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ERIC Number: ED411126
Record Type: RIE
Publication Date: 1988-Nov
Reference Count: N/A
Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (10th, Dekalb, Illinois, November 2-5, 1988).
Behr, Merlyn J., Ed.; Lacampagne, Carole B., Ed.; Wheeler, Margariete Montague, Ed.
This proceedings of the annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education includes the following papers: "Affective Representation and Mathematical Problem Solving" (Goldin); "Cognitive Readiness and Process-Oriented Instruction in Secondary School Mathematics" (Harrison); "An Extended Model of Understanding" (Herscovics, Bergeron); "Using Representations to Conceptualize Teachers' Knowledge" (Orton); "Constructivism, Viability and Values" (Pace); "A Schema Model of Number-Fact Representation" (Baroody); "The Development of Number Concept Using Two Curricular Approaches" (Fischer); "A Study of the Mathematics Behavior of Carrie, a Fourth-Grade Student Introduced to Multiplication" (Landis, Maher); "Mental Computation and Number Sense" (Markovits, Sowder); "The Effects of Structural Variables on the Level of Difficulty of Missing Value Proportion Problems" (Conner, Harel, Behr); "Effects of Type of Numeric Ratio on Strategies Used by Preservice and Inservice Elementary Teachers on Proportional Reasoning Word Problems" (Bezuk); "Curriculum Materials and Common Misconceptions Concerning Division" (Graeber, Baker); "Middle School Students' Partitioning Abilities in Common Fraction Situations--An Investigation in Different Contexts" (Hale); "Concrete Representations for Ratio Reasoning" (Kaput, West, Luke, Pattison-Gordon); "Teaching Fractional Terms to Primary Students" (Larson); "Understanding Decimal Multiplication in Grade Six" (Owens); "A Preliminary Report on the Reliability and Factorial Validity of the Rational Number Thinking Test in the Republic of Trinidad and Tobago (Rahim, Kieren); "Representing and Solving Multiplicative Story Problems as Proportion Problems with a Unit Ratio--A Teaching Equipment" (Sellke, Behr, Voelker); "Solving Story Problems Involving Division with Remainders: The Importance of Semantic Processing and Referential Mapping" (Silver); "Two Students; Two Representations for Fractions" (Tierney); "Numerical Approaches to Algebraic Problem Solving in a Computer Environment (Kieran, Garancon, Boileau, Pelletier); "Teaching Equation Solving: A Teaching Experiment with a Concrete-Syntactic Approach" (Rojano); "Diagrams as an Intermediate Step in the Development of Algebraic Representation" (Simon); "Quantitative Concepts as a Foundation for Algebraic Reasoning: Sufficiency, Necessity, and Cognitive Obstacles" (Thompson); "A Comparison Among Children, Adolescents, and Adult Learners on Selected Area Measurement Concepts" (Beattys, Pace); "The Development of Geometric Conceptualizations in Logo (Clements, Battista); "Thales's Theorem, Cabri and MacDraw" (Gallou-Dumiel); "Partitioning and Geometry: Is There a Connection?" (Schell, Mason); "Variation in Student Geometric Concepts" (Wilson); "Effectiveness of Small Group Problem Solving Within Classroom Settings" (Alston, Maher); "Cognitive Controls: Are They Related to Mathematics Problem Solving Performance?" (Biggerstaff); "Teaching Experiment Examining the Relationship between Operational Level and Generalizing Ability in the Context of Mathematical Problem Solving" (Gnepp, Maher);"Cooperative Mathematical Problem Solving and Metacognition: A Case Study of Three Pairs of College-Aged Women" (Kroll); "Effects of Extraneous Information and Multiple Steps on the Problem-Solving Performance of Middle School Students" (Muth); "Preservice Elementary Teachers' Critical Thinking Skills and Heuristical Problem Solving Ability" (Oprea, Stonewater); "Multiplication and Splitting: Their Role in Understanding Exponential Functions" (Confrey); "A Construction of the Concept of Exponential Functions" (Rizzutti, Confrey); "'I Haven't Done These Since High School': Prospective Teachers' Understandings of Mathematics" (Ball); "Evaluation of the Mathematical Background of Prospective Elementary School Teachers" (Bergeron, Herscovics); Pre-Service Teachers Conceptions of the Relationship Between Functions and Equations" (Even, Lappan, Fitzgerald); "Geometric Understanding and Misconceptions Among Preservice and Inservice Mathematics Teachers" (Mason, Schell); "A Case Study of a 6th Grade Teacher's Implementation and Evaluation of Lessons for Children in the Learning of Decimals" (Purdy, Maher); "The Early Socialization of Mentored and Non-Mentored Teachers: Two Three-Month Case Studies of Beginning Mathematics Teachers' Professional Networks (Underhill, Brown); "Explicit Knowledge of Infinity" (Wheeler, Martin); "Teacher as Learner; Learner as Teacher" (Weinberg, Parker); "The Influence of Symbolic/Graphic Calculators on the Perceptions of Students and Teachers toward Mathematics" (Dick, Shaughnessy): "A Mathematics Learning Style Instrument Sensitive to Gender Differences in Senior High School and College Students" (Fry); "High School Females' Mathematics Attitudes--An Interim Report" (Gwizdala, Steinback); "Changing Preservice Teachers' Conceptions of Mathematics Learning" (Schram, Wilcox); "An Analysis of In-Service Teachers' Mathematical Beliefs: A Cognitive Development Perspective" (Stonewater, Oprea); "First and Second Graders' Ability to Use Schematic Drawings in Solving Twelve Kinds of Addition and Subtraction Word Problems" (Fuson); "A First Look at the Long Term Effects of Conceptually-Based Instruction on Decimals" (Hiebert, Wearne); "Promoting Good Mathematical Thinking through Writing in the Mathematic Classroom" (Morrow, Schifter); "Overcoming Conceptual Obstacles: The Effectiveness of Conflict Discussion in the Mathematics Classroom" (Onslow); "'Ask Three Before You Ask Me': A Teacher's Attempt to Increase the Role of Peer Involvement in Logo Learning" (Zack); "Integrating Research on Learning and Instruction: A Symposium Presented by Affiliates of The National Center for Research in Mathematical Sciences Education" (Fennema, Carpenter, Brown, Peterson, Thompson, Post, Wearne); "Cognition, Metacognition, and the van Hiele Model of Thinking in Geometry" (Fuys, Lehrer); "An Assessment Instrument to Examine Knowledge of Multiplication and Division Concepts and its Implementation with Inservice Teachers' (Harel, Post, Behr); "A Model for the Development of Leadership and the Assessment of Mathematical and Pedagogical Knowledge of Middle School Teachers" (Lacampagne, Post, Harel, Behr); "Rational Number Knowledge of Preservice Elementary Education Teachers (Cramer, Lesh); "National Center for Research in Mathematical Sciences Education: Curriculum/Assessment Working Group" (Romberg, Kaput, Williams, Zarinnia); "The Teacher's Role in Reinventing the Meaning of Mathematical Knowing in the Classroom" (Lampert); "The Situated Activities of Learning and Knowing Mathematics" (Greeno). (MKR)
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education. North American Chapter.