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ERIC Number: ED420494
Record Type: RIE
Publication Date: 1997-Oct
Pages: 353
Abstractor: N/A
Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (19th, Bloomington-Normal, IL, October 18-21, 1997). Volume 1.
Dossey, John A., Ed.; Swafford, Jane O., Ed.; Parmantie, Marilyn, Ed.; Dossey, Anne E., Ed.
This conference proceedings volume for PME-NA-XIX contains a total of 87 reports: one plenary session report; 39 research reports; 20 short oral reports; 25 poster session reports; and two discussion group reports. Only the plenary and research reports are full reports; the others are generally one-page abstracts. The full reports include: (1) "Participation as Fundamental in Learning Mathematics" (James G. Greeno); (2) "An Undergraduate Student's Understanding and Use of Mathematical Definitions in Real Analysis" (Barbara S. Edwards); (3) "Mis-Generalization in Calculus: Searching for the Origins" (David E. Meel); (4) "Students' Cognitive Approaches to the Concept of Rate" (Rodolfo Oliveros and Manuel Santos-Trigo); (5) "Effects of Different Instructional Approaches on Calculus Students' Understanding of the Relationship between Slope, Rate of Change, and the First Derivative" (Donald T. Porzio); (6) "The Process of Periodicity" (Gilli Shama and Nitsa Movshovitz-Hadar); (7) "The Relationship between Written and Verbal Performances: A Study of First Year Calculus Students' Understanding of the Derivative" (Kathleen G. Snook); (8) "Mathematical Patterns in the Middle Grades: Symbolic Representations and Solution Strategies" (Joyce Wolfer Bishop); (9) "The Relationship of Undergraduates' Beliefs about Learning Algebra and Their Choice of Reasoning Strategies for Solving Algebra Problems" (Albert D. Otto, Cheryl A. Lubinski, and Carol T. Benson); (10) "Teachers' Beliefs and Student Failure in Algebra" (Daniel K. Siebert); (11) "Mandated Assessment Instruments: How Do Teachers Value Them?" (Karen Bell and Thomas J. Cooney); (12) "Using Assessment Practices as a Tool for Changing Teaching Methodology" (Daniel J. Brahier); (13) "A Proposed Method for Assessing Teachers' Pedagogical Content Knowledge" (Janet Warfield); (14) "Assessing Student Work: The Teacher Knowledge Demands of Open-Ended Tasks" (Linda Dager Wilson and Patricia Ann Kenney); (15) "Mathematical Activities in Insurance Agents' Work" (Judit Moschkovich); (16) "A Semiotic Framework for Linking Cultural Practice and Classroom Mathematics" (Norma C. Presmeg); (17) "Educating Non-College Bound Students: What We Can Learn from Manufacturing Work" (John P. Smith, III); (18) "Probability Instruction Informed by Children's Thinking" (Graham A. Jones, Carol A. Thornton, and Cynthia V. Langrall); (19) "Student Understanding of Statistics: Developing the Concept of Distribution" (Melissa Mellissinos, Janet E. Ford, and Douglas B. McLeod); (20) "A Snapshot of Developmental Algebra Students' Concept Images of Function" (Phil DeMarois); (21) "Preservice Teachers' Cognitive Approaches To Variables and Functions" (David B. Klanderman); (22) "The Development of Students' Notions of Proof in High School Classes Using Dynamic Geometry Software" (Enrique Galindo with Gudmundur Birgisson, Jean-Marc Cenet, Norm Krumpe, and Mike Lutz); (23) "Understanding Angle Ideas by Connecting In-School and Out-of-School Mathematics Practice" (Joanna O. Masingila and Rapti De Silva); (24) "Defining an Exterior Angle of Certain Concave Quadrilaterals: The Role of 'Supposed Others' in Making a Mathematical Definition" (Yoshinori Shimizu); (25) "Problem-Centered Learning and Early Childhood Mathematics" (Noel Geoghegan, Anne Reynolds, and Eileen Lillard); (26) "Similarities and Differences of Experienced and Novice K-6 Teachers after an Intervention: The Use of Students' Thinking in the Teaching of Mathematics" (Cheryl A. Lubinski, Albert D. Otto, Beverly S. Rich, and Rosanna Siongco); (27) "Learning and Teaching Grade 5 Mathematics in New York City, USA, and St. Petersburg, Russia: A Descriptive Study" (Frances R. Curcio and Natalia L. Stefanova); (28) "Some Results in the International Comparison of Pupils' Mathematical Views" (Erkki Pehkonen); (29) "Views of German Mathematics Teachers on Mathematics" (Gunter Torner); (30) "Teacher Change: Developing an Understanding of Meaningful Mathematical Discourse" (Rebekah L. Elliott and Eric J. Knuth); (31) "Group Case Studies of Second Graders Inventing Multidigit Subtraction Methods" (Karen C. Fuson and Birch Burghardt); (32) "Teaching Mathematical Procedures Mindfully: Exploring the Conditional Presentation of Information in Mathematics" (Ron Ritchhart and Ellen Langer); (33) "Generating Multiple Solutions to Mathematical Problems by Prospective Secondary Teachers" (Jinfa Cai); (34) "A Problem Solving Session Designed To Explore the Efficacy of Similes of Learning and Teaching Mathematics" (Vilma Mesa and Patricio Herbst): (35) "An Expert's Approach To Mathematical Problem-Solving Instruction" (Manuel Santos-Trigo); and (36) "Relevance Judgements in Mathematical Problem Solving" (Graeme Shirley and Martin Cooper). (ASK)
ERIC/CSMEE, The Ohio State University, 1929 Kenny Road, Columbus, OH 43210-1080.
Publication Type: Collected Works - Proceedings; ERIC Publications
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.; International Group for the Psychology of Mathematics Education. North American Chapter.
Grant or Contract Numbers: N/A
Note: For Volume 2, see SE 061 476.