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Proceedings Of The Conference Of The International Group For The Psychology Of Mathematics Education 30th Prague Czech Republic July 16 21 2006
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Author :International Group for the Psychology of Mathematics Education. Conference Publisher : ISBN 13 : Total Pages : pages Book Rating :4.:/5 (921 download)
Book Synopsis PME 30 by : International Group for the Psychology of Mathematics Education. Conference
Download or read book PME 30 written by International Group for the Psychology of Mathematics Education. Conference and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :International Group for the Psychology of Mathematics Education (Conference). Conference Publisher : ISBN 13 : Total Pages : pages Book Rating :4.:/5 (223 download)
Book Synopsis Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education by : International Group for the Psychology of Mathematics Education (Conference). Conference
Download or read book Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education written by International Group for the Psychology of Mathematics Education (Conference). Conference and published by . This book was released on 2006 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 : Total Pages : pages Book Rating :4.:/5 (921 download)
Book Synopsis PME 30 by : International Group for the Psychology of Mathematics Education. Conference
Download or read book PME 30 written by International Group for the Psychology of Mathematics Education. Conference and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :International Group for the Psychology of Mathematics Education (Conference). Conference Publisher : ISBN 13 : Total Pages : pages Book Rating :4.:/5 (223 download)
Book Synopsis Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education by : International Group for the Psychology of Mathematics Education (Conference). Conference
Download or read book Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education written by International Group for the Psychology of Mathematics Education (Conference). Conference and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education by :
Download or read book Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education written by and published by . This book was released on 2006 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 (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 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the second volume of the proceedings of the 30th Annual 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 60 research reports by presenters with last names beginning between Abr and Dri: (1) The Odds of Understanding the Law of Large Numbers: A Design for Grounding Intuitive Probability in Combinatorial Analysis (Dor Abrahamson and Rose M. Cendak); (2) Imaginary-Symbolic Relations, Pedagogic Resources and the Constitution of Mathematics for Teaching in In-Service Mathematics Teacher Education (Jill Adler and Zain Davis); (3) Relationship between Pre-Service Mathematics Teachers' Teaching and Learning Beliefs and Their Practices (Hatice Akkoc and Feral Ogan-Bekiroglu); (4) Teachers' Awareness of Dimensions of Variation: A Mathematics Intervention Project (Thabit Al-Murani); (5) The Student Teacher and the Others: Multimembership on the Process of Introducing Technology in the Classroom (Nelia Amado and Susana Carreira); (6) Improving Student Teachers' Understanding of Fractions (Solange Amorim Amato); (7) Autodidactic Learning of Probabilistic Concepts through Games (Miriam Amit and Irma Jan); (8) Graduate Students' Processes in Generating Examples of Mathematical Objects (Samuele Antonini); (9) Reasoning in an Absurd World: Difficulties with Proof by Contradiction (Samuele Antonini and Maria Alessandra Mariotti); (10) Will Penelope Choose Another Bridegroom? Looking for an Answer through Signs (Ferdinando Arzarello, Luciana Bazzini, Francesca Ferrara, Ornella Robutti, Cristina Sabena, and Bruna Villa); (11) Motivation and Perceptions of Classroom Culture in Mathematics of Students across Grades 5 to 7 (Chryso Athanasiou and George N. Philippou); (12) Deductive Reasoning: Different Conceptions and Approaches (Michal Ayalon and Ruhama Even); (13) The Tendency to Use Intuitive Rules among Students with Different Piagetian Cognitive Levels (Reuven Babai); (14) Coming to Appreciate the Pedagogical Uses of CAS (Lynda Ball and Kaye Stacey); (15) Students' Conceptions of "m" and "c": How to Tune a Linear Function (Caroline Bardini and Kaye Stacey); (16) A Contradiction between Pedagogical Content Knowledge and Teaching Indications (Ibrahim Bayazit and Eddie Gray); (17) Identifying and Supporting Mathematical Conjectures through the Use of Dynamic Software (David Benitez Mojica and Manuel Santos Trigo); (18) Students Constructing Representations for Outcomes of Experiments (Palma Benko and Carolyn A. Maher); (19) Logarithms: Snapshots from Two Tasks (Tanya Berezovski and Rina Zazkis); (20) Trying to Reach the Limit--The Role of Algebra in Mathematical Reasoning (Christer Bergsten); (21) Semiotic Sequence Analysis--Constructing Epistemic Types Empirically (Angelika Bikner-Ahsbahs); (22) Service Teaching: Mathematical Education of Students of Client Departments (Erhan Bingolbali, John Monaghan, and Tom Roper); (23) Students' Thinking about the Tangent Line (Irene Biza, Constantinos Christou, and Theodossios Zachariades); (24) Habermas' Theory of Rationality as a Comprehensive Frame for Conjecturing and Proving in School (Paulo Boero); (25) Extending Students' Understanding of Decimal Numbers via Realistic Mathematical Modeling and Problem Posing (Cinzia Bonotto); (26) Different Media, Different Types of Collective Work in Online Continuing Teacher Education: Would You Pass the Pen, Please? (Marcelo C. Borba and Rubia B. A. Zulatto); (27) Reformulating "Mathematical Modelling" in the Framework of the Anthropological Theory of Didactics (Marianna Bosch, Fco. Javier Garcia, Josep Gascon, and Luisa Ruiz Higueras); (28) Students' Impressions of the Value of Games for the Learning of Mathematics (Leicha A. Bragg); (29) The Transition from Arithmetic to Algebra: To Reason, Explain, Argue, Generalize and Justify (Trygve Breiteig and Barbro Grevholm); (30) Resisting Reform Pedagogy: Teacher and Learner Contributions (Karin Brodie); (31) Manifestations of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (32) Types of Representations of the Number Line in Textbooks (Alicia Bruno and Noemi Cabrera); (33) Educational Neuroscience: New Horizons for Research in Mathematics Education (Stephen R. Campbell); (34) Variability in a Probability Context: Developing Pre-Service Teachers' Understanding (Daniel L. Canada); (35) Implementing a Reform-Oriented Mathematics Syllabus: A Survey of Secondary Teachers (Michael Cavanagh); (36) Student's Modelling with a Lattice of Conceptions in the Domain of Linear Equations and Inequations (Hamid Chaachoua, Marilena Bittar, and Jean-Francois Nicaud); (37) Using Reading and Coloring to Enhance Incomplete Prover's Performance in Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (38) Aspects of Teachers' Pedagogical Content Knowledge for Decimals (Helen Chick, Monica Baker, Thuy Pham, and Hui Cheng); (39) Collaborative Action Research on Implementing Inquiry-Based Instruction in an Eighth Grade Mathematics Class: An Alternative Mode for Mathematics Teacher Professional Development (Erh-Tsung Chin, Yung-Chi Lin, Yann-Tyng Ko, Chi-Tung Chien, and Hsiao-Lin Tuan); (40) Routine and Novel Mathematical Solutions: Central-Cognitive or Peripheral-Affective Participation in Mathematics Learning (Mei-Shiu Chiu); (41) The Role of Self-Generated Problem Posing in Mathematics Exploration (Victor V. Cifarelli and Jinfa Cai); (42) A Longitudinal Study of Children's Mental Computation Strategies (Barbara Clarke, Doug M. Clarke, and Marj Horne); (43) Assessing Fraction Understanding Using Task-Based Interviews (Doug M. Clarke, Michal Sukenik, Anne Roche, and Annie Mitchell); (44) Evaluation of a Teaching Concept for the Development of Problem Solving Competences in Connection with Self-Regulation (Christina Collet and Regina Bruder); (45) Developing Probability Thinking in Primary School: A Case Study on the Constructive Role of Natural Language in Classroom Discussions (Valeria Consogno, Teresa Gazzolo, and Paulo Boero); (46) Collaboration with Teachers to Improve Mathematics Learning: Pedagogy at Three Levels (Tom J. Cooper, Annette R. Baturo, and Edlyn J. Grant); (47) "Aim High--Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Edlyn J. Grant); (48) Development of Children's Understanding of Length, Area, and Volume Measurement Principles (Margaret Curry, Michael Mitchelmore, and Lynne Outhred; (49) Mathematics-for-Teaching: The Cases of Multiplication and Division (Brent Davis, Elaine Simmt, and Dennis Sumara); (50) Generative Concept Images (Gary E. Davis and Catherine A. Pearn); (51) Developmental Assessment of Data Handling Performance Age 7-14 (Pauline Davis, Maria Pampaka, Julian Williams, and Lawrence Wo); (52) The Effect of Different Teaching Tools in Overcoming the Impact of the Intuitive Rules (Eleni Deliyianni, Eleni Michael, and Demetra Pitta-Pantazi); (53) Investigating Social and Individual Aspects in Teacher's Approaches to Problem Solving (Fien Depaepe, Erik De Corte, and Lieven Verschaffel); (54) Maths Avoidance and the Choice of University (Pietro Di Martino and Francesca Morselli); (55) Primary Students' Reasoning about Diagrams: The Building Blocks of Matrix Knowledge (Carmel M. Diezmann); (56) Integrating Errors into Developmental Assessment: "Time" for Ages 8-13 (Brian Doig, Julian Williams, Lawrence Wo, and Maria Pampaka); (57) Vygotsky's Everyday Concepts/Scientific Concepts Dialectics in School Context: A Case Study (Nadia Douek); (58) Creating Mathematical Models with Structures (Katherine Doyle); (59) Mechanisms for Consolidating Knowledge Constructs (Tommy Dreyfus, Nurit Hadas, Rina Hershkowitz, and Baruch Schwarz); and (60) Reconciling Factorizations Made with CAS and with Paper-and-Pencil: The Power of Confronting Two Media (Paul Drijvers, Carolyn Kieran, Andre Boileau, Fernando Hitt, Denis Tanguay, Luis Saldanha, and Jose Guzman). (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 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 542 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents plenary lectures; research forums; discussion groups; working sessions; short oral communications; and posters from the meeting. Plenary lecture papers include: (1) On Humanistic Mathematics Education: A Personal Coming of Age? (Chris Breen); (2) Certainty, Explanation and Creativity in Mathematics (Michael Otte); (3) I Need the Teacher to Tell Me If I Am Right or Wrong (Anna Sierpinska); and (4) School Mathematics and Cultivation of Mind (Jeong-Ho Woo). Plenary panel papers include: (1) Introduction to the PME Plenary Panel, "School Mathematics for Humanity Education" (Koeno Gravemeijer); (2) Humanizing the Theoretical and the Practical for Mathematics Education (Cristina Frade); (3) Making Mathematics More Mundane--A Semiotic Approach (Willibald Dorfler); (4) Mathematics: A Human Potential (Martin A. Simon); and (4) Need for Humanising Mathematics Education (Masataka Koyama). The first research forum, Learning through Teaching: Development of Teachers' Knowledge in Practice (RF01) includes: (1) A View on the Teachers' Opportunities to Learn Mathematics through Teaching (Roza Leikin and Rina Zazkis); (2) Integrating Virtual and Face-to-Face Practice: A Model for Continuing Teacher Education (Marcelo C. Borba); (3) Teachers' Learning Reified: The Professional Growth of Inservice Teachers through Numeracy Task Design (Peter Liljedahl); (4) Constraints on What Teachers Can Learn from their Practice: Teachers' Assimilatory Schemes (Martin A. Simon); and (5) What and How Might Teachers Learn via Teaching: Contributions to Closing an Unspoken Gap (Ron Tzur). The second research forum, Researching Change in Early Career Teachers (RF02), includes: (1) Introduction (Peter Sullivan); (2) Researching Relief of Mathematics Anxiety among Pre-Service Elementary School Teachers (Markku S. Hannula, Peter Liljedahl, Raimo Kaasila, and Bettina Rosken);(3) Teachers' Learning from Learning Studies: An Example of Teaching and Learning Fractions in Primary Four (Lo Mun Ling and Ulla Runesson); (4) Tracking Teachers' Learning in Professional Development Centered on Classroom Artifacts (Lynn T. Goldsmith and Nanette Seago); (5) Teacher Change in the Context of Addressing Students' Special Needs in Mathematics (Orit Zaslavsky and Liora Linchevski); (6) Researching Change in Prospective and Beginning Teachers (Laurinda Brown and Alf Coles); and (7) Summary and Conclusions (Markku S. Hannula). Information relating to discussion groups, working sessions, short oral communications, and poster presentations conclude this volume of the 31st proceedings. (Individual papers contain references.).
Download or read book Mathematics in the Centre written by and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book PME 30 written by and published by . This book was released on 2006 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 (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 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the third 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 60 research reports by presenters with last names beginning between Ead and Kou: (1) Exploring Realistic Mathematics Education in English Schools (Frank Eade and Paul Dickinson); (2) Reasoning about Non-Linearity in 6- to 9-Year-Olds: The Role of Task Presentation (Mirjam Ebersbach and Wilma C. M. Resing); (3) Teachers, Classroom, Students--A Holistic View on Beliefs Concerning the Educational Practice (Andreas Eichler); (4) The Effects of Different Modes of Representation on Problem Solving: Two Experimental Programs (Iliada Elia and Athanasios Gagatsis); (5) Can Moderate Hermeneutics Help Us to Understand Learning and Teaching in the Mathematics Classroom? (Fiona Ell); (6) Sociocultural Approaches to Emotions in Mathematics Education: Initial Comparisons (Jeff Evans and Rosetta Zan); (7) Moral Education in the Teaching of Mathematics (Thomas Falkenberg); (8) The Abductive System (Elisabetta Ferrando); (9) Remembering and Imagining: Moving Back and Forth between Motion and Its Representation (Francesca Ferrara); (10) From Verbal Texts to Symbolic Expressions: A Semiotic Approach to Early Algebra (Pier Luigi Ferrari); (11) Verbal Memory Span Limitations as a Factor in Early Mathematical Learning Difficulties (Maureen Finnane); (12) Connecting Algebraic Development to Mathematical Patterning in Early Childhood (Jillian Fox); (13) Aline's and Julia's Stories: Reconceptualizing Transfer from a Situated Point of View (Cristina Frade, Peter Winbourne, and Selma Moura Braga); (14) Insights into Students' Algebraic Reasoning (John Francisco and Markus Hahkioniemi); (15) Proof, Authority, and Agency: Intimations from an 8th Grade Classroom (Michael N. Fried and Miriam Amit); (16) Students' Thoughts about ICT in School Mathematics (Anne Berit Fuglestad); (17) Primary Trainee Teachers' Understanding of Basic Geometrical Figures in Scotland (Taro Fujita and Keith Jones); (18) An Empirical Four-Dimensional Model for the Understanding of Function (Athanasios Gagatsis, Iliada Elia, Areti Panaoura, Katerina Gravvani, and Panayotis Spyrou); (19) The Hidden Side in Taiwanese Classrooms--Through the Lens of PLS in Geometry (Hagar Gal, Fou-Lai Lin, and Jia-Ming Ying); (20) The Zero and Negativity among Secondary School Students (Aurora Gallardo and Abraham Hernandez); (21) Students' Actions in Open and Multiple-Choice Questions Regarding Understanding of Averages (Juan Antonio Garcia Cruz and Alexandre Joaquim Garrett); (22) Paradoxes: The Interplay of Gender, Social Class and Mathematics in the Caribbean (Patricia George); (23) Insights about the Addition Strategies Used by Grade 1 and Grade 2 Children Who Are Vulnerable in Number Learning (Ann Gervasoni); (24) A Generic Organizer for the Enrichment of the Concept Image of Derivative (Victor Giraldo and Luiz Mariano Carvalho); (25) Pupils' Attitudes to Integrated Learning Systems in Mathematics (Chrysanthi Gkolia and Alan Jervis); (26) The Discourse of Logical Necessity: Rules for Action in Pre-School Mathematics (Geraldo Gomes and Luciano Meira); (27) An Online Community of Practice for Pre-Service and Beginning Teachers of Secondary Mathematics (Merrilyn Goos and Anne Bennison); (28) Development of Abstract Mathematical Thinking through Artistic Patterns (Ivona Grzegorczyk and Despina A. Stylianou); (29) Rational Numbers after Elementary School: Realizing Models for Fractions on the Real Line (Stefan Halverscheid, Melanie Henseleit, and Klaus Lies); (30) Student Beliefs about Mathematics Encoded in Pictures and Words (Stefan Halverscheid and Katrin Rolka); (31) Algebra Teachers' Ways of Thinking Characterizing the Mental Act of Problem Posing (Guershon Harel, Boris Koichu, and Alfred Manaster); (32) Mathematical Impairment among Epileptic Children (Izabel Hazin, Jorge T. da Rocha Falcao, and Selma Leitao); (33) Patterns of Participation in Networked Classrooms (Stephen Hegedus, Sara Dalton, Laura Cambridge, and Gary Davis); (34) Teacher Training Students' Probabilistic Reasoning about Compound Stochastic Events in an ICT Environment (Tore Heggem and Kjaerand Iversen); (35) Learning to Prove with Heuristic Worked-out Examples (Aiso Heinze, Kristina Reiss, and Christian GroB); (36) Teacher Actions: Enhancing the Learning of Mental Computation in Year 2 (Ann Heirdsfield and Janeen Lamb); (37) Early Conceptual Thinking (Milan Hejny, Darina Jirotkova, and Jana Kratochvilova); (38) Diversity in the Construction of a Group's Shared Knowledge (Rina Hershkowitz, Nurit Hadas, and Tommy Dreyfus); (39) Structure Sense versus Manipulation Skills: An Unexpected Result (Maureen Hoch and Tommy Dreyfus); (40) Young Children Developing Place Value Understandings (Marj Horne and Sharyn Livy); (41) New Insights into Learning Processes from Some Neuroscience Issues (Donatella Iannece, Maria Mellone, and Roberto Tortora); (42) Fostering Conceptual Mathematical Thinking in the Early Years: A Case Study (Paola Iannone and Anne D. Cockburn); (43) The Role of Mathematical Context in Evaluating Conditional Statements (Matthew Inglis and Adrian Simpson); (44) Knowledge for Teaching Fraction Arithmetic: Partitioning Drawn Representations (Andrew Izsak); (45) Inquiry Community in an Activity Theory Frame (Barbara Jaworski and Simon Goodchild); (46) Gender Differences in Patterns of Strategy Use amongst Secondary School Mathematics Students (Tim Jay); (47) Positioning of a Subject Based and Investigative Dialogue in Practice Teaching (Marit Johnsen Hoines and Beate Lode); (48) Everyday Computer-Based Maths Teaching: The Predominance of Practical Activities (Helga Jungwirth); (49) Facilitators for Change of Elementary Teacher Student's View of Mathematics (Raimo Kaasila, Markku S. Hannula, Anu Laine, and Erkki Pehkonen); (50) The Mathematical Beliefs of Teachers about Applications and Modelling--Results of an Empirical Study (Gabriele Kaiser); (51) An Analysis of Solving Groups of Problems (toward the Study of Problem Solving Instruction) (Alexander Karp); (52) Advancing Low Achievers in Secondary Schools by Using Non-Professional Mathematics Tutoring (Ronnie Karsenty); (53) Mathematical Knowledge for Teaching: Adding to the Description through a Study of Probability in Practice (Mercy Kazima and Jill Adler); (54) Measurements with a Physical and a Virtual Quadrant: Students' Understanding of Trigonometric Tangent (Stefanos Keisoglou and Chronis Kynigos); (55) Language and Mathematics: Towards Social Justice for Linguistically Diverse Students (Lena Licon Khisty); (56) Concept Definition, Concept Image and the Discrete-Continuous Interplay (Ivy Kidron and Thierry Dana Picard); (57) Reconceiving Strategic Knowledge in Proving from the Student's Perspective (Jessica Knapp and Keith Weber); (58) Patterns of Middle School Students' Heuristic Behaviors in Solving Seemingly Familiar Problems (Boris Koichu, Abraham Berman, and Michael Moore); (59) Improper Proportional Reasoning: A Comparative Study in High School (Katerina Kontoyianni, Modestina Modestou, Maria Erodotou, Polina Ioannou, Athinos Constantinides, Marinos Parisinos, and Athanasios Gagatsis); and (60) Integer Instruction: A Semiotic Analysis of the "Compensation Strategy" (Andreas Koukkoufis and Julian Williams). (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 30th Conference of the International Group for the Psychology of Mathematics Education, Prague, July 16-21, 2006 by :
Download or read book Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, Prague, July 16-21, 2006 written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Evolution of Research on Teaching Mathematics by : Agida Manizade
Download or read book The Evolution of Research on Teaching Mathematics written by Agida Manizade and published by Springer Nature. This book was released on 2023-09-11 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book investigates current issues related to the evolution of research on teaching mathematics and examines up to thirty years of presage-process-product research (PPPR) in mathematics with respect to conceptualization, instrumentation, and design. The book discusses the theoretical and methodological challenges associated with PPPR, critically reviews current research, and explores the likely direction of further developments to identify future paths for research on high-quality mathematics teaching in the digital era. Subjects that are covered in this work focus on the relationships between 1) student learning outcomes measured upon completion of the mathematics teaching; 2) student learning activities in the classroom; 3) interactive mathematics teacher activities, and best practices in mathematics classrooms conducted in the presence of students; 4) pre-post-active mathematics teacher activities such as planning, assessment, and other teaching-related activities outside of the classroom; 5) mathematics teachers’ competencies, knowledge, and skills; and 6) mathematics teachers’ characteristics, including beliefs, attitudes, and motivation. This book discusses the evolution of such research in mathematics teaching and teacher education in the digital era and is of interest to researchers exploring the field of mathematics teaching and mathematics teacher education as well as educators.
Download or read book Realising Learning written by Keith Wood and published by Routledge. This book was released on 2014-07-25 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: The best professional development for teachers focuses on issues they encounter in the classroom. It is collaborative, school-based, learning-focused and supports teachers in solving problems of pedagogy in context. Through lesson study teachers are empowered to make decisions to improve pedagogy, curriculum and assessment based on evidence of the effect of design on learning. Being explicit about the theories of learning underpinning their teaching decisions allows teachers to develop a shared vocabulary for the diagnosis of learning problems, redesign and evaluation of learning situations. Learning study introduces a new Variation Theory of Learning. It provides a framework for teachers to make critical decisions about what is to be learnt and how. The fusion of lesson and learning study is changing the nature of professional development and providing teachers with a voice in the field of educational research. In Realising Learning, teachers, teacher educators and policy makers can share the progress achieved by teachers in Asia and Europe to improve teaching and learning.
Book Synopsis Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education by :
Download or read book Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Math Educ written by and published by . This book was released on 2007 with total page 624 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contains abstracts in the field of mathematics education extracted from documents worldwide.
