influencing Teachers' Scoring Student Responses to Mathematics Constructed-Response Assessment Tasks (Ning Wang and Jinfa Cai); (48) Teacher Actions that Assist Young Students to Write Generalizations in Words and in Symbols (Elizabeth Warren); (49) Promoting Pre-Service Teachers' Understanding of Decimal Notation and Its Teaching (Wanty Widjaja and Kaye Stacey); (50) Impetus to Explore: Approaching Operational Deficiency Optimistically (Gaye Williams); (51) Generating and Evaluating Geometry Conjectures with Self-Directed Experiments (Chao-Jung Wu, Wing-Kwong Wong, Ying-Hao Cheng, and Yunn-Wen Lien); (52) The Distributions of van Hiele Levels of Geometric Thinking among 1st and 6th Graders (Der-bang Wu and Hsiu-Ian Ma); (53) Elementary Teacher Education and Teacher Efficacy toward Mathematics and Science (Su-Chiao Wu and Yu Liang Chang); (54) Spatial Rotation and Perspective Taking Abilities in Relation to Performance in Reflective Symmetry Tasks (Xenia Xistouri and Demetra Pitta-Pantazi); (55) Elementary Teachers' Mathematics Beliefs and Teaching Practices after a Curriculum Reform (Shirley M. Yates); (56) Inquiry Activities in a Classroom: Extra-Logical Processes of Illumination vs. Logical Process of Deductive and Inductive Reasoning. A Case Study (Oleksiy Yevdokimov); (57) Developments of a Child's Fraction Concepts with the Help of Psychological Tools: A Vygotsky's Cultural-Historical Perspective (Kaori Yoshida); (58) A Teacher's Treatment of Examples as Reflection of Her Knowledge-Base (Orit Zaslavsky, Guershon Harel, and Alfred Manaster); and (59) Cognitive Conflict and its Resolution via Pivotal/Bridging Example (Rina Zazkis and Egan Chernoff). (Individual papers contain references.).
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 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 518 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the fourth 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 64 research report papers: (1) Situated or Abstract: The Effect of Combining Context and Structure on Constructing an Additive (Part-Part-Whole) Schema (Irit Peled and Ruth Meron); (2) Using Graphical Profiles to Study the Learning and Teaching of Mathematics (Dvora Peretz); (3) The Role of Number in Proportional Reasoning: A Prospective Teacher's Understanding (Axelle C. Person, Sarah B. Berenson, and Paula J. Greenspon); (4) Learning to Use CAS: Voices from a Classroom (Robyn Pierce and Kaye Stacey); (5) Technical School Students' Conceptions of Tangent Lines (Marcia Maria Fusaro Pinto and Valeria Guimaraes Moreira); (6) Elementary School Students' Mental Representations of Fractions (Demetra Pitta-Pantazi, Eddie M. Gray, and Constantinos Christou); (7) A Structural Model for Problem Posing (M. Pittalis, C. Christou, N. Mousoulides, and D. Pitta-Pantazi); (8) Some Undergraduates' Experiences of Learning Mathematics (Hilary Povey and Corinne Angier); (9) Normalising Geometrical Constructions: A Context for the Generation of Meanings for Ratio and Proportion (Georgos Psycharis and Chronis Kynigos); (10) The Sensual and the Conceptual: Artefact-Mediated Kinesthetic Actions and Semiotic Activity (Luis Radford, Serge Demers, Jose Guzman, and Michele Cerulli); (11) A Sociocultural Account of Students' Collective Mathematical Understanding of Polynomial Inequalities in Instrumented Activity (Ferdinand Rivera and Joanne Rossi Becker); (12) Infinity as a Multi-Faceted Concept in History and in the Mathematics Classroom (Ornella Robutti, Ferdinando Arzarello, and Maria G. Bartolini Bussi); (13) Successful Undergraduate Mathematicians: A Study of Students in Two Universities (Melissa Rodd and Margaret Brown); (14) Bilingual Lessons and Mathematical World Views--A German Perspective (Katrin Rolka); (15) The Use of Models in Teaching Proof by Mathematical Induction (Gila Ron and Tommy Dreyfus); (16) Reflecting on Prospective Elementary Teachers' Mathematics Content Knowledge: The Case of Laura (Tim Rowland, Peter Huckstep, and Anne Thwaites); (17) The Competent Use of the Analytic Method in the Solution of Algebraic Word Problems. A Didactical Model Based on a Numerical Approach with Junior High Students (Guillermo Rubio and Rafael Del Valle); (18) Language and Concept Development in Geometry (Frode Ronning); (19) The Role of Gestures in Conceptualisation: An Exploratory Study on the Integral Function (Cristina Sabena); (20) Psychological Aspects of Genetic Approach to Teaching Mathematics (Ildar S. Safuanov); (21) Routines in Non-Routine Problem Solving Processes (Wolfgang Schloeglmann); (22) Teacher Guidance of Knowledge Construction (Baruch Schwarz, Tommy Dreyfus, Nurit Hadas, and Rina Hershkowitz); (23) Types of Student Reasoning on Sampling Tasks (J. Michael Shaughnessy, Matt Ciancetta, and Dan Canada); (24) Didactic Model--Bridging a Concept with Phenomena (Beba Shternberg and Michal Yerushalmy); (25) Elaborating the Teacher's Role--Towards a Professional Language (Dianne Siemon, Jo Virgona, Maria Lasso, Vanessa Parsons, and Juli Cathcart); (26) Making the Connection: Procedural and Conceptual Students' Use of Linking Words in Solving Problems (Adrian Simpson and Nora Zakaria); (27) Children's Conceptual Understanding of Counting (Hannah Slovin and Barbara J. Dougherty); (28) Adding Fractions Using "Half" as an Anchor for Reasoning (Alina Galvao Spinillo and Maria Soraia Silva Cruz); (29) Persistence of Decimal Misconceptions and Readiness to Move to Expertise (Vicki Steinle and Kaye Stacey); (30) Molly and Equations in A2: A Case Study of Apprehending Structure (Nada Stehlikova and Adrian Simpson); (31) Image--Metaphor--Diagram: Visualisation in Learning Mathematics (Rudolf Straber and Gert Kadunz); (32) Images of Fractions "as" Processes and Images of Fractions "in" Processes (Marek Sulista, Jan Herman, Lucia Ilucova, Veronika Kremsova, Jiri Pribyl, Janka Ruppeldtova, Adrian Simpson, Nada Stehlikova, and Michaela Ulrychova); (33) Describing Elements of Mathematics Lessons that Accommodate Diversity in Student Background (Peter Sullivan, Judy Mousley, and Robyn Zevenbergen); (34) Orchestrating Mathematical Proof through the Use of Digital Tools (Rosamund Sutherland, Federica Olivero, and Marnie Weeden); (35) School-Based Community of Teachers and Outcomes for Students (Paola Sztajn, Martha Alexsaht-Snider, Dorothy Y. White, and Amy Hackenberg); (36) Thinking through Three Worlds of Mathematics (David Tall); (37) The Effect of Students' Roles on the Establishment of Shared Meanings During Problem Solving (Konstantinos Tatsis and Eugenia Koleza); (38) Integrating CAS Calculators into Mathematics Learning: Partnership Issues (Michael O. J. Thomas and Ye Yoon Hong); (39) The Development of Structure in the Number System (Noel Thomas); (40) Orientations to Numeracy: Teachers' Confidence and Disposition to Use Mathematics Across the Curriculum (Steve Thornton and John Hogan); (41) Efficiency and Adaptiveness of Multiple School-Taught Strategies in the Domain of Simple Addition (Joke Torbeyns, Lieven Verschaffel, and Pol Ghesquiere); (42) Supporting Teachers on Developing Teaching Norms Based on Children's Learning Mathematics (Wen-Huan Tsai); (43) Prospective Teachers' Images and Definitions: The Case of Inflection Points (Pessia Tsamir and Regina Ovodenko); (44) Fostering Mathematical Meaning via Scientific Inquiry: A Case Study (Ron Tzur, Rita A. Hagevik, and Mary E. Watson); (45) Students Building Isomorphisms (Elizabeth B. Uptegrove and Carolyn A. Maher); (46) How Do High School Students Interpret Parameters in Algebra? (Sonia Ursini and Maria Trigueros); (47) Causes Underlying Pre-Service Teachers' Negative Beliefs and Anxieties about Mathematics (Liisa Uusimaki and Rod Nason); (48) Fractions in Adult's Elementary School: The Lucina (Marta Elena Valdemoros-Alvarez); (49) Students' Overreliance on Proportionality: Evidence from Primary School Pupils Solving Arithmetic Word Problems (Wim Van Dooren, Dirk De Bock, An Hessels; Dirk Janssens, and Lieven Verschaffel); (50) From Functions to Equations: Introduction of Algebraic Thinking to 13 Year-Old Students (Petros Verikios, Vasiliki Farmaki, and Nikos Nikoudatos); (51) Critical Awareness of Voice in Mathematics Classroom Discourse: Learning the Steps in the "Dance of Agency" (David Wagner); (52) Metaphors and Cultural Models Afford Communication Repairs of Breakdowns between Mathematical Discourses (G. D. Wake and J. S. Williams); (53) Generalising Arithmetic: Supporting the Process in the Early Years (Elizabeth Warren); (54) A Framework for Describing the Processes that Undergraduates Use to Construct Proofs (Keith Weber); (55) The Nature of Spontaneity in High Quality Mathematics Learning Experiences (Gaye Williams); (56) Spreadsheet Generalising and Paper and Pencil Generalising (Kirsty Wilson, Janet Ainley, and Liz Bills); (57) A Comparison of a Visual-Spatial Approach and a Verbal Approach to Teaching Mathematics (Pamela Woolner); (58) Differentiation of Students' Reasoning on Linear and Quadratic Geometric Number Patterns (Kai-Lin Yang and Fou-Lai Lin); (59) Map Construction as a Context for Studying the Notion of Variable Scale (Nikoleta Yiannoutsou and Chronis Kynigos); (60) Understanding How the Concept of Fractions Develops: A Vygotskian Perspective (Kaori Yoshida); (61) Secondary Mathematics Teachers' Knowledge Concerning the Concept of Limit and Continuity (T. Zachariades and E. Mastorides); (62) Characteristics of Mathematical Problem Solving Tutoring in an Informal Setting (Orit Zaslavsky and Iris Zodik); (63) Making Sense of Irrational Numbers: Focusing on Representation (Rina Zazkis and Natasa Sirotic); and (64) Numeracy Practices of Young Workers (Robyn Zevenbergen and Kelly Zevenbergen). (Individual papers contain references.).
Book Synopsis Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 4 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 (30th, Prague, Czech Republic, July 16-21, 2006). Volume 4 written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2006 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the fourth volume of the proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 59 research reports by presenters with last names beginning between Kun and Ros: (1) Evaluational Research on a Video-Based In-Service Mathematics Teacher Training Project--Reported Instructional Practice and Judgements on Instructional Quality (Sebastian Kuntze and Kristina Reiss); (2) Constructing a Sinusoidal Periodic Covariation (Chronis Kynigos and Kostas Gavrilis; (3) Modelling Fractions with Area: The Salience of Vertical Partitioning (Andreas O. Kyriakides); (4) Dynamic Visualization and the Case of "Stars in Cage" (Ilana Lavy); (5) Mathematics, Gender, and Large Scale Data: New Directions or More of the Same? (Gilah C. Leder, Helen J. Forgasz, and Peter J. Taylor); (6) Evaluation and Reconstruction of Mathematics Textbooks by Prospective Teachers (Kyung Hwa Lee); (7) Maths, ICT and Pedagogy: An Examination of Equitable Practice in Diverse Contexts (Stephen Lerman and Robyn Zevenbergen); (8) Solving Problems in Different Ways: Teachers' Knowledge Situated in Practice (Anat Levav-Waynberg and Roza Leikin); (9) Persona-Based Journaling: Aligning the Product with the Process (Peter Liljedahl); (10) The Power of Goal Orientation in Predicting Student Mathematics Achievement (Chuan-Ju Lin, Pi-Hsia Hung, and Suwei Lin); (11) Why Do Student Teachers Teach or Not Teach the Professed Values? (Fang-Chi Lin, Chih-Yeuan Wang, Chien Chin, and Gi-Yuan Chang); (12) Investigating Mathematics Learning with the Use of Computer Programmes in Primary Schools (Maria Dolores Lozano, Ivonne Twiggy Sandoval, and Maria Trigueros); (13) Is Subject Matter Knowledge Affected by Experience? The Case of Composition of Functions (Calin A. Lucus); (14) Classroom Factors Supporting Progress in Mathematics (Irene F. Mackay); (15) A Remedial Intervention in Algebra (Laura Maffei and Maria Alessandra Mariotti); (16) The Problem-Solving Element in Young Students' Work Related to the Concept of Area (Joanna Mamona-Downs and Ioannis Papadopoulos); (17) On Students' Conceptions in Vector Space Theory (Mirko Maracci); (18) Towards the Development of a Self-Regulated Mathematical Problem Solving Model (Andri Marcou and Stephen Lerman); (19) Visual Cognition: Content Knowledge and Beliefs of Preschool Teachers (Zvia Markovits, Sherman Rosenfeld, and Bat-Sheva Eylon); (20) An Unexpected Way of Thinking about Linear Function Tables (Mara Martinez and Barbara Brizuela); (21) Levels of Understanding of Patterns in Multiple Representations (Stalo Michael, Iliada Elia, Athanasios Gagatsis, Athina Theoklitou, and Andreas Savva); (22) Can the Spontaneous and Uncritical Application of the Linear Model be Questioned? (Modestina Modestou and Athanasios Gagatsis); (23) Primary Students' Reasoning in Problem Solving and Teachers' Evaluation of Their Arguments (Annita Monoyiou, Xenia Xistouri, and George Philippou); (24) Use of Examples in Conjecturing and Proving: An Exploratory Study (Francesca Morselli); (25) Knowledge Building and Knowledge Forum: Grade 4 Students Collaborate to Solve Linear Generalizing Problems (Joan Moss and Ruth Beatty); (26) Improving Mathematical Knowledge through Modeling in Elementary Schools (Nicholas Mousoulides, Marios Pittalis, and Constantinos Christou); (27) Integrating Concepts and Processes in Early Mathematics: The Australian Pattern and Structure Mathematics Awareness Project (PASMAP) (Joanne Mulligan, Michael Mitchelmore, and Anne Prescott); (28) Embodiment and Reasoning in Children's Invented Calculation Strategies (Carol Murphy); (29) When the Wrong Answer is the "Good" Answer: Problem-Solving as a Means for Identifying Mathematical Promise (Dorit Neria and Miriam Amit); (30) The Concept of Equations: What Have Students Met Before? (Rosana Nogueira de Lima and David Tall); (31)Teaching Becomes You: The Challenges of Placing Identity Formation at the Centre of Mathematics Pre-Service Teacher Education (Kathleen T. Nolan); (32) Structure Sense for University Algebra (Jarmila Novotna, Nad'a Stehlikova and Maureen Hoch); (33) Semiotic Chaining in an Expression Constructing Activity Aimed at the Transition from Arithmetic to Algebra (Masakazu Okazaki); (34) Kikan-Shido: Through the Lens of Guiding Student Activity (Catherine A. O'Keefe, Xu Li Hua, and David J. Clarke); (35) Hiding and Showing Construction Elements in a Dynamic Geometry Software: A Focusing Process (Federica Olivero); (36) Prompting Growth for Prospective Teachers Using Cognitive Dissonance (Jo Clay Olson, Meghan Colasanti, and Karmin Trujillo); (37) Metacognition and Reading--Criteria for Comprehension of Mathematics Texts (Magnus Osterholm); (38) Classification Activities and Definition Construction at the Elementary Level (Cecile Ouvrier-Buffet); (39) Abstraction, Scaffolding and Emergent Goals (Mehmet Fatih Ozmantar and John Monaghan); (40) Cognitive and Metacognitive Performance on Mathematics (Areti Panaoura and Georgia Panaoura); (41) Measuring and Relating Primary Students' Motives, Goals and Performance in Mathematics (Marilena Pantziara and George Philippou); (42) The Intuitive Rule More A-More B: The Impact of a Dynamic Geometry Software (Pandelitsa Papageorgiou, Annita Monoyiou, and Demetra Pitta-Pantazi); (43) The Reflective Abstraction in the Construction of the Concept of the Definite Integral: A Case Study (Theodorus Paschos and Vassiliki Farmaki); (44) Infinity of Numbers: How Students Understand It (Erkki Pehkonen, Markku S. Hannula, Hanna Maijala, and Riitta Soro); (45) The Assessment of Undergraduate Mathematicians: Recrafting Assessment of Learning to Provide Opportunities for Assessment as Learning (Hillary Povey and Corinne Angier); (46) Social Cognition Emerging from Student-to-Student Discursive Interactions during Mathematical Problem Solving (Arthur B. Powell); (47) Understanding Teachers' Mathematical Knowledge for Teaching: A Theoretical and Methodological Approach (Arthur B. Powell and Evelyn Hanna); (48) Continuities and Discontinuities for Fractions: A Proposal for Analysing in Different Levels (Susanne Prediger); (49) Dynamic Manipulation Schemes of Geometrical Constructions: Instrumental Genesis as an Abstraction Process (Giorgos Psycharis); (50) Rhythm and the Grasping of the General (Luis Radford, Caroline Bardini, and Cristina Sabena); (51) Developing Mathematical Initiative in Minority Students (Iuliana Radu, Barbara Tozzi, and Keith Weber); (52) A Model of Textbook Use (Sebastian Rezat); (53) Identical Twins' Perceptions of Two Different Instructional Approaches to Learning Mathematics (Candice L. Ridlon); (54) When Successful Comparison of Decimals Doesn't Tell the Full Story (Anne Roche and Doug M. Clarke); (55) Analysis of Proofs Produced by University Mathematics Students, and the Influence of Using Cabri Software (Felix Rodriguez and Angel Gutierrez); (56) Challenging the Mathematical Beliefs of Preservice Elementary School Teachers (Katrin Rolka, Bettina Rosken, and Peter Liljedahl); (57) Partial Knowledge Constructs for the Probability Area Model (Gila Ron, Tommy Dreyfus, and Rina Hershkowitz); (58) A Picture is Worth a Thousand Words--The Role of Visualization in Mathematics Learning (Bettina Rosken and Katrin Rolka); and (59) Establishing and Justifying Algebraic Generalization at the Sixth Grade Level (Joanne Rossi Becker and Ferdinand Rivera). (Individual papers contain references.).
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 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the first 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". In total, 147 presentations centered around the vision of mathematics for all. This volume features eight plenary and five research forum papers, and papers from four groups of discussions groups, working sessions, and short orals and poster presentations. Plenary Lectures; Plenary Panel compilations; and Research Forum compilations: (1) Classroom Business Same as Usual? (What) Do Researchers and Policy Makers Learn from Classroom Studies? (Kirsti Klette); (2) Grappling with Complexity: Co-Learning in Inquiry Communities in Mathematics Teaching Development (Barbara Jaworski); (3) Class, Diversity, and Race in Research on the Psychology of Mathematics Learning (Arthur B. Powell); (4) From Diversity to Inclusion and Back: A Lens on Learning (Rina Hershkowitz); (5) Lives, learning and Liberty: The Impact and Responsibilities of Mathematics Education (Peter Gates); (6) Do We Welcome Children's Mathematics? Who are We? (Marit Johnsen Hoines); (7) Learning (and Researching) as Participation in Communities of Practice (Madalena Pinto dos Santos); (8) Researching and Learning Mathematics at the Margin: From "Shelter" to School (Renuka Vithal); (9) Affect in Mathematics Education--Exploring Theoretical Frameworks (Markku Hannula, Jeff Evans, George Philippou, and Rosetta Zan); (10) Algebraic Equations and Inequalities: Issues for Research and Teaching (Luciana Bazzini and Pessia Tsamir); (11) International Perspectives on the Nature of Mathematical Knowledge for Secondary Teaching: Progress and Dilemmas (Helen Doerr and Terry Wood); (12) Contrasting Comparative Research on Teaching and Learning in Mathematics (Jonas Emanuelsson and David Clarke); and (13) Researching Mathematics Education in Multilingual Contexts: Theory, Methodology and Teaching Mathematics. (Individual papers contain references.).
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 Handbook of Research on the Psychology of Mathematics Education by :
Download or read book Handbook of Research on the Psychology of Mathematics Education written by and published by BRILL. This book was released on 2006-01-01 with total page 533 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is a compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation, 30 years ago. It has been written to become an essential reference for Mathematics Education research in the coming years.
Author :International Group for the Psychology of Mathematics Education. Conference Publisher : ISBN 13 :9789754292985 Total Pages : pages Book Rating :4.2/5 (929 download)
Book Synopsis Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education : Developing Mathematical Thinking: Research reports, Q-Z by : International Group for the Psychology of Mathematics Education. Conference
Download or read book Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education : Developing Mathematical Thinking: Research reports, Q-Z written by International Group for the Psychology of Mathematics Education. Conference and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 ... 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. Conference Publisher : ISBN 13 :9789754292961 Total Pages : pages Book Rating :4.2/5 (929 download)
Book Synopsis Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education : Developing Mathematical Thinking: Research reports, A-G by : International Group for the Psychology of Mathematics Education. Conference
Download or read book Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education : Developing Mathematical Thinking: Research reports, A-G written by International Group for the Psychology of Mathematics Education. Conference and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Second Handbook of Research on the Psychology of Mathematics Education by : Ángel Gutiérrez
Download or read book The Second Handbook of Research on the Psychology of Mathematics Education written by Ángel Gutiérrez and published by Springer. This book was released on 2016-07-23 with total page 571 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its establishment in 1976, PME (The International Group for the Psychology of Mathematics Education) is serving as a much sought after venue for scientific debate among those at the cutting edge of the field, as well as an engine for the development of research in mathematics education. A wide range of research activities conducted over the last ten years by PME members and their colleagues are documented and critically reviewed in this handbook, released to celebrate the Group’s 40 year anniversary milestone. The book is divided into four main sections: Cognitive aspects of learning and teaching content areas; Cognitive aspects of learning and teaching transverse areas; Social aspects of learning and teaching mathematics; and Professional aspects of teaching mathematics. The selection for each chapter of a team of at least two authors, mostly located in different parts of the world, ensured effective coverage of each field. High quality was further enhanced by the scrupulous review of early chapter drafts by two leaders in the relevant field. The resulting volume with its compilation of the most relevant aspects of research in the field, and its emphasis on trends and future developments, will be a rich and welcome resource for both mature and emerging researchers in mathematics education.
