ERIC Number: ED411135
Record Type: RIE
Publication Date: 1995-Jul
Reference Count: N/A
Proceedings of the Annual Conference of the International Group for the Psychology of Mathematics Education (19th, Recife, Brazil, July 22-27, 1995), Volume 2.
Meira, Luciano, Ed.; Carraher, David, Ed.
This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following research papers: "The Impact of Meaning on Students' Ability to Negate Statements" (T. Barnard); "A Study of the Secondary Teaching System about the Concept of Limit" (L. Espinosa & C. Azcarate); "Difficulties Teaching Mathematical Analysis To Non-Specialists" (M.M.F. Pinto & E. Gray); "Reasons to Be Formal: Contextualising Formal Notation in a Spreadsheet Environment" (J. Ainley); "Articulation Problems between Different Systems of Symbolic Representations in Linear Algebra" (M. Alves-Dias & M. Artigue); "Analgebraic Interpretations of Algebraic Expressions: Functions or Predicates?" (H. Bloedy-Vinner); "Students' Responses Utilizing the Procedural and Structural Aspects of Algebra" (C. Coady); "Word Problems: Operational Invariants in the Putting into Equation Process" (A. Cortes); "A Case Study of Algebraic Scaffolding: From Balance Scale to Algebraic Notation" (J.T. da Rocha Falcao); "The Absolute Value in Secondary School: A Case Study of 'Institutionalization' Process" (J.J. Perrin-Glorian); "The Gap between Arithmetical and Algebraic Reasonings in Problem-Solving Among Pre-Service Teachers" (S. Schmidt & N. Bednarz); "The Influence of Problem Representation on Algebraic Equation Writing and Solution Strategies" (K. Stacey & M. MacGregor); "The Development of Elementary Algebra Understanding" (E. Warren); "Algebraic Thinking in the Upper Elementary School: The Role of Collaboration in Making Meaning of'Generalization'" (V. Zack); "Developing Clinical Assessment Tools for Assessing 'at Risk' Learners in Mathematics" (R.P. Hunting & B.A. Doig); "Analysis of Errors and Strategies Used by 9-Year-Old Portuguese Students in Measurement and Geometry Items" (G. Ramalho & T. Correia); "Teachers' Conceptual Framework of Mathematics Assessment" (L. Rico, F. Fernandez, F. Gil, E. Castro, A. del Olmo, F. Moreno, & I. Segovia); "Qualitative Features of Tasks in Mathematical Problem Solving Assessment" (M. Santos Trigo & E. Sanchez); "The Influence of Teachers on Children's Image of Mathematics" (L. Brown); "Listening to Students' Ideas: Teachers Interviewing in Mathematics" (M. Civil); "Analyzing Four Preservice Teachers' Knowledge and Thoughts Through Their Biographical Histories" (D. Fernandes);"Professors' Perceptions of Students' Mathematical Thinking: Do They Get What They Prefer or What They Expect?" (Y.B. Mohammad-Yusof & D. Tall); "What Are the Key Factors for Mathematics Teachers to Change?" (E. Pehkonen); "Teachers' Awareness of the Process of Change" (V.M.P. Santos & L. Nasser); "A College Instructor's Attempt to Implement Mathematical Problem Solving Instruction" (M. Santos Trigo); "Designing Computer Learning Environments Based on the Theory of Realistic Mathematics Education" (J. Bowers); "Passive and Active Graphing: A Study of Two Learning Sequences" (D. Pratt); "Between Equations and Solutions: An Odyssey in 3D" (M. Yerushalmy & M. Bohr); "Understanding and Operating with Integers: Difficulties and Obstacles" (R.E. Borba); "Games for Integers: Conceptual or Semantic Fields?" (A.C.C. Souza, A.L. Mometti, H.A. Scavazza, & R.R. Baldino); "Cognitive Science and Mathematics Education: A Non-Objectivist View" (L.D. Edwards & R.E. Nunez); "Overcoming Limits of Software Tools: A Student's Solution for a Problem Involving Transformation of Functions" (M.C. Borba); "Graphs That Go Backwards" (T. Noble & R. Nemirovsky); "The Graphical, the Algebra, and their Relation: The Notion of Slope" (S. Rasslan & S. Vinner); and "Visualizing Quadratic Functions: A Study of Thirteen-year-old Girls Learning Mathematics with Graphic Calculators (T. Smart). (MKR)
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.
Note: For volumes 1 and 3, see SE 057 135 and SE 057 137.