ERIC Number: ED499417
Record Type: Non-Journal
Publication Date: 2007
Reference Count: N/A
Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 2
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 second volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Alc- through Hal-. Reports include: (1) How Do Your Students Think about Proof? A DVD Resource for Mathematicians (Lara Alcock); (2) Teachers' Conceptions of Mathematical Challenge in School Mathematics (Mark Applebaum and Roza Leikin); (3) Semiotic Games: The Role of the Teacher (Ferdinando Arzarello and Domingo Paola); (4) Examples, a Missing Link (Amir H. Asghari); (5) Scaffolding Revisited: From Tool for Result to Tool-and-Result (Mike Askew); (6) How Can We Assess Mathematical Understanding? (Patrick Barmby, Tony Harries, Steve Higgins, and Jennifer Suggate); (7) The Discursive Construction of Mathematical Thinking: The Role of Researchers' Descriptions (Richard Barwell); (8) Authority and Esteem Effects of Enhancing Remote Indigenous Teacher-Assistants' Mathematics-Education Knowledge and Skills (Annette R. Baturo, Tom J. Cooper, and Katherine Doyle); (9) Raising Students' Understanding: Linear Algebra (Marianna Bogomolny); (10) Informal Conceptions of Distribution Held by Elementary Preservice Teachers (Daniel L. Canada); (11) First Graders' Strategies for Numerical Notation, Number Reading and the Number Concept (Gabrielle A. Cayton and Barbara M. Brizuela); (12) An Exploratory Study of Elementary Beginning Mathematics Teacher Efficacy (Y. L. Chang and S. C. Wu); (13) Preservice Secondary Mathematics Teachers' Knowledge and Inquiry Teaching Approaches (Olive Chapman); (14) Developing and Testing a Scale for Measuring Students' Understanding of Fractions (Charalambos Y. Charalambous); (15) The Effectiveness and Limitation of Reading and Coloring Strategy in Learning Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (16) Grade 5/6 Teachers' Perceptions of Algebra in the Primary School Curriculum (Helen L. Chick and Kiri Harris); (17) The Influence of Inquiry-Based MathematicsTeaching on 11th Grade High Achievers: Focusing on Metacognition (Erh-Tsung Chin, Yung-Chi Lin, Chih-Wei Chuang, and Hsiao-Lin Tuan); (18) The Effects of "Spatial Geometry Curriculum with 3D DGS" in Lower Secondary School Mathematics (Kimiho Chino, Tatsuo Morozumi, Hitoshi Arai, Fumihiro Ogihara, Yuichi Oguchi, and Mikio Miyazaki); (19) Mathematics as Mother/Basis of Science in Affect: Analysis of TIMSS 2003 Data (Mei-Shiu Chiu); (20) Mediating Model between Logo and DGS for Planar Curves (Han Hyuk Cho, Min Ho Song, and Hwa Kyung Kim); (21) Comparing Korean and U.S. Third Grade Elementary Student Conceptual Understanding of Basic Multiplication Facts (Insook Chung and Hee-Chan Lew); (22) Self-Monitoring by Lesson Reports from Teachers in Problem-Solving Maths Lessons (Christina Collet, Regina Bruder, and Evelyn Komorek); (23) Mathematics Education and Torres Strait Islander Blocklaying Students: The Power of Vocational Context and Structural Understanding (Tom J. Cooper, Annette R. Baturo, Bronwyn Ewing, Elizabeth Duus, and Kaitlin Moore); (24) Interdisciplinary Learning and Perceptions of Interconnectedness of Mathematics (Ng Kit Ee Dawn, Gloria Stillman, and Kaye Stacey); (25) The Treatment of Addition and Subtraction of Fractions in Cypriot, Irish, and Taiwanese Textbooks (Sean Delaney, Charalambos Y. Charalambous, Hui-Yu Hsu, and Vilma Mesa); (26) The Development of Primary Students' Knowledge of the Structured Number Line (Carmel Diezmann and Tom Lowrie); (27) Reasoning with Metaphors and Constructing an Understanding of the Mathematical Function Concept (Hamide Dogan-Dunlap); (28) Exploring the English Proficiency-Mathematical Proficiency Relationship in Learners: An Investigation Using Instructional English Computer Software (Anthony Essien and Mamokgethi Setati); (29) Vet in the Middle: Catering for Motivational Differences in Vocational Access Courses in Numeracy (Bronwyn Ewing, Annette Baturo, Tom Cooper, Elizabeth Duus, and Kaitlin Moore); (30) The Gendering of Mathematics in Israel and Australia (Helen J. Forgasz and David Mittelberg); (31) 21st Century Children, Numeracy and Technology: An Analysis of Peer-Reviewed Literature (Jillian L. Fox); (32) Teaching and Teacher's Competence with ICT in Mathematics in a Community of Inquiry (Anne Berit Fuglestad); (33) Statistical Inference in Textbooks: Mathematical and Everyday Contexts (Israel Garcia-Alonso and Juan Antonio Garcia-Cruz); (34) Pre-Service Elementary School Teachers' Experiences with the Process of Creating Proofs (Soheila Gholamazad); (35) International Survey of High School Students' Understanding of Key Concepts of Linearity (Carole Greenes, Kyung Yoon Chang, and David Ben-Chaim); and (36) Mathematical Beliefs in Pictures and Words Seen through "Multiple Eyes" (Stefan Halverscheid and Katrin Rolka). (Individual papers contain references.) [For other volumes in the series, see ED499416, ED499418, and ED499419.]
Descriptors: Secondary School Mathematics, Preservice Teachers, Mathematics Education, Teacher Effectiveness, Textbooks, Numeracy, Computer Software, Metacognition, Foreign Countries, Educational Technology, Elementary School Mathematics, Mathematics Teachers, Literature Reviews, Validity, Mathematical Logic, Educational Games, Computer Uses in Education, Teacher Role, Mathematics Skills, Scaffolding (Teaching Technique), Comprehension, Student Evaluation, Evaluation Methods, Thinking Skills, Self Esteem, Indigenous Populations, Teaching Assistants, Knowledge Base for Teaching, Algebra, Geometry, Spatial Ability, Beginning Teachers, Test Construction, Reading Skills, High Achievement, Inquiry, Mathematical Models, Problem Solving, Teaching Methods, Vocational Education, Interdisciplinary Approach, Language Proficiency, Correlation, Student Motivation, Gender Differences, Inferences, High School Students, Elementary School Students
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: email@example.com; Web site: http://igpme.org
Publication Type: Collected Works - Proceedings
Education Level: Elementary Secondary Education
Authoring Institution: International Group for the Psychology of Mathematics Education.
Identifiers - Location: Australia; Cyprus; Ireland; Israel; South Korea; Taiwan; United States