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ERIC Number: ED452033
Record Type: RIE
Publication Date: 2000
Pages: 318
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0771-100X
Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME) (24th, Hiroshima, Japan, July 23-27, 2000), Volume 3.
Nakahara, Tadao, Ed.; Koyama, Masataka, Ed.
The third volume of the 24th annual conference of the International Group for the Psychology of Mathematics Education contains full research report papers. Papers include: (1) "Mathematics classrooms functioning as communities of inquiry: Possibilities and constraints for changing practice" (Susie Groves, Brian Doig, and Laurance Splitter); (2) "Thinking of new devices to make viable symbolic calculators in the classroom" (Dominique Guin and Luc Trouche); (3) "Some theoretical problems of the development of mathematical thinking" (Valery A. Gusev and Ilder S. Safuanov); (4) "The role of figures in geometrical proof-problem solving: Students' cognitions of geometrical figures in France and Japan" (Kouhei Harada, Elisabeth Gallou-Dumiel, and Nobuhiko Nohda); (5) "Thinking about the discursive practices of teachers and children in a 'National Numeracy Strategy' lesson" (Tansy Hardy); (6) "Classroom discussion on the representation of quantity by fractions: Stability of misconception and implications to practice" (Junichi Hasegawa); (7) "Process of internalizing new use of multiplication through classroom instruction: A case study" (Keiko Hino); (8) "Understanding linear algebraic equations via super-calculator representations" (Ye Yoon Hong, Mike Thomas, and Oh-Nam Kwon); (9) "The relation of Mozambican secondary school teachers to a mathematical concept: The case of limits of functions" (Danielle Huillet and Balbina Mutemba); (10) "The meaning of terms concerning the time ordering for first grade students: The influence of cultural background" (Sonia Igliori, Cristina Maranhao, and S. Sentelhas); (11) "The relationships between fluency and flexibility of divergent thinking in open ended mathematics situation and overcoming fixation in mathematics on Japanese junior high school students" (Toshihiro Imai); (12) "A case study of student emotional change using changing heart rate in problem posing and solving Japanese classroom in mathematics" (Masami Isoda and Akemi Nakagoshi); (13) "Using students' statistical thinking to inform instruction" (Graham A. Jones, Cynthia W. Langrall, Carol A. Thornton, Edward S. Mooney, Arsalan Wares, Bob Perry, Ian J. Putt, and Steven Nisbet); (14) "The student experience of online mathematics enrichment" (Keith Jones and Helen Simons); (15) "Epistemological features in the mathematics classroom: Algebra and geometry" (Maria Kaldrimidou, Haralambos Sakonidis, and Marianna Tzekaki); (16) "What do we remember when it's over? Adults' recollections of their mathematical experience" (Ronnie Karsenty and Shlomo Vinner); (17) "Acquiring the concept of derivative: Teaching and learning with multiple representations and CAS" (Margaret Kendal and Kaye Stacey); (18) "Year 6 students' progression on the core mathematics course of an integrated learning system" (Gillian C. Kidman, Annette R. Baturo, Tom J. Cooper, and Romina Proctor); (19) "Solving multiplicative word problems with decimal fractions: The effects of proportional reasoning and metacognition" (Tadayuki Kishimoto); (20) "Does a research based teacher development program affect teachers' lesson plans?" (Ronith Klein and Dina Tirosh); (21) "A research on the validity and effectiveness of 'two-axes process model' of understanding mathematics at elementary school level" (Masataka Koyama); (22) "The effects of different instructional methods on the ability to communicate mathematical reasoning" (Bracha Kramarski); (23) "Narrative elements in mathematical argumentations in primary education" (Gotz Krummheuer); (24) "Changing teaching methods in school mathematics: An analysis of some episodes from classes" (Marie Kubinova, Jiri Mares, and Jarmila Novotna); (25) "Development of concepts for division in third grade teaching experiments: From the viewpoint of the dual nature of concepts and symbolizing processes" (Koichi Kumagai); (26) "Moving between mixed-ability and same-ability settings: Impact on learners" (Bilha Kutscher and Liora Linchevski); (27) "A developmental assessment of pupils use of domain-specific and general strategies in problem solving" (Leonidas Kyriakides); (28) "Coding the nature of thinking displayed in responses on nets of solids" (Christine Lawrie, John Pegg, and Angel Gutierrez); (29) "A comparison between Malaysian and United Kingdom teachers' and students' images of mathematics" (Chap Sam Lim); (30) "On developing teachers knowledge by using cases constructed by researcher and classroom teachers" (Pi-Jen Lin); (31) "Indispensable mathematical knowledge-IMK and differential mathematical knowledge-DMK: Two sides of the equity coin" (Liora Linchevski, Bilha Kutscher, Alwyn Olivier, and Kate Bennie); (32) "Problem posing as a tool for learning, planning and assessment in the primary school" (Tom Lowrie and Jacquelyn Whitland); (33) "Length measurement: Conventional units articulated with arbitrary ones" (Cristina Maranhao and T. Campos); (34) "Dynamic transformations of solids in the mathematics classroom" (Christos Markopoulos and Despina Potari); (35) "States of understanding relations among concepts of geometric figures: Considered from the aspect of concept image and concept definition" (Nanae Matsuo); (36) "Supporting preservice teachers' understanding of place value and multidigit addition and subtraction" (Kay McClain and Janet Bowers); (37) "Spatial abilities in primary schools" (Hartwig Meissner and Guido Pinkernell); (38) "Analysis and synthesis of the Cartesian product by kindergarten children" (Ibby Mekhmandarov); and (39) "The 'conflicting' concepts of continuity and limit: A conceptual change perspective" (Kaarina Merenluoto and Erno Lehtinen). (ASK)
Publication Type: Collected Works - Proceedings
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.
Note: For volumes 1-4, see SE 064 993-996.