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Proceedings Of The Conference Of The International Group For The Psychology Of Mathematics Education 29th Melbourne Australia July 10 15 2005
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Book Synopsis Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Melbourne, Australia July 10-15, 2005 by : PME
Download or read book Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Melbourne, Australia July 10-15, 2005 written by PME and published by . This book was released on 2005 with total page 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 344 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 :
Download or read book Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education written by and published by . This book was released on 2005 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.).
Download or read book PME 29 written by and published by . This book was released on 2005 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). 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.).
Download or read book PME 29 written by and published by . This book was released on 2005 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 342 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 (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 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains full research report papers. Papers include: (1) Students' Use of ICT Tools: Choices and Reasons (Anne Berit Fuglestad); (2) Interaction of Modalities in Cabri: A Case Study (Fulvia Furinghetti, Francesca Morselli, and Domingo Paola); (3) The Duality of Zero in the Transition from Arithmetic to Algebra (Aurora Gallardo and Abraham Hernandez); (4) Conflicts in Offshore Learning Environments of a University Preparatory Mathematics Course (Linda Galligan); (5) The Diverse Learning Needs of Young Children who were Selected for an Intervention Program (Ann Gervasoni); (6) Using Contradictions in a Teaching and Learning Development Project (Simon Goodchild and Barbara Jaworski); (7) A Sociocultural Analysis of Learning to Teach (Merrilyn Goos); (8) Three Case Studies on the Role of Memorizing in Learning and Teaching Mathematics (Sue Gordon and Jackie Nicholas); (9) Reconstructing Norms (Nuria Gorgorio and Nuria Planas); (10) Forming Teachers as Resonance Mediators (Paolo Guidoni, Donatella Iannece, and Roberto Tortora); (11) Investigating the Problem Solving Competency of Pre Service Teachers in Dynamic Geometry Environment (Shajahan Haja); (12) Structure and Typical Profiles of Elementary Teacher Students' View of Mathematics (Markku Hannula, Raimo Kaasila, Erkki Pehkonen, and Anu Laine); (13) Preservice Teachers' View on y= x+5 and y = [pi] x [superscript 2] Expressed through the Utilization of Concept Maps: A Study of the Concept of Function (Orjan Hansson); (14) Mistake-Handling Activities in the Mathematics Classroom (Aiso Heinze); (15) One Teacher's Role in Promoting Understanding in Mental Computation (Ann Heirdsfield); (16) In the Middle of Nowhere: How a Textbook Can Position the Mathematics Learner (Beth Herbel-Eisenmann and David Wagner); (17) Chinese Whispers--Algebra Style: Grammatical, Notational, Mathematical and Activity Tensions (Dave Hewitt); (18) Pedagogy of Facilitation: How do we Best Help Teachers of Mathematics with New Practices? (Joanna Higgins); (19) Students' Difficulties with Applying a Familiar Formula in an Unfamiliar Context (Maureen Hoch and Tommy Dreyfus); (20) Learning Mathematics: Perspectives of Australian Aboriginal Children and Their Teachers (Peter Howard and Bob Perry); (21) Verification or Proof: Justification of Pythagoras' Theorem in Chinese Mathematics Classrooms (Rongjin Huang); (22) Mozambican Teachers' Professional Knowledge about Limits of Functions (Danielle Huillet); (23) Heuristic Biases in Mathematical Reasoning (Matthew Inglis and Adrian Simpson); (24) Three Utilities for the Equal Sign (Ian Jones and Dave Pratt); (25) Computer Algebra Systems (CAS) as a Tool for Coaxing the Emergence of Reasoning about Equivalence of Algebraic Expressions (Carolyn Kieran and Luis Saldanha); (26) Students' Colloquial and Mathematical Discourses on Infinity And Limit (Dong Joong Kim, Anna Sfard, and Joan Ferrini-Mundy); (27) The Effect of Mathmagic on the Algebraic Knowledge and Skills of Low-Performing High School Students (Hari P. Koirala); (28) Learning and Teaching Early Number: Teachers' Perceptions (Cally Kuhne, Marja Van Den Heuvel-Panhuizen, and Paula Ensor); (29) Situation-Specific and Generalized Components Of Professional Knowledge of Mathematics Teachers: Research on a Video-Based In-Service Teacher Learning Program (Sebastian Kuntze and Kristina Reiss); (30) Assessing Professional Growth of Pre-Service Teachers Using Comparison between Theoretical And Practical Image of the "Good Teacher" (Ilana Lavy and Atara Shriki); (31) Mathematically Gifted Students' Geometrical Reasoning and Informal Proof (Kyung Hwa Lee); (32) Investigation on an Elementary Teacher's Mathematics Pedagogical Values through Her Approach to Students' Errors (Yuh-Chyn Leu and Chao-Jung Wu); (33) How the Calculator-Assisted Instruction Enhances Two Fifth Grade Students' Learning Number Sense in Taiwan (Yung-Chi Lin and Erh-Tsung Chin); (34) Fourth-Grade Students' Performance on Graphical Languages in Mathematics (Tom Lowrie and Carmel Diezmann); (35) Preservice Teachers' Conceptions of Variation (Katie Makar and Dan Canada); (36) The Equivalence and Ordering of Fractions in Part-Whole and Quotient Situations (Ema Mamede, Terezinha Nunes, and Peter Bryant); (37) Growth of Mathematical Understanding in a Bilingual Context: Analysis and Implications (Sitaniselao Stan Manu); (38) Motivational Beliefs, Self-Regulated Learning and Mathematical Problem Solving (Andri Marcou and George Philippou); (39) Fractions in the Workplace: Folding Back and the Growth of Mathematical Understanding (Lyndon Martin, Lionel LaCroix, and Lynda Fownes); (40) Meaning Construction through Semiotic Means: The Case of the Visual Pyramid (Michela Maschietto and Maria G. Bartolini Bussi); (41) Students' Motivational Beliefs, Self-Regulation Strategies and Mathematics Achievement (Nikos Mousoulides and George Philippou); and (42) The Transition to Postgraduate Study in Mathematics: A Thinking Styles Perspective (Andreas Moutsios-Rentzos and Adrian Simpson). (Individual papers contain references.) [For Volume 2 of this Proceedings, see ED496859.].
Book Synopsis Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education by : Helen L. Chick
Download or read book Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education written by Helen L. Chick and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Handbook of Mathematics Teacher Education: Volume 4 by :
Download or read book The Handbook of Mathematics Teacher Education: Volume 4 written by and published by BRILL. This book was released on 2008-01-01 with total page 371 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional.
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:
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:
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 Handbook of International Research in Mathematics Education by : Lyn D. English
Download or read book Handbook of International Research in Mathematics Education written by Lyn D. English and published by Routledge. This book was released on 2015-07-30 with total page 739 pages. Available in PDF, EPUB and Kindle. Book excerpt: This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.
Book Synopsis Teaching Secondary Mathematics by : Gregory Hine
Download or read book Teaching Secondary Mathematics written by Gregory Hine and published by Cambridge University Press. This book was released on 2016-08-15 with total page 465 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology plays a crucial role in contemporary mathematics education. Teaching Secondary Mathematics covers major contemporary issues in mathematics education, as well as how to teach key mathematics concepts from the Australian Curriculum: Mathematics. It integrates digital resources via Cambridge HOTmaths (www.hotmaths.com.au), a popular, award-winning online tool with engaging multimedia that helps students and teachers learn and teach mathematical concepts. This book comes with a free twelve-month subscription to Cambridge HOTmaths. Each chapter is written by an expert in the field, and features learning outcomes, definitions of key terms and classroom activities - including HOTmaths activities and reflective questions. Teaching Secondary Mathematics is a valuable resource for pre-service teachers who wish to integrate contemporary technology into teaching key mathematical concepts and engage students in the learning of mathematics.
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.).
