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Proceedings Of The 45th Conference Of The International Group For The Psychology Of Mathematics Education Research Reports A H Vi 402 Paginas
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Author :International Group for the Psychology of Mathematics Education Conference Publisher : ISBN 13 :9788413021775 Total Pages :0 pages Book Rating :4.0/5 (217 download)
Book Synopsis Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: volumen 3. Research reports (Ja-Se) (VI, 418 páginas) by : International Group for the Psychology of Mathematics Education Conference
Download or read book Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: volumen 3. Research reports (Ja-Se) (VI, 418 páginas) written by International Group for the Psychology of Mathematics Education Conference and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :International Group for the Psychology of Mathematics Education Conference Publisher : ISBN 13 :9788413021782 Total Pages :0 pages Book Rating :4.0/5 (217 download)
Book Synopsis Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Research reports (Si-Z), oral communications, poster presentations (XXVIII, 414 páginas) by : International Group for the Psychology of Mathematics Education Conference
Download or read book Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Research reports (Si-Z), oral communications, poster presentations (XXVIII, 414 páginas) written by International Group for the Psychology of Mathematics Education Conference and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :International Group for the Psychology of Mathematics Education Conference Publisher : ISBN 13 :9788413021751 Total Pages :0 pages Book Rating :4.0/5 (217 download)
Book Synopsis Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Volumen 1. Plenary lectures, plenary panel, research forums, working groups, seminar, national presentation (LXII, 272 páginas) by : International Group for the Psychology of Mathematics Education Conference
Download or read book Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Volumen 1. Plenary lectures, plenary panel, research forums, working groups, seminar, national presentation (LXII, 272 páginas) written by International Group for the Psychology of Mathematics Education Conference and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Proceedings of the ... International Conference for the Psychology of Mathematics Education by :
Download or read book Proceedings of the ... International Conference for the Psychology of Mathematics Education written by and published by . This book was released on 1998 with total page 660 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Proceedings of the 29th 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 29th 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 2005 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Research on the Psychology of Mathematics Education by : Angel Gutiérrez
Download or read book Handbook of Research on the Psychology of Mathematics Education written by Angel Gutiérrez and published by Sense Publishers. This book was released on 2006 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation in 1976. The first three sections summarize cognitively-oriented research on learning and teaching specific content areas, transversal areas, and based on technology-rich environments. The fourth section is devoted to the research on social, affective, cultural and cognitive aspects of mathematics education. The fifth section includes two chapters summarizing the PME research on teacher training and professional life of mathematics teachers.
Book Synopsis Proceedings of the 31st 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 31st 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 2007 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Proceedings of the 31st 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 31st 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 2007 with total page 272 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 (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.).
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 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.).
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 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.).
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 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 31st 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 31st 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 2007 with total page 288 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.
