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ERIC Number: ED411130
Record Type: RIE
Publication Date: 1988-Jul
Pages: 535
Abstractor: N/A
Reference Count: N/A
Proceedings of the Annual Conference of the International Group for the Psychology of Mathematics Education (9th, Noordwijkerhout, The Netherlands, July 22-29, 1985), Volume 1: Individual Contributions.
Streefland, Leen, Ed.
This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following research papers: "Calculators in Primary Education" (van den Brink); "Microworlds and Van Hiele Levels" (Dreyfus, Thompson); "Dynamical Mazes and the Ob-Serving Computer" (Harmegnies, Lowenthal); "Iterative and Recursive Modes of Thinking in Mathematical Problem Solving Processes" (Hausmann); "Computer Modelling of Mathematical Problem Solving Processes as an Instrument of Competence Analysis" (Holland, Reitz); "Children Learning Mathematics--Insights from Within a LOGO Environment" (Hoyles, Sutherland); "The Construction Process of an Iteration by Middle-School Pupils (Laborde, Mejias); "Pegboard and Basis for Programmation--In 5- and 6-Year Olds" (Lowenthal); "Self-developing Strategies with a Calculator Game" (Meissner); "The Effects of CAI on Affective Variables in Mathematics" (Mevarech); "Acquisition of Number-Space Relationships: Using Educational and Research Programs" (Rogalski); "Learning Programming Constructing the Concept of Variable by Beginning Students" (Samurcay); "De Baas over de Computer" (Schoemaker); "The Use of Calculators to Develop Reasoning Processes and Achievement in Problem Solving" (Southwell); "Microcomputer-assisted Sophistication in the Use of Mathematical Knowledge" (Taizi, Zehavi); "Using Computer Graphics as Generic Organizers for the Concept Image of Differentiation" (Tall); "Maths for All? Just Have a Look" (Dekker); "A Study of Mathematics Education in Classroom Situation--A Methodological Research" (Hirabayashi); "Episodic Analysis of a Mathematics Lesson" (Romberg); "What Problem is the Child Solving?" (Escarabajal); "Comparison of Models Aimed at Teaching Signed Integers" (Janvier); "The Equation-Solving Errors of Novice and Intermediate Algebra Students" (Kieran); "Children's Informal Conceptions of Integer Arithmetic" (Murray); "Obstructions to the Acquisition of Elemental Algebraic Concepts and Teaching Strategies" (Filloy, Rojano); "Visualizing Rectangular Solids Made of Small Cubes: Analyzing and Effecting Students Performance" (Ben-Chaim, Lappan, Houang); "The Teaching of Reflection in France and in Japan" (Denijs); "Geometry Doesn't Fit in the Book" (Goddijn, Kindt); "Middle School Pupils Conceptions about Reflections According to a Task of Construction" (Grenier); "Geometric Concepts of Portuguese Preservice Primary Teachers" (Matos); "A Preliminary Investigation of the Transition between Two Levels of Intellectual Functioning" (Collis); "The Development of Abstract Reasoning--Results from a Large Scale Mathematics Study in Australia and New Zealand" (Ellerton); "Pupil Cognitive Ability Levels Compared with Curricular Demands When Six-to Eight-Year Olds are Taught Arithmetic Operations" (Harrison, Bye, Schroeder); "The Design of a National Pre-Vocational and Vocational Numeracy Scheme: The Relationship of Psychology to Curriculum Development" (Rees, Barr, Gould, Leary); "Experimental Study of Pupils' Treatment of Refutations in a Geometrical Context" (Balacheff); "Problem Solving Processes of Gifted Students" (Ballew, Cunningham, Sexton); "Abstraction and Activity" (Dorfler); "Toward Understanding Mathematical Thinking" (Eisenberg, Dreijfus); "The Description of Errors by Models of Cognitive Science" (Hasemann); "Graphic Tool for Calculus" (Keita); "Affective Influence on Mathematical Problem Solving" (McLeod); "Identifying and Disseminating the Traits of 'Natural' Problem Solvers" (Peck); "Different Modes of Thought in Stochastic Thinking" (Scholz); "Disregarding the Hierarchy in a Behavioral Program as an Error Type in Pupils' Computation Tasks" (Becker); "The Use of Models in the Construction of Numeration: The Evolution of Representations Towards an Efficient Symbolism" (Bednarz, Janvier); "The Decimal System: Understand and Notation" (Carraher); "Working with Simple Word Problems in Early Mathematics Instruction" (de Corte, Verschaffel); "The Development of Number Concepts in Low Attainers in Mathematics Aged Seven to Nine Years" (Denvir); "Teaching Multi-Digit Addition and Subtraction" (Fuson); "Teaching Counting On for Addition and Counting Up for Subtraction" (Hall, Fuson, Willis); "The Development of Spatial Imagination Abilities and Contextualisation Strategies: Models Based on the Teaching of Fractions" (Figueras, Filloy, Valdemoros); "Changes in Decimal Reasoning" (Nesher, Peled); "Selected Results from the Rational Number Project" (Post, Behr, Lesh, Wachsmuth); "Cognitive Processes and Products in Proportional Reasoning" (Reiss, Behr, Lesh, Post); "The Concepts of Repeating and Non-Repeating Decimals at the Senior High Level" (Vinner, Kidron); "Inconsistent Student Behavior in Applicational Situations of Mathematics" (Wachsmuth); "Misconceptions in Graphing" (Clement); "The Mathematics of Psychological Education" (Greer); "The Acquisition of Basic Multiplication Skills" (Heege); "Estimation: Practice and Process" (Markovits, Hershkowits, Bruckheimer); "A Transfer Test for Mathematics Containing Items with Cumulative Hints" (Meijer, Perrenet, Zeillemaker, de Leeuw, Groen, Kok, van Blokland-Vogelesang); "Geometrical and Numerical Strategies in Students' Functional Reasoning" (Ponte); "Development of Audio-Visual Testing for the Improvement of Teaching-Learning Process in Mathematics Education" (Yanagimoto); "Errors, Expectation and the Teacher" (Bouhadana, Zehavi, Bruckheimer); "The Relative Importance Given by the Teacher to the Students' Answer and Reasoning" (Dionne); "Confidence, Competence and Inservice Education for Mathematics Teachers" (Fresko, Ben-Chaim); "Activities with Teachers Based on Cognitive Research" (Hershkowitz, Vinner); "PMP, A Progress Report" (Skemp); "The Evaluation of Two Types of Knowledge at Different Points in Time After Study" (Allwood); "A Constructivist vs. a Formalist Approach in the Teaching of the Even-Odd Number Concept at the Elementary Level" (Herscovics, Bergeron); "The Sequencing of Activities for the Teaching of the Even-Odd Number Notion by Primary Schoolteachers Without Their Prior Analysis of this Concept" (Bergeron, Herscovics); "The Sequencing of Activities for the Teaching of the Even-Odd Number Notion by Primary Schoolteachers Following Their Prior Analysis of this Concept" (Nantais, Bergeron, Herscovics); "Towards a Frame-work for Constructivist Instruction" (Confrey); "Representation and Deduction" (von Glasersfeld); "Educational and Psychological Considerations in the Development of Synthetic Geometry Curriculum for Israeli Low Ability Students" (Hoz); "Passive versus Active Use of Knowledge" (Sackur-Grisvard); "The Teaching of Infinity" (Tirosh, Fischbein, Dor). (MKR)
Publication Type: Collected Works - Proceedings
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.
Note: For plenary papers, see SE 057 132.