Download or read book Proceedings of the Third International Conference written by David Orme Tall and published by . This book was released on 1980* with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Papers for the Third International Conference for the Psychology of Mathematics Education written by International Conference for the Psychology of Mathematics Education and published by . This book was released on 1979 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Proceedings of the Third International Conference for the Pscyhology of Mathematics Education Warwick University 9 14 July 1979 written by International Conference for the Psychology of Mathematics Education and published by . This book was released on 1980* with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Papers for the Third International Conference of the International Group for the Psychology of Mathematics Education written by and published by . This book was released on 1979 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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Download or read book Proceedings of the 3 International Conference for the Psychology of Mathematics Education written by International Conference for the Psychology of Mathematics Education. 3, 1979, Coventry and published by . This book was released on 1979 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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Download or read book Proceedings of the 9 International Conference for the Psychology of Mathematics Education written by International Conference for the Psychology of Mathematics Education and published by . This book was released on 1985 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Psychology of Mathematics Education written by International Group for the Psychology of Mathematics Education. North American Chapter. Meeting and published by . This book was released on 1981 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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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 526 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains the third volume of the proceedings of the 28th Annual Conference of the International Group for the Psychology of Mathematics. Conference presentations are centered around the theme "Inclusion and Diversity". A total of 65 research reports are presented here: (1) A Teacher's Model of Students Algebraic Thinking About Equivalent Expressions (Jean E. Hallagan); (2) On Motivational Aspects of Instructor-Learner Interactions in Extra-Curriculum Activities (Stefan Halverscheid); (3) Development of Understanding and Self-Confidence in Mathematics, Grades 5-8 (Markku S. Hannula, Hanna Maijala, and Erkki Pehkonen); (4) Mathematics Teachers' Knowledge Base: Preliminary Results (Guershon Harel and Kien H. Lim); (5) The Role of Tool and Teacher Mediations in the Construction of Meanings for Reflection (Lulu Healy); (6) The Proving Process in Mathematics Classroom--Method and Results of a Video Study (Aiso Heinze); (7) Structure Sense in High School Algebra: The Effect of Brackets (Maureen Hoch and Tommy Dreyfus); (8) Explaining Variability in Retrieval Times for Addition Produced by Students with Mathematical Learning Difficulties (Sarah L. Hopkins and Michael J. Lawson); (9) Early Gender Differences (Marj Horne); (10) Perceptual and Symbolic Representations as a Starting Point of the Acquisition of the Derivative (Markus Hahkioniemi); (11) Implementation of a Model Using Authentic Investigative Activities for Teaching Ratio & Proportion in Pre-Service Teacher Education (Bat-Sheva Ilany, Yaffa Keret, and David Ben-Chaim); (12) Mathematicians and the Selection Task (Matthew Inglis and Adrian Simpson); (13) Insight into Pupils' Understanding of Infinity in a Geometrical Context (Darina Jirotkova and Graham Littler); (14) Textual Differences as Conditions for Learning Processes (Marit Johnsen Hoines); (15) Students' Gender Attitudes Towards the Use of Calculators in Mathematics Instruction (L. M. Kaino and E. B. Salani); (16) Teaching Arithmetic and Algebraic Expressions (K. Subramakhi Banerjee); (17) An Introduction to the Profound Potential of Connected Algebra Activities: Issues of Representation, Engagement and Pedagogy (James J. Kaput and Stephen J. Hegedus); (18) The Tension between Teacher Beliefs and Teacher Practice: The Impact of the Work Setting (M. Kerem Karaagac and John Threlfall); (19) What a Simple Task Can Show: Teachers Explore the Complexity of Children's Thinking (Heather Kelleher, Cynthia Nicol, and Carole Saundry); (20) Constructing Knowledge about the Bifurcation Diagram: Epistemic Actions and Parallel Constructions (Ivy Kidron and Tommy Dreyfus); (21) Experiencing Research Practice in Pure Mathematics in a Teacher Training Context (Eva Knoll, Paul Ernest, and Simon Morgan); (22) Enhancing Mathematical Literacy with the Use of Metacognitive Guidance in Forum Discussion (Bracha Kramarski); (23) The Impact of Developing Teacher Conceptual Knowledge on Students' Knowledge of Division (Janeen Lamb and George Booker); (24) Kinds of Arguments Emerging While Exploring in a Computerized Environment (Ilana Lavy); (25) Using Solo to Analyse Group Responses (Christine Lawrie and Chris Reading); (26) Connections between Qualitative and Quantitative Thinking about Proportion: The Case of Paulina (Elena Fabiola Ruiz Ledesma and Marta Elena Valdemoros Alvarez); (27) Towards High Quality Geometrical Tasks: Reformulation of a Proof Problem (Roza Leikin); (28) Mathematical Thinking & Human Nature: Consonance & Conflict (Uri Leron); (29) The Mathematics Pedagogical Values Delivered by an Elementary Teacher in Her Mathematics Instruction: Attainment of Higher Education and Achievement (Yuh-Chyn Leu and Chao-Jung Wu); (30) Visual Reasoning in Computational Environment: A Case of Graph Sketching (Allen Leung and King Wah Chan); (31) Elementary School Students' Use of Mathematically-Based and Practically-Based Explanations: The Case of Multiplication (Esther Levenson, Dina Tirosh, and Pessia Tsamir); (32) Mathematical Discovery: Hadamard Resurrected (Peter Liljedahl); (33)Supporting Teachers on Designing Problem-Posing Tasks as a Tool of Assessment to Understand Students' Mathematical Learning (Pi-Jen Lin); (34) Prospective Elementary School Teachers' Solution Strategies and Reasoning for a Missing Value Proportion Task (Jane Lo); (35) Introduction of Calculus in 12th Grade: The Role of Artefacts (Michela Maschietto); (36) The Critical Role of Institutional Context in Teacher Development (Kay McClain and Paul Cobb); (37) Students' Perceptions of Factors Contributing to Successful Participation in Mathematics (Andrea McDonough, Peter Sullivan, and Robyn Turner Harrison); (38) The Cognitive--Motivational Profiles of Students Dealing with Decimal Numbers and Fractions (Kaarina Merenluoto); (39) The Number Line as a Representation of Decimal Numbers: A Research with Sixth Grade Students (Niki Michaelidou, Athanasios Gagatsis, and Demetra Pitta-Pantazi); (40) Preservice Teachers Conceptions of Mathematics-Based Software (James Middleton, Terri Kurz, and H. Bahadir Yanik); (41) Helping Children to Model Proportionally in Group Argumentation: Overcoming the "Constant Sum" Error (Christina Misailidou and Julian Williams); (42) Abstraction in Mathematics and Mathematics Learning (Michael Mitchelmore and Paul White); (43) Reflective Symmetry in Construction and Proving (Takeshi Miyakawa); (44) Students' Improper Proportional Reasoning: The Case of Area and Volume of Rectangular Figures (Modestina Modestou, Athanasios Gagatsis, and Demetra Pitta-Pantazi); (45) Abstraction and Consolidation (John Monaghan and Mehmet Fatih Ozmantar); (46) Critical Sense in Interpretations of Media Graphs (Carlos Monteiro and Janet Ainley); (47) Between Affect and Cognition: Proving at University Level (Francesca Morselli and Fulvia Furinghetti); (48) An Aspect of Mathematical Understanding: The Notion of "Connected Knowing" (Judith Mousley); (49) Algebraic and Geometric Approach in Function Problem Solving (Nikos Mousoulides and Athanasios Gagatsis); (50) Children's Development of Structure in Early Mathematics (Joanne Mulligam, Anne Prescott, and Michael Mitchelmore); (51) On the Fragile, Yet Crucial, Relationship between Mathematicians and Researchers in Mathematics Education (Elena Nardi and Paola Iannone); (52) Students' Preference of Non-Algebraic Representations in Mathematical Communication (Dorit Neria and Miriam Amit); (53) Learning to See in Mathematics Classrooms (Cynthia Nicol and Sandra Crespo); (54) Students' Ways of Interpreting Aspects of Chance Embedded in a Dice Game (Per Nilsson); (55) The Impact of State-Wide Numeracy Testing on the Teaching of Mathematics in Primary Schools (Steven Nisbet); (56) "The Poetry of the Universe": New Mathematics Teachers' Metaphoric Meaning-Making (Andrew Noyes); (57) What Students Do When Hearing Others Explaining (Kazuhiko Nunokawa and Satoshi Ohzeki); (58) Changes in Teachers' Practices While Assuming New Leadership Roles (Jo Clay Olson); (59) Students' Structuring of Rectangular Arrays (Lynne Outhred and Michael Mitchelmore); (60) Construction of Mathematical Definitions: An Epistemological and Didactical Study (Cecile Ouvrier-Buffet); (61) Mathematical Abstraction through Scaffolding (Mehmet Fatih Ozmantar and Tom Roper); (62) The Use of Diagrams in Solving Non Routine Problems (Marilena Pantziara, Athanasios Gagatsis, and Demetra Pitta-Pantazi); (63) Designing for Local and Global Meanings of Randomness (Efi Paparistodemou and Richard Noss); (64) Integrating the History of Mathematics in Educational Praxis: An Euclidean Geometry Approach to the Solution of Motion Problems (Theodorus Paschos, Vassilike Farmaki, and Nikos Klaudatos); and (65) The Magic Circle of the Textbook--An Option or an Obstacle for Teacher Change (Leila Pehkonen). (Individual papers contain references.).

Download or read book Proceedings of the Conference of the International Group for the Psychology of Mathematics Education 31st Seoul Korea July 8 13 2007 Volume 3 written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2007 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: This third volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Han- through Miy-. Reports include: (1) Elementary Education Students' Memories of Mathematics in Family Context (Markku S. Hannula, Raimo Kaasila, Erkki Pehkonen, and Anu Laine); (2) Mistake-Handling Activities in the Mathematics Classroom: Effects of an In-Service Teacher Training on Students' Performance in Geometry (Aiso Heinze and Kristina Reiss); (3) Gender Similarities instead of Gender Differences: Students' Competences in Reasoning and Proof (Aiso Heinze, Stefan Ufer, and Kristina Reiss); (4) Studying Lesson Structure from the Perspective of Students' Meaning Construction: The Case of Two Japanese Mathematics Classrooms (Keiko Hino); (5) A Framework for Creating or Analyzing Japanese Lessons from the Viewpoint of Mathematical Activities: A Fraction Lesson (Kenji Hiraoka and Kaori Yoshida-Miyauchi); (6) Revisiting Discourse as an Instructional Resource: Practices that Create Spaces for Learning and Student Contributions (Lynn Liao Hodge, Qing Zhao, Jana Visnovska, and Paul Cobb); (7) An Illustration of Students' Engagement with Mathematical Software Using Remote Observation (Anesa Hosein, James Aczel, Doug Clow, and John T.E. Richardson); (8) Geometric Calculations are More than Just the Application of Procedural Knowledge (Hui-Yu Hsu); (9) Constructing Pedagogical Representations to Teach Linear Relations in Chinese and U.S. Classrooms (Rongjin Huang and Jinfa Cai); (10) Teachers as Researchers: Putting Mathematics at the Core (Danielle Huillet); (11) Can You Convince Me: Learning to Use Mathematical Argumentation (Roberta Hunter); (12) On the Mathematical Knowledge under Construction in the Classroom: A Comparative Study (M. Kaldrimidou, H. Sakonidis, and M. Tzekaki); (13) Students' Beliefs and Attitudes about Studying and Learning Mathematics (Eleftherios Kapetanas and Theodosios Zachariades); (14) "How Can We Describe the Relation between the Factored Form and the Expanded Form of These Trinomials? We Don't even Know If Our Paper-and-Pencil Factorizations are Right": The Case for Computer Algebra Systems (CAS) with Weaker Algebra Students (Carolyn Kieran and Caroline Damboise); (15) What Is a Beautiful Problem? An Undergraduate Students' Perspective (Boris Koichu, Efim Katz, and Abraham Berman); (16) Can Lessons Be Replicated? (Angelika Kullberg); (17) Problem Posing as a Means for Developing Mathematical Knowledge of Prospective Teachers (Ilana Lavy and Atara Shriki); (18) Activity-Based Class: Dilemma and Compromise (KyungHwa Lee); (19) Induction, Analogy, and Imagery in Geometric Reasoning (KyungHwa Lee; MinJung Kim; GwiSoo Na, DaeHee Han, and SangHun Song); (20) The Analysis of Activity That Gifted Students Construct Definition of Regular Polyhedra (KyungHwa Lee, EunSung Ko, and SangHun Song); (21) Multiple Solution Tasks as a Magnifying Glass for Observation of Mathematical Creativity (Roza Leikin and Miri Lev); (22) Interactive Whiteboards as Mediating Tools for Teaching Mathematics: Rhetoric or Reality? (Steve Lerman and Robyn Zevenbergen); (23) From Construction to Proof: Explanations in Dynamic Geometry Environment (Allen Leung and Chi Ming Or); (24) Prospective Middle School Teachers' Knowledge in Mathematics and Pedagogy for Teaching--The Case of Fraction Division (Yeping Li and Dennie Smith); (25) Improving Students' Algebraic Thinking: The Case of Talia (Kien Lim); (26) The Effect of a Mentoring Development Program on Mentors' Conceptualizing Mathematics Teaching and Mentoring (Pi-Jen Lin); (27) Uses of Examples in Geometric Conjecturing (Miao-Ling Lin and Chao-Jung Wu); (28) Algebrification of Arithmetic: Developing Algebraic Structure Sense in the Context of Arithmetic (Drora Livneh and Liora Linchevski); (29) The Potential of Patterning Activities to Generalization (Hsiu-Lan Ma); (30) Infinite Magnitude vs. Infinite Representation: The Story of [Pi] (Ami Mamolo); (31) The Ability of Sixth Grade Students in Korea and Israel to Cope with Number Sense Tasks (Zvia Markovits and JeongSuk Pang); (32) Creating Your Own Symbols: Beginning Algebraic Thinking with Indigenous Students (Chris Matthews, Tom J. Cooper, and Annette R. Baturo); (33) Exploring Students' Mathematics-Related Self Image as Learners (Silvana Martins Melo and Marcia Maria Fusaro Pinto); (34) Difficulties on Understanding the Indefinite Integral (N. Metaxas); (35) Detecting the Emergence and Development of Mathematical Discourse: A Novel Approach (Christina Misailidou); and (36) The Nature and Role of Proof When Installing Theorems: The Perspective of Geometry Teachers (Takeshi Miyakawa and Patricio Herbst). (Individual papers contain references.) [For other volumes in the series, see ED499417, ED499418, and ED499419.].

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.).

Download or read book PME 6 written by Alfred Vermandel and published by . This book was released on 1982 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Group for the Psychology of Mathematics Education (IGPME) was founded in 1976 at the Third International Congress for Mathematics Education, to promote international contacts and the exchange of scientific information in the psychology of mathematical education. The goal was to further a deeper and more correct understanding of the psychological aspects of teaching and learning mathematics and the implications thereof. This material consists of two documents. The first is a collection of approximately 70 papers classified under the following themes: (1) Concept Formation; (2) Problem Solving; (3) Language; (4) Proof; (5) Arithmetic and Algebra; (6) Ratio and Proportion; (7) Methods of Teaching; (8) Assessment; (9) Errors, (10) Discovery Learning; (11) Social Aspects; and (12) Neurophysiology. The second volume contains two of the five plenary lectures presented at the conference, a listing of the contents for the first document, and five additional conference papers. (MP)

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.).

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.).