ERIC Number: ED471747
Record Type: RIE
Publication Date: 2002-Oct
Reference Count: N/A
Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, Georgia, October 26-29, 2002). Volumes 1-4.
Mewborn, Denise S., Ed.; Sztajn, Paola, Ed.; White, Dorothy Y., Ed.; Wiegel, Heide G., Ed.; Bryant, Robyn L., Ed.; Nooney, Kevin, Ed.
The proceedings of the 24th annual meeting of the Psychology of Mathematics Education North American Chapter (PME-NA) contains research reports, plenaries, and poster presentations. Papers include: (1) "What Do We Believe about Teacher Learning and How Can We Learn With and From Our Beliefs?" (Deborah Loewenberg Ball); (2) "Toward Evidence for Instructional Design Principles: Examples from Cognitive Tutor Math 6" (Kenneth R. Koedinger); (3) "Achieving Equity and Improving Teaching in Mathematics Education through Teacher Education and Professional Development" (Laurie E. Hart, and Martha Allexsaht-Snider); (4) "Exploration of Patterns and Recursive Functions" (Lourdes Guerrero and Antonio Rivera); (5) "Exploring the Role of Metonymy in Mathematical Understanding and Reasoning: The Concept of Derivative as an Example" (Michelle J. Zandieh); (6) "A Content Analysis of Exit Level Mathematics on the Texas Assessment of Academic Skills: Addressing the Issue of Instructional Decision-Making in Texas" (Jere Confrey and David Carrejo); (7) "Entailments of the Professed-Attributed Dichotomy for Research on Teachers' Beliefs and Practices" (Natasha M. Speer); (8) "Writing Conjectures in Geometrical Activities with Cabri-Geometre" (Ernesto A. Sanchez Sanchez and Miguel Mercado Martinez); (9) "Student-to-Student Questioning in the Development of Mathematical Understanding: Six High School Students Mathematizing a Shell" (Janet G. Walter and Carolyn A. Maher); (10) "Developing Students' Understanding of Exponents and Logarithms" (Keith Weber); (11) "Understanding Change: Epistemologies of Three Future Teachers of Elementary School Mathematics" (Jennifer Chauvot); (12) "A Framework for Posing Technology-Rich Mathematics Problems" (Nicholas Oppong); (13) "Theory and Practice of Mathematics Education Reform: Including the Teachers' Voice" (Azita Manouchehri); (14) "Learning Trajectories as Tools for Supporting Teacher Change: A Case from Statistical Data Analysis" (Kay McClain); (15) "The Impact of Teachers' Content Knowledge and Attitudes on Instructional Beliefs and Practices" (Jesse L.M. Wilkins); (16) "A Length Model of Fractions Puts Multiplication of Fractions in the Learning Zone of Fifth Graders" (Karen C. Fuson and Mindy Kalchman); (17) "Listening as a Vital Characteristic of Synergistic Argumentation for Enhanced Mathematical Learning in a Problem-Centered Environment" (Darlinda Cassell and Anne Reynolds); (18) "Teacher Identity and Knowledge in Elementary Mathematics" (Susan B. Empson, Corey Drake, and Debra L. Junk); and (19) "Viewing a Reform-Based Mathematics Curriculum through the Eyes of Two Veteran Teachers" (Ann Wallace and Miriam Gamoran Sherin). (NB)
Descriptors: Algebra, Cultural Influences, Educational Assessment, Elementary Secondary Education, Geometric Concepts, Geometry, Graphs, Mathematics Curriculum, Mathematics Instruction, Problem Solving, Statistics, Teaching Methods, Thinking Skills
ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080 ($65). Tel: 800-276-0462 (Toll Free).
Publication Type: Collected Works - Proceedings; ERIC Publications
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: International Group for the Psychology of Mathematics Education. North American Chapter.; ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.
Note: For individual papers, see SE 067 007-040.