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ERIC Number: ED500859
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 462
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0771-100X
Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003). Volume 2
Pateman, Neil A., Ed.; Dougherty, Barbara J., Ed.; Zilliox, Joseph T., Ed.
International Group for the Psychology of Mathematics Education
This volume of the 27th International Group for the Psychology of Mathematics Education Conference presents the following research reports: (1) Text Talk, Body Talk, Table Talk: A Design of Ratio and Proportion as Classroom Parallel Events (Dor Abrahamson); (2) Generalizing the Context and Generalising the Calculation (Janet Ainley); (3) Interview Design for Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (4) Modeling Outcomes from Probability Tasks: Sixth Graders Reasoning Together (Alice Alston and Carolyn A. Maher); (5) A Web-Based Survey to Assess Prospective Elementary School Teachers' Beliefs about Mathematics and Mathematics Learning: An Alternative to Likert Scales (Rebecca C., Ambrose, Randolph Philipp, Jennifer Chauvot, and Lisa Clement); (6) "Sensing": Supporting Student Understanding of Decimal Knowledge (Glenda Anthony); (7) Non-Examples and Proof By Contradiction (Samuele Antonini); (8) Thematization of the Calculus Graphing (Bernadette Baker, Maria Trigueros, and Laurel Cooley); (9) Attention to Mathematical Structure during Participation in a Mathematics Classroom Task By Learners of English as an Additional Language (EAL) (Richard Barwell); (10) Levels of Sophistication in Elementary Students' Reasoning about Length (Michael T. Battista); (11) Australian Indigenous Students' Knowledge of Two-Digit Numeration: Adding One Ten (Annette Baturo); (12) Using Instructional Representations of Ratio as an Assessment Tool ff Subject Matter Knowledge (Sarah B. Berenson and Rod Nason); (13) A Social Extension of a Psychological Interest Theory (Angelika Bikner-Ahsbahs); (14) Particular and General in Early Symbolic Manipulation (Liz Bills, Janet Ainley and Kirsty Wilson); (15) The Nature of Scaffolding in Undergraduate Students' Transition to Mathematical Proof (Maria Blanton, Despina A. Stylianou, and Manuela David); (16) Children's Conceptions of Infinity of Numbers in a Fifth Grade Classroom Discussion Context (Paolo Boero, Nadia Douek, and Rossella Garuti); (17) Investigating the Mathematics Incorporated in the Real World as a Starting Point for Mathematics Classroom Activities (Cinzia Bonotto); (18) Fourth Graders Solving Equations (Barbara M. Brizuela and Analucia Schliemann); (19) An Examination of How People with Diverse Background Talk about Mathematics Teaching and Learning Both Face-To-Face and On-Line (Catherine A. Brown, and Yusuf Koc); (20) Mathematical Identity in Initial Teacher Training (Tony Brown); (21) Using Research to Inform Practice: Children Make Sense of Division of Fractions (Sylvia Bulgar); (22) Developing and Connecting Calculus Students' Notions of Rate-of-Change and Accumulation: The Fundamental Theorem of Calculus (Marilyn Carson, Nanci Smith, and Joni Persson); (23) Guess My Rule Revisited (David W. Carraher and Darrell S. Earnest); (24) Building Theories: Working In A Microworld and Writing the Mathematical Notebook (Michele Cerulli and Maria Alessandra Mariotti); (25) Teacher Investigations of Students' Work: Meeting the Challenge of Attending to Students' Thinking (Michelle T. Chamberlin); (26) Teachers' Conceptions of Mathematical Word Problems: A Basis for Professional Development (Olive Chapman); (27) Testing A Comprehensive Model for Measuring Problem Solving and Problem Posing Skills of Primary Pupils (Charalambos Charalambous, Leonidas Kyriakides, and George Philippou); (28) Mathematical Proof as Formal Procept in Advanced Mathematical Thinking (Erh-Tsung Chin); (29) A Methodological Approach for Developing Rubrics for Research Purposes (Lisa Clement, Jennifer Chauvot, Randolph Philipp, and Rebecca Ambrose); (30) Curved Solids Nets (Nitsa Cohen); (31) Preservice Elementary Teachers' Solution Processes to Problematic Addition and Subtraction Word Problems Involving Ordinal Numbers and Their Interpretations of Solutions (Jose N. Contreras and Armando M. Martinez-Cruz); (32) Open-Ended Realistic Division Problems, Generalisation and Early Algebra (Tom J. Cooper and Elizabeth Warren); (33) A Cognitive Model of Experts' Algebraic Solving Methods (Anibal Cortes); (34) Learning to Investigate Students' Mathematical Thinking: The Role of Student Interviews (Sandra Crespo and Cynthia Nicol); (35) Affective Aspects on Mathematics Conceptualization: From Dichotomies to an Integrated Approach (Falcao Da Rocha, Jorge Tarcisio, Claudia Roberta De Araujo, Fernanda Andrade, Izabel Hazin, Jorge Costa Do Nascimento, and Monica Maria Lins Lessa); (36) What Can We Learn about Cognitive Learning Processes by Asking the Pupils? (Bettina Dahl); (37) Knowledge Sharing Systems: Advantages of Public Anonymity and Private Accountability (Sarah M. Davis); (38) Secondary School Students' Improper Proportional Reasoning: The Role of Direct Versus Indirect Measures (Dirk De Bock, Wim Van Dooren, Elke De Bolle, Dirk Janssens, and Lieven Verschaffel); (39) Thinking in Ordinary Lessons: What Happened When Nine Teachers Believed Their Failing Students Could Think Mathematically (Els De Geest, Anne Watson, and Steph Prestage); (40) Towards a Redefinition of the Mathematics Culture in the Classroom (Inaqui De Olaizola and Manuel Santos-Trigo); (41) Scaling Up Strategies for Change (Truus Dekker and Els Feijs); (42) Representational Ability and Understanding of Derivative (Delos Santos, Alan Gil and Michael O. J. Thomas); (43) Using Students' Ways of Thinking to Re-Cast the Tasks of Teaching about Functions (Helen M. Doerr); (44) From Oral to Written Texts in Grade 1 and the Approach to Mathematical Argumentation (Nadia Douek and Michel Pichat); (45) Young Children's Understanding of Geometric Shapes: The Role of Geometric Models (Iliada Elia, Athanasios Gagatsis, and Leonidas Kyriakides); (46) Perspective-Taking in Middle-School Mathematical Modelling: A Teacher Case Study (Lyn D. English and Helen M. Doerr); (47) Bridging Mathematical Knowledge from Different Cultures: Proposals for an Intercultural and Interdisciplinary Curriculum (Franco, M. Favilli, Luisa Oliveras, and Margarida Cesar); (48) Metaphors as Vehicles of Knowledge: An Exploratory Analysis (Francesca Ferrara); (49) Equity and Beliefs about the Efficacy of Computers for Mathematics Learning (Helen J. Forgasz); (50) Identifying a Research Agenda: The Interaction of Technology with the Teaching and Learning of Data Analysis and Statistics (Susan N. Friel); (51) To Produce Conjectures and to Prove Them within a Dynamic Geometry Environment: A Case Study (Fulvia Furinghetti and Domingo Paola); (52) "It Is Possible to Die before Being Born". Negative Integers Subtraction: A Case Study (Aurora Gallardo); (53) Evolution of Forms of Representation In a Modelling Activity: A Case Study (Rossella Garuti, Carlo Dapueto, and Paolo Boero); (54) Key Transitions in Counting Development for Young Children Who Experience Difficulty (Ann Gervasoni); (55) One Line Proof: What Can Go Wrong? (Soheila Gholamazad, Peter Liljedahl, and Rina Zazkis); (56) On Line Professional Community Development and Collaborative Discourse In Geometry (Joaquin Gimenez and Marcelo Barrial); and (57) Descriptions and Definitions in the Teaching of Elementary Calculus (Victor Giraldo, Luiz Mariano Carvalho, and David Tall). (Individual papers contain references, tables, and figures.)[For volume 1 of these proceedings, see ED500857.]
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: info@igpme.org; Web site: http://igpme.org
Publication Type: Collected Works - Proceedings
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.
Identifiers - Location: Australia