**ERIC Number:**ED453072

**Record Type:**RIE

**Publication Date:**1996

**Pages:**428

**Abstractor:**N/A

**Reference Count:**N/A

**ISBN:**N/A

**ISSN:**ISSN-0771-100X

Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME 20) (20th, Valencia, Spain, July 8-12, 1996). Volume 3.

Puig, Luis, Ed.; Gutierrez, Angel, Ed.

The third volume of this proceedings contains full research articles. Papers include: (1) "A longitudinal study of children's fraction representations and problem-solving behavior" (G.A. Goldin and C.B. Passantino); (2) "Psychology students' conceptions of a statistics course" (S. Gordon, J. Nicholas, and K. Crawford); (3) "Choosing a visual strategy: The influence of gender on the solution process of rotation problems" (N. Gorgorio); (4) "Discourse in an inquiry math elementary classroom and the collaborative construction of an elegant algebraic expression" (B. Graves and V. Zack); (5) "Number processing: Qualitative differences in thinking and the role of imagery" (E. Gray and D. Pitta); (6) "Identification of Van Hiele levels of reasoning in three-dimensional geometry" (G. Guillen); (7) "Working with 'the discipline of noticing': An authenticating experience" (T. Hardy and D. Wilson); (8) "Classifying processes of proving" (G. Harel and L. Sowder); (9) "Seeing, doing and expressing: An evaluation of task sequences for supporting algebraic thinking" (L. Healy and C. Hoyles); (10) "The role of prior conceptions in teachers' responses to staff development: A synopsis of case studies of three middle school mathematics teachers" (T.A. Herrera); (11) "The use of levels of subordination to help students gain fluency in mathematics" (D. Hewitt); (12) "An analysis of the development of pupil understanding in group work activities using multimedia" (B. Hudson); (13) "Some issues in assessing proceptual understanding" (M. Hunter and J. Monaghan); (14) "The development of language about function: An application of Van Hiele levels" (M. Isoda); (15) "Hitomi's meaning construction of table and algebraic expression of proportion during instruction: A case study" (K. Ito-Hino); (16) "Communicating teacher's metaknowledge through lessons" (H. Iwasaki); (17) "A study of teacher enquiry into the processes of mathematics teaching" (B. Jaworski); (18) "Using children's probabilistic thinking to inform instruction" (G.A. Jones, C.A. Thornton, C.W. Langrall and T.A. Mogill); (19) "Coming to know about 'dependency' within a dynamic geometry environment" (K. Jones); (20) "Somali children learning mathematics in Britain: A conflict of cultures" (L. Jones); (21) "From measurement to conjecture and proof in geometry problems--students' use of measurements in the computer environment" (K. Kakihana, K. Shimizu, and N. Nohda); (22) "Mathematics teachers' training: Some remarks about the role of self-identification" (M. Kaldrimidou and M. Tzekaki); (23) "To have or not to have mathematical ability, and what is the question" (R. Karsenty and S. Vinner); (24) "Invisible angles and visible parallels which bring deconstruction to geometry" (E. Kopelman); (25) "Research on the complementarity of intuition and logical thinking in the process of understanding mathematics: An examination of the two-axes process model by analyzing an elementary school mathematics class" (M. Koyama); (26) "Application of reification theory in translating verbal expressions and statements into algebraic expressions" (B. Kutscher); (27) "Measures of teachers' attitudes towards mathematical modeling" (J.I. Kyeleve and J. Williams); (28) "Innovation-in-practice: Teacher strategies and beliefs constructed with computer-based exploratory classroom mathematics" (C. Kynigos); (29) "The implementation of curriculum policy on classroom organization in primary mathematics in Cyprus" (L. Kyriakides); (30) "Partitioning and unitizing" (S.J. Lamon); (31) "Simultaneously assessing intended, implemented and attained conceptions about the gradient" (A.C. Leal, A.B. Ciani, I.G. Do Prado, L.F. Da Silva, P.R. Linardi, R.R. Baldino and T.C.B. Cabral); (32) "When change becomes the name of the game: Mathematics teachers in transition to a new learning environment" (I. Levenberg and A. Sfard); (33) "The competition between numbers and structure" (L. Linchevski and D. Livneh); (34)"Situated intuitions, concrete manipulations and the construction of mathematical concepts: The case of integers" (L. Linchevski and J. Williams); (35) "Secondary pupils' translations of algebraic relationships into everyday language: A Hong Kong study" (F. Lopez-Real); (36) "Letting go: An approach to geometric problem solving" (E. Love); (37) "Learning to formulate equations for problems" (M. MacGregor and K. Stacey); (38) "Origins of students' interpretations of algebraic notation" (M. MacGregor and K. Stacey); (39) "Mathematical beliefs behind school performances" (M.L. Malmivuori and E. Pehkonen); (40) "Preservice secondary mathematics teachers' beliefs: Two case studies of emerging and evolving perceptions" (J.A. Malone); (41) "On the notion of function" (J. Mamona-Downs); (42)"Reasoning geometrically through the drawing activity" (M.A. Mariotti); (43) "Thinking about geometrical shapes in a computer based environment" (C. Markopoulos and D. Potari); (44) "The quest for meaning in students' mathematical modelling activity" (J.F. Matos and S. Carreira); (45) "The role of imagery and discourse in supporting the development of mathematical meaning" (K. McClain and P. Cobb); (46) "The origins and developments of the NCTM professional standards for teaching mathematics" (D. McLeod); (47) "Mathematics and the sign" (O. McNamara); (48) "Student's early algebraic activity: Sense making and the production of meanings in mathematics" (L. Meira); (49) "Performance and understanding: A closer look at comparison word problems" (I. Mekhmandarov, R. Meron, and I. Peled); (50)"Graphing calculators and pre-calculus: An exploration of some aspects of students' understanding" (V.M. Mesa and P. Gomez); (51) "On the utilization of encoding procedures on the treatment of geometrical problems" (A.L. Mesquita); (52) "Children's developing multiplication and division strategies" (M. Mitchelmore and J. Mulligan); and (53) "Children's concepts of turning: Dynamic or static?" (M. Mitchelmore and P. White). (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 and addenda, see SE 064 730-734.