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ERIC Number: ED430775
Record Type: Non-Journal
Publication Date: 1999
Pages: 409
Abstractor: N/A
Reference Count: N/A
Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (20th, Raleigh, NC, October 31-November 3, 1998). Volume 1.
Berenson, Sarah, Ed.; Dawkins, Karen, Ed.; Blanton, Maria, Ed.; Coulombe, Wendy, Ed.; Kolb, John, Ed.; Norwood, Karen, Ed.; Stiff, Lee, Ed.
This conference proceedings contains three plenary session reports, 12 working group and 79 research reports, 35 short oral reports, 60 poster session reports, and two discussion group reports. The titles of all papers (excluding "short orals", "posters", and brief discussion group reports) are: (1) "On Relationships between Psychological and Sociocultural Perspectives" (Pat Thompson and Paul Cobb); (2) "On Theory and Models: The Case of Teaching-In-Context" (Alan H. Schoenfeld); (3) "Building Mathematical Structure within a Conjecture Driven Teaching Experiment on Splitting" (Jere Confrey); (4) "The Role of Advanced Mathematical Thinking in Mathematics Education Reform" (M. Kathleen Heid, Joan Ferrini-Mundy, Karen Graham, and Guershon Harel); (5) "Visions of Algebra in Diverse Instruction" (David Kirshner, Carolyn Kieran, Tom Kieren, and Analucia D. Schliemann); (6) "Representing Algebraic Relations Before Algebraic Instruction" (Analucia D. Schliemann); (7) "As It Happens: Algebra Knowing in Action: The Polynomial Engineering Project" (Tom Kieren); (8) "Theories and Experiments in Collegiate Mathematics Education Research" (Ed Dubinsky, Francisco Cordero, Joel Hillel, and Rina Zazkis); (9) "Gender and Mathematics: Integrating Research Strands" (Suzanne Damarin, Diana Erchick, Jere Confrey, Dorothy Buerk, Linda Condron, Ruth Cossey, Laurie Hart, Peter Appelbaum, and Patricia Brosnan); (10) "Geometry and Technology" (Doug McDougall, Dan Chazan, Chronis Kynigos, and Rich Lehrer); (11) "Learning to Reason Probabilistically" (Carolyn Maher, Susan Friel, Cliff Konold, and Robert Speiser); (12) "Research on Rational Number, Ratio and Proportionality" (Tom Post, Kathleen Cramer, Guershon Harel, Thomas Kieren, and Richard Lesh); (13) "Representations and Mathematics Visualization" (Fernando Hitt, James Kaput, Norma Presmeg, Luis Radford, and Manuel Santos-Trigo); (14) "Using Socio-Cultural Theories in Mathematics Education Research" (Judit Moschkovich, Karen Fuson, Yolanda de la Cruz, Joanna Masingila, and Marta Civil); (15) "Developing a Conceptual Framework for Mathematics Teaching" (Martin Simon, Deborah Ball, Rijkje Dekker, and Susan Jo Russell); (16) "Teacher Change in a Reform Calculus Curriculum: Concepts Related to the Derivative" (Thomas Fox); (17) "A Logo-Based Microworld as a Window on the Infinite" (Luis Moreno-Armella and Ana Isabel Sacristan R.); (18) "Sociomathematical Norms and Student Autonomy in Calculus II Honors Students" (Chris L. Rasmussen and Karen D. King); (19) "The Role of a Formal Definition in Nine Students' Concept Image of Derivative" (Michelle J. Zandieh); (20) "What Kind of Notation Do Children Use to Express Algebraic Thinking?" (Carol W. Bellisio and Carolyn A. Maher); (21) "Effects of Algebra Instruction on the Recognition of the Mathematical Structures of Word Problems" (Emily D.F. McFadden); (22) "Middle School Students' Algebraic Reasoning: New Skills and Understandings from a Reform Curriculum" (John P. Smith III, Elizabeth A. Phillips, and Beth Herbel-Eisenmann); (23) "Developing an Imagistic Basis for Understanding Binomial Multiplication" (Erna Yackel and Diana Underwood); (24) "The Effects of Staff Development Focused on Assessment Practices" (Daniel J. Brahier); (25) "Case Studies of Preservice Elementary Teachers' Development in Mathematics Assessment" (Anne Raymond); (26) "Assessing and Documenting Student Knowledge and Progress in Early Mathematics" (Bob Wright, Rita Stewart, Ann Stafford, and Richard Cain); (27) "The Dualistic Nature of School Mathematics Discourse" (Eric J. Knuth and Dominic Peressini); (28) "Examining Teacher and Classroom Supports for Student Invention" (Elizabeth S. Senger); (29) "Tracing Children's Construction of Fractional Equivalence" (Elena Steencken and Carolyn Maher); (30) "Graphing of Discrete Functions versus Continuous Functions: A Case Study" (Fernando Hitt and Orlando Planchart); (31) "Perception of Graphs and Equations of Functions and Their Relationships in a Technology-Enhanced College Algebra Course" (Armando M. Martinez-Cruz); (32) "Understanding Mathematical Experience" (Tracy Noble, Ricardo Nemirovsky, Tracey Wright, and Cornelia Tierney); (33) "Unspecified Things, Signs, and 'Natural Objects': Towards a Phenomenological Hermeneutic of Graphing" (Wolff-Michael Roth); (34) "Re-Thinking Covariation from a Quantitative Perspective: Simultaneous Continuous Variation" (Luis Saldanha and Patrick W. Thompson); (35) "Analyzing Children's Length Strategies with Two-Dimensional Tasks: What Counts for Length?" (Jeffrey Barrett and Douglas Clements); (36) "How Has Measurement Been Taught in Mexico?" (Mariana Saiz); (37) "Understanding Angles from the Perspective of a High School Cerebral Palsy Student" (Kenneth L. Shaw and Paul Durden); (38) "Analyzing Students' Learning in Social Context: A Student Learns to Measure" (Michelle Stepha); (39) "The Learning of Concepts of Stochastic Implied in the Binomial Distribution by Means of the Use of Different Representations and Contexts" (Jesus Colin Miranda); (40) "Comparing Data Sets: How Do Students Interpret Information Displayed Using Box Plots?" (Susan N. Friel); (41) "Students' Statistical Thinking" (Graham Jones, Carol Thornton, Cynthia Langrall, Edward Mooney, Bob Perry, and Ian Putt); (42) "Tracing the Origins and Extensions of Mathematical Ideas" (Regina Kiczek and Carolyn Maher); (43) "Justifications to 5-8 Year-old Students' Responses to Decision Problems" (M.en C. Araceli Limon Segovia); (44) "Supporting Students' Reasoning about Data" (Kay McClain and Paul Cobb); (45) "An Analysis of Students' Statistical Understandings" (Maggie McGatha, Paul Cobb, and Kay McClain); (46) "Middle School Students' Misuse of the Phrase '50-50 Chance' in Probability Instruction" (James E. Tarr). (ASK)
ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210.
Publication Type: Collected Works - Proceedings; ERIC Publications
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education. North American Chapter.