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Proceedings Of The Conference Of The International Group For The Psychology Of Mathematics Education 31st Seoul Korea July 8 13 2007
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Author :International Group for the Psychology of Mathematics Education. Conference Publisher : ISBN 13 : Total Pages : pages Book Rating :4.:/5 (15 download)
Book Synopsis PME 31 by : International Group for the Psychology of Mathematics Education. Conference
Download or read book PME 31 written by International Group for the Psychology of Mathematics Education. Conference and published by . This book was released on 2007 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 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 Theory and Practice of Lesson Study in Mathematics by : Rongjin Huang
Download or read book Theory and Practice of Lesson Study in Mathematics written by Rongjin Huang and published by Springer. This book was released on 2019-05-28 with total page 856 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together and builds on the current research efforts on adaptation, conceptualization, and theorization of Lesson Study (LS). It synthesizes and illustrates major perspectives for theorizing LS and enriches the conceptualization of LS by interpreting the activity as it is used in Japan and China from historical and cultural perspectives. Presenting the practices and theories of LS with practicing teachers and prospective teachers in more than 10 countries, it enables the reader to take a comparative perspective. Finally, the book presents and discusses studies on key aspects of LS such as lesson planning, post-lesson discussion, guiding theories, connection between research and practice, and upscaling. Lesson Study, which has originated in Asia as a powerful effective professional development model, has spread globally. Although the positive effects of lesson study on teacher learning, student learning, and curriculum reforms have been widely documented, conceptualization of and research on LS have just begun to emerge. This book, including 38 chapters contributed by 90 scholars from 21 countries, presents a truly international collaboration on research on and adaptation of LS, and significantly advances the development of knowledge about this process. Chapter 15: "How Variance and Invariance Can Inform Teachers’ Enactment of Mathematics Lessons" of this book is available open access under a CC BY 4.0 license at link.springer.com Theory and Practice of Lesson Study in Mathematics: An International Perspective shows that the power of Lesson Study to transform the role of teachers in classroom research cannot be explained by a simple replication model. Here we see Lesson Study being successful internationally when its key principles and practices are taken seriously and are adapted to meet local issues and challenges. (Max Stephens, Senior research fellow at The University of Melbourne) It works. Instruction improves, learning improves. Wide scale? Enduring? Deep impact? Lesson study has it. When something works as well as lesson study does, while alternative systems for improving instruction fail, or only succeed on small scale or evaporate as quickly as they show promise, it is time to understand how and why lesson study works. This volume brings the research on lesson study together from around the world. Here is what we already know and here is the way forward for research and practice informed by research. It is time to wake up and pay attention to what has worked so well, on wide scale for so long. (Phil Dara, A leading author of the Common Core State Standards of Mathematics in the U.S.)
Book Synopsis Beliefs and Mathematics by : Bharath Sriraman
Download or read book Beliefs and Mathematics written by Bharath Sriraman and published by IAP. This book was released on 2007-12-01 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beliefs and Mathematics is a Festschrift honoring the contributions of Günter Törner to mathematics education and mathematics. Mathematics Education as a legitimate area of research emerged from the initiatives of well known mathematicians of the last century such as Felix Klein and Hans Freudenthal. Today there is an increasing schism between researchers in mathematics education and those in mathematics as evidenced in the Math wars in the U.S and other parts of the world. Günter Törner represents an international voice of reason, well respected and known in both groups, one who has successfully bridged and worked in both domains for three decades. His contributions in the domain of beliefs theory are well known and acknowledged. The articles in this book are written by many prominent researchers in the area of mathematics education, several of whom are editors of leading journals in the field and have been at the helm of cutting edge advances in research and practice. The contents cover a wide spectrum of research, teaching and learning issues that are relevant for anyone interested in mathematics education and its multifaceted nature of research. The book as a whole also conveys the beauty and relevance of mathematics in societies around the world. It is a must read for anyone interested in mathematics education.
Download or read book Research Reports, Na-Zod written by PME and published by . This book was released on 2007 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Reports, Han-Miy written by PME and published by . This book was released on 2007 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Reports, Alc-Hal written by PME and published by . This book was released on 2007 with total page 288 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.
Author :International Group for the Psychology of Mathematics Education. Conference Publisher : ISBN 13 : Total Pages : pages Book Rating :4.:/5 (18 download)
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. Conference
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. Conference and published by . This book was released on 2007 with total page 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 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 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Children′s Errors in Mathematics by : Alice Hansen
Download or read book Children′s Errors in Mathematics written by Alice Hansen and published by Learning Matters. This book was released on 2017-07-29 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical and popular guide to children’s common errors and misconceptions in primary mathematics is an essential tool for teachers and trainees. It supports them in planning for and tackling potential errors and enhances their understanding of the difficulties encountered in mathematical development. This fourth edition explores how a Growth Mindset approach works alongside an awareness of children′s errors and how mistakes themselves are powerful learning tools. This edition includes 50 new identifiable misconceptions children have of mathematics. The text also considers the role of the teacher in understanding and addressing children’s common mathematical misconceptions. Key features: Linked to the new National Curriculum and covers every objective Provides an essential tool for planning primary mathematics lessons Explores how common misconceptions can be anticipated and addressed
Book Synopsis Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004) by : International Group for the Psychology of Mathematics Education
Download or read book Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004) written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2004 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the first volume of the proceedings of the 28th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Inclusion and Diversity". In total, 147 presentations centered around the vision of mathematics for all. This volume features eight plenary and five research forum papers, and papers from four groups of discussions groups, working sessions, and short orals and poster presentations. Plenary Lectures; Plenary Panel compilations; and Research Forum compilations: (1) Classroom Business Same as Usual? (What) Do Researchers and Policy Makers Learn from Classroom Studies? (Kirsti Klette); (2) Grappling with Complexity: Co-Learning in Inquiry Communities in Mathematics Teaching Development (Barbara Jaworski); (3) Class, Diversity, and Race in Research on the Psychology of Mathematics Learning (Arthur B. Powell); (4) From Diversity to Inclusion and Back: A Lens on Learning (Rina Hershkowitz); (5) Lives, learning and Liberty: The Impact and Responsibilities of Mathematics Education (Peter Gates); (6) Do We Welcome Children's Mathematics? Who are We? (Marit Johnsen Hoines); (7) Learning (and Researching) as Participation in Communities of Practice (Madalena Pinto dos Santos); (8) Researching and Learning Mathematics at the Margin: From "Shelter" to School (Renuka Vithal); (9) Affect in Mathematics Education--Exploring Theoretical Frameworks (Markku Hannula, Jeff Evans, George Philippou, and Rosetta Zan); (10) Algebraic Equations and Inequalities: Issues for Research and Teaching (Luciana Bazzini and Pessia Tsamir); (11) International Perspectives on the Nature of Mathematical Knowledge for Secondary Teaching: Progress and Dilemmas (Helen Doerr and Terry Wood); (12) Contrasting Comparative Research on Teaching and Learning in Mathematics (Jonas Emanuelsson and David Clarke); and (13) Researching Mathematics Education in Multilingual Contexts: Theory, Methodology and Teaching Mathematics. (Individual papers contain references.).
Book Synopsis Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004) by : International Group for the Psychology of Mathematics Education
Download or read book Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004) written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2004 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the fourth volume of the proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Inclusion and Diversity". This volume features 64 research report papers: (1) Situated or Abstract: The Effect of Combining Context and Structure on Constructing an Additive (Part-Part-Whole) Schema (Irit Peled and Ruth Meron); (2) Using Graphical Profiles to Study the Learning and Teaching of Mathematics (Dvora Peretz); (3) The Role of Number in Proportional Reasoning: A Prospective Teacher's Understanding (Axelle C. Person, Sarah B. Berenson, and Paula J. Greenspon); (4) Learning to Use CAS: Voices from a Classroom (Robyn Pierce and Kaye Stacey); (5) Technical School Students' Conceptions of Tangent Lines (Marcia Maria Fusaro Pinto and Valeria Guimaraes Moreira); (6) Elementary School Students' Mental Representations of Fractions (Demetra Pitta-Pantazi, Eddie M. Gray, and Constantinos Christou); (7) A Structural Model for Problem Posing (M. Pittalis, C. Christou, N. Mousoulides, and D. Pitta-Pantazi); (8) Some Undergraduates' Experiences of Learning Mathematics (Hilary Povey and Corinne Angier); (9) Normalising Geometrical Constructions: A Context for the Generation of Meanings for Ratio and Proportion (Georgos Psycharis and Chronis Kynigos); (10) The Sensual and the Conceptual: Artefact-Mediated Kinesthetic Actions and Semiotic Activity (Luis Radford, Serge Demers, Jose Guzman, and Michele Cerulli); (11) A Sociocultural Account of Students' Collective Mathematical Understanding of Polynomial Inequalities in Instrumented Activity (Ferdinand Rivera and Joanne Rossi Becker); (12) Infinity as a Multi-Faceted Concept in History and in the Mathematics Classroom (Ornella Robutti, Ferdinando Arzarello, and Maria G. Bartolini Bussi); (13) Successful Undergraduate Mathematicians: A Study of Students in Two Universities (Melissa Rodd and Margaret Brown); (14) Bilingual Lessons and Mathematical World Views--A German Perspective (Katrin Rolka); (15) The Use of Models in Teaching Proof by Mathematical Induction (Gila Ron and Tommy Dreyfus); (16) Reflecting on Prospective Elementary Teachers' Mathematics Content Knowledge: The Case of Laura (Tim Rowland, Peter Huckstep, and Anne Thwaites); (17) The Competent Use of the Analytic Method in the Solution of Algebraic Word Problems. A Didactical Model Based on a Numerical Approach with Junior High Students (Guillermo Rubio and Rafael Del Valle); (18) Language and Concept Development in Geometry (Frode Ronning); (19) The Role of Gestures in Conceptualisation: An Exploratory Study on the Integral Function (Cristina Sabena); (20) Psychological Aspects of Genetic Approach to Teaching Mathematics (Ildar S. Safuanov); (21) Routines in Non-Routine Problem Solving Processes (Wolfgang Schloeglmann); (22) Teacher Guidance of Knowledge Construction (Baruch Schwarz, Tommy Dreyfus, Nurit Hadas, and Rina Hershkowitz); (23) Types of Student Reasoning on Sampling Tasks (J. Michael Shaughnessy, Matt Ciancetta, and Dan Canada); (24) Didactic Model--Bridging a Concept with Phenomena (Beba Shternberg and Michal Yerushalmy); (25) Elaborating the Teacher's Role--Towards a Professional Language (Dianne Siemon, Jo Virgona, Maria Lasso, Vanessa Parsons, and Juli Cathcart); (26) Making the Connection: Procedural and Conceptual Students' Use of Linking Words in Solving Problems (Adrian Simpson and Nora Zakaria); (27) Children's Conceptual Understanding of Counting (Hannah Slovin and Barbara J. Dougherty); (28) Adding Fractions Using "Half" as an Anchor for Reasoning (Alina Galvao Spinillo and Maria Soraia Silva Cruz); (29) Persistence of Decimal Misconceptions and Readiness to Move to Expertise (Vicki Steinle and Kaye Stacey); (30) Molly and Equations in A2: A Case Study of Apprehending Structure (Nada Stehlikova and Adrian Simpson); (31) Image--Metaphor--Diagram: Visualisation in Learning Mathematics (Rudolf Straber and Gert Kadunz); (32) Images of Fractions "as" Processes and Images of Fractions "in" Processes (Marek Sulista, Jan Herman, Lucia Ilucova, Veronika Kremsova, Jiri Pribyl, Janka Ruppeldtova, Adrian Simpson, Nada Stehlikova, and Michaela Ulrychova); (33) Describing Elements of Mathematics Lessons that Accommodate Diversity in Student Background (Peter Sullivan, Judy Mousley, and Robyn Zevenbergen); (34) Orchestrating Mathematical Proof through the Use of Digital Tools (Rosamund Sutherland, Federica Olivero, and Marnie Weeden); (35) School-Based Community of Teachers and Outcomes for Students (Paola Sztajn, Martha Alexsaht-Snider, Dorothy Y. White, and Amy Hackenberg); (36) Thinking through Three Worlds of Mathematics (David Tall); (37) The Effect of Students' Roles on the Establishment of Shared Meanings During Problem Solving (Konstantinos Tatsis and Eugenia Koleza); (38) Integrating CAS Calculators into Mathematics Learning: Partnership Issues (Michael O. J. Thomas and Ye Yoon Hong); (39) The Development of Structure in the Number System (Noel Thomas); (40) Orientations to Numeracy: Teachers' Confidence and Disposition to Use Mathematics Across the Curriculum (Steve Thornton and John Hogan); (41) Efficiency and Adaptiveness of Multiple School-Taught Strategies in the Domain of Simple Addition (Joke Torbeyns, Lieven Verschaffel, and Pol Ghesquiere); (42) Supporting Teachers on Developing Teaching Norms Based on Children's Learning Mathematics (Wen-Huan Tsai); (43) Prospective Teachers' Images and Definitions: The Case of Inflection Points (Pessia Tsamir and Regina Ovodenko); (44) Fostering Mathematical Meaning via Scientific Inquiry: A Case Study (Ron Tzur, Rita A. Hagevik, and Mary E. Watson); (45) Students Building Isomorphisms (Elizabeth B. Uptegrove and Carolyn A. Maher); (46) How Do High School Students Interpret Parameters in Algebra? (Sonia Ursini and Maria Trigueros); (47) Causes Underlying Pre-Service Teachers' Negative Beliefs and Anxieties about Mathematics (Liisa Uusimaki and Rod Nason); (48) Fractions in Adult's Elementary School: The Lucina (Marta Elena Valdemoros-Alvarez); (49) Students' Overreliance on Proportionality: Evidence from Primary School Pupils Solving Arithmetic Word Problems (Wim Van Dooren, Dirk De Bock, An Hessels; Dirk Janssens, and Lieven Verschaffel); (50) From Functions to Equations: Introduction of Algebraic Thinking to 13 Year-Old Students (Petros Verikios, Vasiliki Farmaki, and Nikos Nikoudatos); (51) Critical Awareness of Voice in Mathematics Classroom Discourse: Learning the Steps in the "Dance of Agency" (David Wagner); (52) Metaphors and Cultural Models Afford Communication Repairs of Breakdowns between Mathematical Discourses (G. D. Wake and J. S. Williams); (53) Generalising Arithmetic: Supporting the Process in the Early Years (Elizabeth Warren); (54) A Framework for Describing the Processes that Undergraduates Use to Construct Proofs (Keith Weber); (55) The Nature of Spontaneity in High Quality Mathematics Learning Experiences (Gaye Williams); (56) Spreadsheet Generalising and Paper and Pencil Generalising (Kirsty Wilson, Janet Ainley, and Liz Bills); (57) A Comparison of a Visual-Spatial Approach and a Verbal Approach to Teaching Mathematics (Pamela Woolner); (58) Differentiation of Students' Reasoning on Linear and Quadratic Geometric Number Patterns (Kai-Lin Yang and Fou-Lai Lin); (59) Map Construction as a Context for Studying the Notion of Variable Scale (Nikoleta Yiannoutsou and Chronis Kynigos); (60) Understanding How the Concept of Fractions Develops: A Vygotskian Perspective (Kaori Yoshida); (61) Secondary Mathematics Teachers' Knowledge Concerning the Concept of Limit and Continuity (T. Zachariades and E. Mastorides); (62) Characteristics of Mathematical Problem Solving Tutoring in an Informal Setting (Orit Zaslavsky and Iris Zodik); (63) Making Sense of Irrational Numbers: Focusing on Representation (Rina Zazkis and Natasa Sirotic); and (64) Numeracy Practices of Young Workers (Robyn Zevenbergen and Kelly Zevenbergen). (Individual papers contain references.).
Book Synopsis Proceedings of the ... 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:
Author :International Group for the Psychology of Mathematics Education. Annual conference Publisher : ISBN 13 :9789728161002 Total Pages : pages Book Rating :4.1/5 (61 download)
Book Synopsis Psychology of Mathematics Education by : International Group for the Psychology of Mathematics Education. Annual conference
Download or read book Psychology of Mathematics Education written by International Group for the Psychology of Mathematics Education. Annual conference and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
