ERIC Number: ED427971
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (22nd, Stellenbosch, South Africa, July 12-17, 1998). Volume 3.
Olivier, Alwyn, Ed.; Newstead, Karen, Ed.
The third volume of this proceedings contains more of the research reports begun in Volume 2. Papers include: (1) "A Semiotic Model for Analyzing the Relationships between Thought, Language and Context in Mathematics Education" (Juan D. Godino and Angel M. Recio); (2) "Conceptions as Articulated in Different Microworlds Exploring Functions" (Veronica Gitirana Gomes-Ferreira); (3) "The Nature and Role of Discussion in Mathematics: Three Elementary Teachers' Beliefs and Practice" (Susie Groves and Brian Doig); (4) "Proof in Geometry as an Explanatory and Convincing Tool" (Nurit Hadas and Rina Hershkowitz); (5) "The Case of Rita: 'Maybe I Started To Like Math More'" (Markku Hannula); (6) "On Teaching Early Number through Language" (Dave Hewitt and Emma Brown); (7) "Relating Culture and Mathematical Activity: An Analysis of Sociomathematical Norms" (Lynn Liao Hodge and Michelle Stephan); (8) "'Automatism' in Finding a 'Solution' among Junior High School Students" (Bat-Sheva Ilany and Nurit Shmueli); (9) "The Role of Context in Collaboration in Mathematics" (Kathryn C. Irwin); (10) "Design and Evaluation on Teaching Unit: Focusing on the Process of Generalization" (Hideki Iwasaki, Takeshi Yamaguchi, and Kaori Tagashira); (11) "The Teaching-Research Dialectic in a Mathematics Course in Pakistan" (Barbara Jaworski and Elena Nardi); (12) "Characterizing Mathematics Teaching Using the Teaching Triad" (Barbara Jaworski and Despina Potari); (13) "The Mediation of Learning within a Dynamic Geometry Environment" (Keith Jones); (14) "Using Information Systems for Mathematical Problem-Solving: A New Philosophical Perspective" (C. Jotin Khisty and Lena Licon Khisty); (15) "Collaborative versus Individual Problem Solving: Entering Another's Universe of Thought" (Carolyn Kieran and Tommy Dreyfus); (16) "Increasing Teachers' Awareness of Students' Conceptions of Operations with Rational Numbers" (Ronith Klein, Ruthi Barkai, Dina Tirosh, and Pessia Tsamir); (17) "Inflexibility in Teachers' Ratio Conceptions" (Anat Klemer and Irit Peled); (18) "Preservice Teachers' Conceptions of Probability in Relation to Its History" (Hari Prasad Koirala); (19) "Team Teaching and Preservice Teachers' Classroom Practice with Innovative Methods of Instruction--The Case of Computers" (Bilha Kutscher); (20) "Professional Influences on Teachers' Perceptions of Teaching and Assessment in Mathematics" (Leonidas Kyriakides); (21) "Student Motivation and Attitudes in Learning College Mathematics through Interdisciplinary Courses" (Diana V. Lambdin and Rajee Amarasinghe); (22) "Algebra: Meaning through Modeling" (Susan J. Lamon); (23) "An Alternative Assessment: The Gutiemez, Jaime and Fortuny Technique" (Christine Lawrie); (24) "Who Persists with Mathematics at the Tertiary Level: A New Reality?" (Gilah C. Leder, Helen J. Forgasz, and Christine Brew); (25) "Re-Starting Algebra in High School: The Role of Systematic Thinking and of Representation Systems Command" (E. Lemut and S. Greco); (26) "In Pursuit of Practical Wisdom in Mathematics Education Research" (Frank K. Lester, Jr.); (27) "More Games for Integers" (Patricia Rosana Linardi and Roberto Ribeiro Baldino); (28)"Moments of Conflict and Moments of Conviction in Generalizing" (Liora Linchevski, Alwyn Olivier, Rolene Liebenberg, and Marlene Sasman); (29) "Students' Reasoning on Qualitative Changes in Ratio: A Comparison of Fraction and Division Representations" (Francis Lopez-Real); (30) "Non-Elementary Mathematics in a Work Setting" (Zlatan Magajna and John Monaghan); (31) "On the Difficulties of Visualization and Representation of 3D Objects in Middle School Teachers" (Nicolina A. Malara); (32) "From Drawing to Construction: Teachers' Mediation within the Cabri Environment" (M.A. Mariotti and M.G. Bartolini Bussi); (33) "'She Says We've Got to Think Back': Effective Folding Back for Growth in Understanding" (Lyndon Martin and Susan Pirie); (34) "Young Children's Beliefs about the Nature of Mathematics" (Andrea McDonough); (35) "Recognition of Angular Similarities between Familiar Physical Situations" (Michael Mitchelmore and Paul White); (36) "Culture, Games and Mathematics Education: An Exploration Based on String Games" (Mogege David Mosimege); (37) "Enlarging Mathematical Activity from Modeling Phenomena to Generating Phenomena" (Ricardo Nemirovsky, James J. Kaput, and Jeremy Roschelle); (38) "Young Students' Constructions of Fractions" (Karen Newstead and Hanlie Murray); (39) "Development of the Concept of Conservation of Mass, Weight and Volume in Children of Mezam Division, Cameroon." (Rosemary Kongla Ngwa); (40) "Subtraction Strategies in Developmental Perspective: A Comparison of Mathematically Normal and Mathematically Disabled Children" (Snorre A. Ostad); (41)"Representing Problems in the First Year of School" (Lynne Outhred and Sarah Sardelich); (42) "Operational and Conceptual Abilities in the Learning of Algebraic Language. A Case Study" (M.M. Palarea and M.M. Socas); (43) "Widening the Interpretation of van Hiele's Levels 2 and 3" (John Pegg and Penelope Currie); and (44) "Class Discussion as an Opportunity for Proportional Reasoning" (Angela Pesci). (ASK)
Descriptors: Algebra, Beliefs, Cultural Influences, Data Processing, Educational Change, Educational Research, Educational Technology, Elementary Secondary Education, Fractions, Functions (Mathematics), Geometry, Knowledge Base for Teaching, Learning Theories, Mathematics Education, Number Concepts, Problem Solving, Proof (Mathematics), Social Influences, Spatial Ability, Statistics, Student Attitudes, Teacher Education, Thinking Skills
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.
Note: For volumes 1-4, see SE 062 271-274; for the 1998 conference, see ED 416 082-085.