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Heirdsfield, Ann M. – International Group for the Psychology of Mathematics Education, 2003

The focus of this study was to investigate mental computation conceptual frameworks that Heirdsfield (2001c) formulated to explain the difference between proficient (accurate and flexible) mental computers and accurate (but not flexible) mental computers. A further aim was to explore the potential for students' developing efficient mental…

Descriptors: Mental Computation, Mathematical Logic, Mathematics Instruction, Cognitive Processes

Grootenboer, Peter – International Group for the Psychology of Mathematics Education, 2003

This paper documents a study concerned with examining the affective response to mathematics among 45 primary school students. The study sought to examine how the children's emerging beliefs, attitudes and feelings about mathematics impacted on their learning of the subject. A particular finding was that these beliefs, attitudes and feelings were…

Descriptors: Beliefs, Number Concepts, Primary Education, Mathematics

Leung, Allen – International Group for the Psychology of Mathematics Education, 2003

In this paper, the theory of variation in the tradition of phenomenographic research approach is placed in the context of Dynamic Geometry Environment (DGE). Central concepts of discernment, variation, simultaneity and space of learning in the theory of variation are discussed for simple dragging episodes in DGE to illustrate the potential…

Descriptors: Research Methodology, Geometry, Geometric Concepts, Phenomenology

Hegedus, Stephen J.; Kaput, Jim – International Group for the Psychology of Mathematics Education, 2003

We report the findings of an empirical analysis of the performance of a group of middle and high school students before and after an after-school algebra enrichment program using the SimCalc software incorporating classroom networks. The results highlight statistically significant gains in their learning and briefly outline contributing factors of…

Descriptors: Enrichment Activities, Algebra, High School Students, Secondary School Mathematics

Maracci, Mirko – International Group for the Psychology of Mathematics Education, 2003

This paper reports on the first stage of a research project still in progress aiming at identifying undergraduate students' difficulties and errors in solving linear algebra problems. Some students' difficulties related to very basic notions of vector space theory are shown and discussed with respect to both Balacheff's theory of conceptions and…

Descriptors: Undergraduate Students, Algebra, Learning Theories, Models

Ng, Sharon Sui Ngan; Lopez-Real, Francis; Rao, Nirmala – International Group for the Psychology of Mathematics Education, 2003

This paper describes a pilot study which is part of a larger research project into theories underpinning the teaching and learning of early mathematics in Hong Kong. In this pilot study we focus on the relationship between teachers' beliefs and their instructional practice in pre-school and lower primary school. Findings reveal that there were…

Descriptors: Primary Education, Foreign Countries, Kindergarten, Teacher Attitudes

Nisbet, Steven – International Group for the Psychology of Mathematics Education, 2003

This paper explores the role of organising data in representing numerical data in an organised way--a skill which does not come naturally to most students. Grade 6 children were given a series of lessons on organising data and then representing the data graphically. It was found that after instruction, more students were able to reorganise the…

Descriptors: International Cooperation, World Affairs, Grade 6, Foreign Countries

Hazzan, Orit; Zazkis, Rina – International Group for the Psychology of Mathematics Education, 2003

There is a growing interest in the mathematics education community in the notion of abstraction and its significance in the learning of mathematics. "Reducing abstraction" is a theoretical framework that examines learners' behavior in terms of coping with abstraction level. This article extends the scope of applicability of this…

Descriptors: Mathematics Education, Abstract Reasoning, Mathematical Logic, Elementary School Mathematics

Mariotti, Maria Alessandra; Laborde, Colette; Falcade, Rossana – International Group for the Psychology of Mathematics Education, 2003

Assuming that dynamic features of Dynamic Geometry Software may provide a basic representation of both variation and functional dependency, and taking Vygotskian perspective of semiotic mediation, a teaching experiment has been designed with the aim of introducing pupils to the idea of function. First data coming from the observations in Italian…

Descriptors: Mathematics, Foreign Countries, Mathematics Instruction, Experiments

Hewitt, Dave – International Group for the Psychology of Mathematics Education, 2003

This paper reports on part of a wider study on the teaching and learning of the conventions of formal algebraic notation. Through the analysis of paper tasks given to teachers I argue that not only does the inherent mathematical structure have an effect on the way in which an equation is manipulated but also the visual impact of notation itself.…

Descriptors: Student Attitudes, Equations (Mathematics), Algebra, Coding

Howe, Ann C.; Berenson, Sarah B. – International Group for the Psychology of Mathematics Education, 2003

The participation of women in graduate studies and mathematics-related careers remains a social and economic problem in the United States. Part of a larger study to understand this lack of participation, here we present preliminary findings of girls who are high achievers in middle grades mathematics. This interpretive study documents girls'…

Descriptors: Females, Assertiveness, Mathematics Achievement, High Achievement

Jirotkova, Darina; Littler, Graham – International Group for the Psychology of Mathematics Education, 2003

The research described in this paper was undertaken to determine student-teachers' understanding of infinity in a geometrical context. The methods of analysis of students' responses is presented and these were found to be universally applicable. The findings show that school mathematics does not generally develop the students' ideas of infinity…

Descriptors: Mathematics Education, Cognitive Ability, Geometry, Foreign Countries

McClain, Kay – International Group for the Psychology of Mathematics Education, 2003

This paper provides an analysis of a teacher development experiment (cf. Simon, 2000) designed to support teachers' understandings of statistical data analysis. The experiment was conducted as part of collaborative efforts between the author and a cohort of middle-school mathematics teachers during the 2000-2001 academic year. Analysis of the…

Descriptors: Statistical Data, Data Analysis, Mathematics Teachers, Mathematics Instruction

Moschkovich, Judit – International Group for the Psychology of Mathematics Education, 2003

In this paper I use situated and socio-cultural perspective (Gee, 1996 & 1999) to examine descriptions of mathematical discourse and an example of student talk in a mathematics classroom. Using this example, I discuss how the distinction between everyday and mathematical discourse can help or hinder us in hearing the mathematical content in…

Descriptors: Classroom Communication, Mathematics Instruction, Mathematics Education, Language Styles

Mousley, Judith A. – International Group for the Psychology of Mathematics Education, 2003

One mathematics lesson was planned by two Grade 2 teachers together. Their separate teaching of it was videotaped, and each teacher was interviewed before and after her lesson. The "same" lesson resulted in different sets of worthwhile learning outcomes. In this research report, the notion of situated cognition is used as a tool for analysis of…

Descriptors: Learning Strategies, Mathematical Concepts, Grade 2, Visual Aids