ERIC Number: ED452034
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME) (24th, Hiroshima, Japan, July 23-27, 2000), Volume 4.
Nakahara, Tadao, Ed.; Koyama, Masataka, Ed.
The fourth volume of the 24th annual conference of the International Group for the Psychology of Mathematics Education contains full research report papers. Papers include: (1) "What are essential to apply the 'discovery' function of proof in lower secondary school mathematics?" (Mikio Miyazaki); (2) "The anatomy of an 'open' mathematics lesson" (Ida Ah Chee Mok); (3) "Interview-based assessment of early multiplication and division" (Joanne Mulligan and Robert [Bob] Wright); (4) "Procedures of finding a solution for word problems: A study of Mozambican secondary school students" (Adelino Evaristo Murimo); (5) "Proto-mathematical concepts in Northern Chilean Aymaras" (Vicente Neumann, Rafael Nunez, and Manuel Mamani); (6) "The case analysis of six graders' journal writings: Using the 'Framework for Analyzing the Quality of Transactional Writing'" (Hiroyuki Ninomiya); (7) "Listen to the graph: Children's matching of melodies with their visual representations" (Steven Nisbet and John Bain); (8) "Teaching mathematics via internet: Written interactions between tutor and student" (Lourdes Figueiras Ocana); (9) "Elementary school students' statistical thinking: An international perspective" (Bob Perry, Ian J. Putt, Graham A. Jones, Carol A. Thornton, Cynthia W. Langrall, and Edward S. Mooney); (10) "The properties of necessity and sufficiency in the construction of geometric figures with Cabri" (Angela Pesci); (11) "Students' processes of symbolizing in algebra: A semiotic analysis of the production of signs in generalizing tasks" (Luis Radford); (12) "Student perceptions of variation in a sampling situation" (Chris Reading and Mike Shaughnessy); (13) "Capstone courses in problem solving for prospective secondary teachers: Effects on beliefs and teaching practices" (Cheryl Roddick, Joanne Rossi Becker, and Barbara J. Pence); (14) "Experiencing the necessity of a mathematical statement" (Catherine Sackur, Jean-Philippe Drouhard, Maryse Maurel, and Teresa Assude); (15) "Indexicality and reflexivity in the documentary of classroom construction of ratio concept" (Tetsuro Sasaki); (16) "The effect of mapping analogical subtraction procedures on conceptual and procedural knowledge" (Bracha Segalis and Irit Peled); (17) "A teaching experiment on mathematical proof: Roles of metaphor and externalization" (Yasuhiro Sekiguchi); (18) "Metacognition: The role of the 'inner teacher' (6): Research on the relation between a transfiguration of student's mathematics knowledge and 'inner teacher'" (Keiichi Shigematsu and Yoshio Katsumi); (19) "An analysis of 'make an organized list' strategy in problem solving process" (Norihiro Shimizu); (20) "Explaining your solution to younger children in a written assessment task" (Yoshinori Shimizu); (21) "Reconsidering mathematical validation in the classroom" (Martin A. Simon); (22) "The forced autonomy of mathematics teachers" (Jeppe Skott); (23) "The genesis of new mathematical knowledge as a social construction" (Heinz Steinbring); (24) "Modalities of students' internal frames of reference in learning school mathematics" (Hitoshi Takahashi); (25) "The effects of metacognitive training in mathematical word problem solving in a computer environment" (Su-Kwang Teong, John Threlfall, and John Monaghan); (26) "Using algebraic processes to promote concept development" (Anne R. Teppo); (27) "Children's learning of independence: Can research help?" (John M. Truran); (28) "Advancing arithmetic thinking based on children's cultural conceptual activities: The Pick-Red-Point game" (Wen Huan Tsai); (29) "The intuitive rule same A--same B: The case of area and perimeter" (Pessia Tsamir and Nurit Mandel); (30) "Intuitive beliefs and undefined operations: The cases of division by zero" (Pessia Tsamir and Dina Tirosh); (31) "Factors contributing to learning of calculus" (Behiye Ubuz and Burcu Kirkpinar); (32) "Supporting change through a mathematics team forum for teachers' professional development" (Paola Valero and Kristine Jess); (33) "Student teachers' concept images of algebraic expressions" (Nelis Vermeulen); (34) "Spreadsheet mathematics in college and in the workplace: A mediating instrument?" (Geoff D. Wake, Julian S. Williams, and J. Haighton); (35) "Visualisation and the development of early understanding in algebra" (Elizabeth Warren); (36) "Linguistic aspects of computer algebra systems in higher mathematics education" (Carl Winslow); (37) "Two patterns of progress of problem-solving process: From a representational perspective" (Atsushi Yamada); and (38) "Student optimism, pessimism, motivation, and achievement in mathematics: A longitudinal study" (Shirley M. Yates). (ASK)
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.
Note: For volumes 1-3, see SE 064 993-995.