Proceedings of the Annual Conference of the International Group for the Psychology of Mathematics Education with the North American Chapter 12th PME-NA Conference (14th, Mexico, July 15-20, 1990), Volume 3.

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Autor/in	de Mendicuti, Teresa N.
Sonst. Personen	Booker, George (Hrsg.); Cobb, Paul (Hrsg.)
Institution	International Group for the Psychology of Mathematics Education.
Titel	Proceedings of the Annual Conference of the International Group for the Psychology of Mathematics Education with the North American Chapter 12th PME-NA Conference (14th, Mexico, July 15-20, 1990), Volume 3.
Quelle	(1990), (357 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	französisch; spanisch; englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; Mathematics Education + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Bildung
Abstract	This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) contains the following research papers: "The Construct Theory of Rational Numbers: Toward a Semantic Analysis" (M. Behr & G. Harel); "Reflections on Dealing: An Analysis of One Child's Interpretations" (G. Davis); "About Intuitional Knowledge of Density in Elementary School" (J. Gimenez); "Understanding the Multiplicative Structure: Concepts at the Undergraduate Level" (G. Harel & M. Behr); "A Contextual Approach to the Teaching and Learning of Mathematics: Outlining a Teaching Strategy that Makes Use of Pupil's Real World Experiences and Strategies, and the Results of the First Teaching Experiment of Project" (T.O. Keranto); "On Children's Mathematics Informal Method" (F.L. Lin & L.R. Booth); "A Case Study of the Role of Unitizing Operations with Natural Numbers in the Conceptualization of Fractions" (A. Ludlow); "Constructing Fractions in Computer Microworlds" (J. Olive & L.P. Steffe); "Proportional Reasoning: From Shopping to Kitchens, Laboratories, and Hopefully, Schools" (A.D. Schliemann & V.P. Magalhaes); "The Fraction Concept in Comprehensive School at Grade Levels 3-6 in Finland" (T. Strang); "Critical Decisions in the Generalization Process: A Methodology for Researching Pupil Collaboration in Computer and Non Computer Environments" (L. Healy, C. Hoyles, & R.J. Sutherland); "'Scaffolding' a Crutch or a Support for Pupils' Sense-Making in Learning Mathematics" (B. Jaworski); "The Role of Mathematical Knowledge in Children's Understanding of Geographical Concepts" (R.G. Kaplan); "Speaking Mathematically in Bilingual Classrooms: An Exploratory Study of Teacher Discourse" (L.L. Khisty, D.B. McLeod, & K. Bertilson); "The Emergence of Mathematical Argumentation in the Small Group Interaction of Second Graders" (G. Krummheuer & E. Yackel); "Potential Mathematics Learning Opportunities in Grade Three Class Discussions" (J.J. Lo, G.H. Wheatley, & A.C. Smith); "Certain Metonymic Aspects of Mathematical Discourse" (D.J. Pimm); "Inverse Relations: The Case of the Quantity of Matter" (R. Stavv & T. Rager); "The Development of Mathematical Discussion" (T. Wood); "Estrategias y Argumentos en el Estudio Descriptivo de la Asociacion Usando Microordenadores" (J.D. Godino, C. Batanero, & A.E. Castro); "Computerized Tools and the Process of Modeling" (C. Hancock & J. Kaput); "Examples of Incorrect Use of Analogy in Word Problems" (L. Bazzini); "Children's Pre-concept of Multiplication: Procedural Understanding" (C. Beattys, N. Herscovics, & N. Nantais); "The Kindergartners' Knowledge of Numerals" (J.C. Bergeron); "An Analysis of the Value and Limitations of Mathematical Representations Used by Teachers and Young Children" (G.M. Bouton-Lewis & G.S. Halford); "A Study on the Development of Second-Graders' Ability in Solving Two-Step Problems" (F. Cao); "Understanding the Division Algorithm from New Perspectives" (D.W. Carraher); "Negative Numbers Without the Minus Sign" (T.N. Carraher); "Learning Difficulties Behind the Notion of Absolute Value" (I. Chiarugi, G. Fracassina, & F. Furinghetti); "Le Role de la Representation dans la Resolution des Problemes Additifs" (R.F. Damm); "Using a Computerized Tool to Promote Students''Number Sense' and Problem Solving Strategies" (N. Hativa, V. Bill, S. Hershkovitz, & I. Machmandrow); "Children's Understanding of Compensation, Addition and Subtraction in Part/Whole Relationships" (K.C. Irwin); "Factors Affecting Children's Strategies and Success in Estimation" (C. Morgan); "Assessment in Primary Mathematics: The Effects of Item Readability" (J.A. Mousley); "Social Sense-Making in Mathematics: Children's Ideas of Negative Numbers" (S. Mukhopadhyay, L. B. Resnick, & L. Schauble); "Children's Pre-Concept of Multiplication: Logico Physical Abstraction" (N. Nantais & N. Herscovics); "Building on Young Children's Informal Arithmetical Knowledge" (A.I. Oliver, A. Murray, & P. Human); "From Protoquantities to Number Sense" (L.B. Resnick, S. Lesgold, & V. Bill); "Prospective Elementary Teachers' Knowledge of Division" (M.A. Simon); "Relative and Absolute Error in Computational Estimation" (J. Sowder, L. Sowder, & Z. Markovits); "A Child Generated Multiplying Scheme" (L. Steffe); and "Salient Aspects of Experience with Concrete Manipulatives" (P. Thompson & A.G. Thompson). Includes a listing of author addresses. (MKR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01