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ERIC Number: ED499416
Record Type: Non-Journal
Publication Date: 2007
Pages: 294
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0771-100X
Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 3
Woo, Jeong-Ho, Ed.; Lew, Hee-Chan, Ed.; Park, Kyo-Sik Park, Ed.; Seo, Dong-Yeop, Ed.
International Group for the Psychology of Mathematics Education
This third volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Han- through Miy-. Reports include: (1) Elementary Education Students' Memories of Mathematics in Family Context (Markku S. Hannula, Raimo Kaasila, Erkki Pehkonen, and Anu Laine); (2) Mistake-Handling Activities in the Mathematics Classroom: Effects of an In-Service Teacher Training on Students' Performance in Geometry (Aiso Heinze and Kristina Reiss); (3) Gender Similarities instead of Gender Differences: Students' Competences in Reasoning and Proof (Aiso Heinze, Stefan Ufer, and Kristina Reiss); (4) Studying Lesson Structure from the Perspective of Students' Meaning Construction: The Case of Two Japanese Mathematics Classrooms (Keiko Hino); (5) A Framework for Creating or Analyzing Japanese Lessons from the Viewpoint of Mathematical Activities: A Fraction Lesson (Kenji Hiraoka and Kaori Yoshida-Miyauchi); (6) Revisiting Discourse as an Instructional Resource: Practices that Create Spaces for Learning and Student Contributions (Lynn Liao Hodge, Qing Zhao, Jana Visnovska, and Paul Cobb); (7) An Illustration of Students' Engagement with Mathematical Software Using Remote Observation (Anesa Hosein, James Aczel, Doug Clow, and John T. E. Richardson); (8) Geometric Calculations are More than Just the Application of Procedural Knowledge (Hui-Yu Hsu); (9) Constructing Pedagogical Representations to Teach Linear Relations in Chinese and U.S. Classrooms (Rongjin Huang and Jinfa Cai); (10) Teachers as Researchers: Putting Mathematics at the Core (Danielle Huillet); (11) Can You Convince Me: Learning to Use Mathematical Argumentation (Roberta Hunter); (12) On the Mathematical Knowledge under Construction in the Classroom: A Comparative Study (M. Kaldrimidou, H. Sakonidis, and M. Tzekaki); (13) Students' Beliefs and Attitudes about Studying and Learning Mathematics (Eleftherios Kapetanas and Theodosios Zachariades); (14) "How Can We Describe the Relation between the Factored Form and the Expanded Form of These Trinomials? We Don't even Know If Our Paper-and-Pencil Factorizations are Right": The Case for Computer Algebra Systems (CAS) with Weaker Algebra Students (Carolyn Kieran and Caroline Damboise); (15) What Is a Beautiful Problem? An Undergraduate Students' Perspective (Boris Koichu, Efim Katz, and Abraham Berman); (16) Can Lessons Be Replicated? (Angelika Kullberg); (17) Problem Posing as a Means for Developing Mathematical Knowledge of Prospective Teachers (Ilana Lavy and Atara Shriki); (18) Activity-Based Class: Dilemma and Compromise (KyungHwa Lee); (19) Induction, Analogy, and Imagery in Geometric Reasoning (KyungHwa Lee; MinJung Kim; GwiSoo Na, DaeHee Han, and SangHun Song); (20) The Analysis of Activity That Gifted Students Construct Definition of Regular Polyhedra (KyungHwa Lee, EunSung Ko, and SangHun Song); (21) Multiple Solution Tasks as a Magnifying Glass for Observation of Mathematical Creativity (Roza Leikin and Miri Lev); (22) Interactive Whiteboards as Mediating Tools for Teaching Mathematics: Rhetoric or Reality? (Steve Lerman and Robyn Zevenbergen); (23) From Construction to Proof: Explanations in Dynamic Geometry Environment (Allen Leung and Chi Ming Or); (24) Prospective Middle School Teachers' Knowledge in Mathematics and Pedagogy for Teaching--The Case of Fraction Division (Yeping Li and Dennie Smith); (25) Improving Students' Algebraic Thinking: The Case of Talia (Kien Lim); (26) The Effect of a Mentoring Development Program on Mentors' Conceptualizing Mathematics Teaching and Mentoring (Pi-Jen Lin); (27) Uses of Examples in Geometric Conjecturing (Miao-Ling Lin and Chao-Jung Wu); (28) Algebrification of Arithmetic: Developing Algebraic Structure Sense in the Context of Arithmetic (Drora Livneh and Liora Linchevski); (29) The Potential of Patterning Activities to Generalization (Hsiu-Lan Ma); (30) Infinite Magnitude vs. Infinite Representation: The Story of [Pi] (Ami Mamolo); (31) The Ability of Sixth Grade Students in Korea and Israel to Cope with Number Sense Tasks (Zvia Markovits and JeongSuk Pang); (32) Creating Your Own Symbols: Beginning Algebraic Thinking with Indigenous Students (Chris Matthews, Tom J. Cooper, and Annette R. Baturo); (33) Exploring Students' Mathematics-Related Self Image as Learners (Silvana Martins Melo and Marcia Maria Fusaro Pinto); (34) Difficulties on Understanding the Indefinite Integral (N. Metaxas); (35) Detecting the Emergence and Development of Mathematical Discourse: A Novel Approach (Christina Misailidou); and (36) The Nature and Role of Proof When Installing Theorems: The Perspective of Geometry Teachers (Takeshi Miyakawa and Patricio Herbst). (Individual papers contain references.) [For other volumes in the series, see ED499417, ED499418, and ED499419.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Collected Works - Proceedings
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.
Identifiers - Location: China; Israel; South Korea