ERIC Number: ED420495
Record Type: RIE
Publication Date: 1997-Oct
Reference Count: 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 2.
Dossey, John A., Ed.; Swafford, Jane O., Ed.; Parmantie, Marilyn, Ed.; Dossey, Anne E., Ed.
The conference proceedings volume for PME-NA-XIX contains a total of 72 reports: 34 research reports; 20 short oral reports; 11 poster session reports; and 7 discussion group reports. Only the research reports are full reports; the others are generally one-page abstracts. The full reports include: (1) "Equity, Teaching Practices, and Reform: Mathematics Teachers Discuss the Impact of the San Jose Mathematics Leadership Project" (Richard S. Kitchen, Joanne Rossi Becker, and Barbara J. Pence); (2) "One Teacher's Solution to Reforming Mathematics Teaching" (Karen Heinz, Margaret Kinzel, Martin A. Simon, and Ron Tzur); (3) "Secondary Mathematics Teachers' Experiences Using a Reform-Oriented Curriculum To Encourage Student Cooperation and Exploration" (Gwendolyn M. Lloyd and Melvin (Skip) Wilson); (4) "A Fourth-Grade Teacher Implements the 'Spirit' of the NCTM Standards" (Diana F. Steele); (5) "Construction and Validation of the Spatial-Symbolic Pattern Instrument" (Donna F. Berlin and Arthur L. White); (6) "Views about Mathematics Survey: Design and Results" (Marilyn P. Carlson); (7) "Changes in Teachers' Beliefs and Assessments of Students' Thinking across the First Year of Implementation of Cognitively Guided Instruction" (Anita H. Bowman, George W. Bright, and Nancy N. Vacc); (8) "Sustaining Cultures of Teaching for Constructive Mathematics Education" (M. Jayne Fleener and Roland G. Pourdavood); (9) "The Educational Benefits of Being a Participant in a Research Study: One Preservice Secondary Mathematics Teacher's Experience" (Deborah A. Gober); (10) "Preservice Mathematics Teachers' Constructions of Gender Equity in the Classroom" (Denise S. Mewborn and Deborah A. Gober); (11) "The Perceptions of Preservice Elementary Teachers about the Integration of Mathematics and Reading" (Kathryn S. Reinke, Kouider Mokhtari, and Elizabeth Willner); (12) "The Impact of Math Apathy Students on One High School Teacher" (Kenneth L. Shaw and Cylle Rowell); (13) "District-Wide Reflective Teaching in Mathematics: From Changing the Story to Storing the Change" (Christine D. Thomas and Karen A. Schultz); (14) "Teachers' Beliefs about Mathematics as Assessed with Repertory Grid Methodology" (Steven R. Williams, Miriam Pack, and Lena Licon Khisty); (15) "The Geometry Classroom: The Influence of Teachers' Beliefs" (Kay A. Wohlhuter); (16) "Mathematics Students Teachers' Development of Teacher Knowledge and Reflection" (Maria L. Fernandez); (17) "Using Videos To Provide "Case-Like" Experiences in an Elementary Mathematics Methods Course" (Susan N. Friel); (18) "Mathematics Culture Clash: Negotiating New Classroom Norms with Prospective Teachers" (Betsy McNeal and Martin Simon); (19) "A Model for Studying the Relationship between Teachers' Cognitions and Their Instructional Practice in Mathematics" (Alice F. Artzt and Eleanor Armour-Thomas); (20) "Mediating Pedagogical Content Knowledge through Social Interactions: A Prospective Teacher's Emerging Practice" (Maria L. Blanton and Sarah B. Berenson); (21) "Learning To Teach Algebraic Division for Understanding: A Comparison and Contrast between Two Experienced Teachers" (Jose N. Contreras); (22)"Preservice Secondary Mathematics Teachers' Interpretations of Mathematical Proof" (Eric J. Knuth and Rebekah L. Elliott); (23) "Why Do We Invert and Multiply? Elementary Teachers' Struggle To Conceptualize Division of Fractions" (Ron Tzur and Maria Timmerman); (24) "Shape Makers: A Computer Microworld for Promoting Dynamic Imagery in Support of Geometric Reasoning" (Michael T. Battista and Caroline Van Auken Borrow); (25) "Interactive Diagrams: A New Learning Tool" (Jere Confrey, Jose Castro Filho, and Alan Maloney); (26) "Conjecturing and Representational Style in CAS-Assisted Mathematical Problem Solving" (M. Kathleen Heid, Glendon W. Blume, Karen Flanagan, Kenneth Kerr, James Marshall, and Linda Iseri); (27) "Roles of Symbolic Representation in CAS-Assisted Mathematical Problem Solving" (M. Kathleen Heid, Glendon W. Blume, Linda Iseri, Karen Flanagan, Kenneth Kerr, and James Marshall); (28) "Analyzing Students' Learning with Computer-Based Microworlds: Do You See What I See?" (Janet Bowers); (29) "Warning: Asking Questions May Lower Your Mathematical Status in Small Groups" (Kathy M.C. Ivey); (30) "Occasioning Understanding: Understanding Occasioning" (Thomas Kieren, Elaine Simmt, and Joyce Mgembelo); (31) "An Analysis of Students' Development of Reasoning Strategies within the Context of Measurement" (Kay McClain, Paul Cobb, and Koeno Gravemeijer); (32) "Coordinating Social and Psychological Perspectives To Analyze Students' Conceptions of Measurement" (Michelle Stephan and Kay McClain); (33) "Learning as Sense-Making and Property-Noticing" (David Slavit); and (34) "Proportional Reasoning of Early Adolescents: Validation of Karplus, Pulos and Stage's Model" (Linda Gellings, Donald W. Wortham, Abbe H. Herzig, and Dave Eber). (ASK)
Descriptors: Educational Change, Educational Technology, Elementary Secondary Education, Higher Education, Knowledge Base for Teaching, Mathematics Education, Research Methodology, Teacher Attitudes, Teacher Education, Thinking Skills
ERIC/CSMEE, The Ohio State University, 1929 Kenny Road, Columbus, OH 43210-1080.
Publication Type: Collected Works - Proceedings; ERIC Publications
Education Level: N/A
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.
Note: For Volume 1, see SE 061 475.