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 3

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Autor/in	Pateman, Neil A., Ed
Sonst. Personen	Dougherty, Barbara J. (Hrsg.); Zilliox, Joseph T. (Hrsg.)
Institution	International Group for the Psychology of Mathematics Education.
Titel	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 3
Quelle	(2003), (469 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0771-100X
Schlagwörter	Tagungsbericht; Preservice Teacher Education; Preservice Teachers; Mathematics Education; Validity; Elementary School Students; Student Attitudes; Mathematical Models; Algebra; Mathematical Concepts; Student Teacher Attitudes; Interviews; Questioning Techniques; Elementary School Mathematics; Mathematical Logic; Computation; Visual Stimuli; Language Teachers; Educational Trends; Gender Differences; High Achievement; Mathematics Achievement; Cognitive Processes; Geometry; Problem Solving; Equations (Mathematics); Multiplication; Foreign Countries; Teacher Effectiveness; Teaching Methods; Multilingualism; Theories; Computer Uses in Education; Educational Technology; Secondary School Mathematics; Mathematics Teachers; Thinking Skills; Probability; Concept Formation; Figurative Language; Student Projects; Comprehension; Student Evaluation; Correlation; Classroom Techniques; Educational Change; Graphs; Statistics; Faculty Development; Recreational Activities; Number Concepts; Learning Processes; Writing Skills; Cooperative Learning; Elementary School Teachers; Secondary School Teachers; Definitions; Teaching Skills; Mentors; Data Analysis; Behavior Theories; Cognitive Development; Computer Software; Metacognition; Evaluation Methods; Self Esteem; Student Centered Curriculum; Cyprus; New Zealand; Pakistan; South Korea + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematische Bildung; Gültigkeit; Schülerverhalten; Mathematical model; Mathematisches Modell; Interviewing; Interviewtechnik; Befragungstechnik; Fragetechnik; Elementare Mathematik; Schulmathematik; Mathematical logics; Mathematische Logik; Language teacher; Sprachunterricht; Bildungsentwicklung; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Cognitive process; Kognitiver Prozess; Geometrie; Problemlösen; Equations; Mathematics; Gleichungslehre; Multiplikation; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Theory; Theorie; Computernutzung; Unterrichtsmedien; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Denkfähigkeit; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Concept learning; Begriffsbildung; Schulprojekt; Verstehen; Verständnis; Schulnote; Studentische Bewertung; Korrelation; Klassenführung; Bildungsreform; Grafische Darstellung; Statistik; Freizeitgestaltung; Number concept; Zahlbegriff; Learning process; Lernprozess; Writing skill; Schreibfertigkeit; Kooperatives Lernen; Elementary school; Grundschule; Volksschule; Begriffsbestimmung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Auswertung; Kognitive Entwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-esteem; Selbstaufmerksamkeit; Zypern; Neuseeland; Korea; Republik
Abstract	This volume of the 27th International Group for the Psychology of Mathematics Education Conference includes the following research reports: (1) The Affective Views of Primary School Children (Peter Grootenboer); (2) Theoretical Model of Analysis of Rate Problems in Algebra (Jose Guzman, Nadine Bednarz and Fernando Hitt); (3) Locating Fractions on A Number Line (Markku S. Hannula); (4) Preservice Teachers' Conceptions about Y=X+5: Do They See a Function? (Orjan Hansson and Barbro Grevholm); (5) Daring to Ask the Hard Questions: The Effect of Clinical Interview Training upon Teachers Classroom Questioning (Hanna Haydar); (6) Reducing Abstraction: The Case of Elementary Mathematics (Orit Hazzan and Rina Zazkis); (7) The Effect of a Simcalc Connected Classroom on Students' Algebraic Thinking (Stephen J. Hegedus and James J. Kaput); (8) "Spontaneous" Mental Computation Strategies (Ann Heirdsfield); (9) Notation Issues: Visual Effects and Ordering Operations (Dave Hewitt); (10) Attitudes of Mathematics and Language Teachers Towards New Educational Trends (Marie Hofmannova, Jarmila Novotna and Zuzana Hadj-Moussova); (11) Gender Differences in the Early Years in Addition and Subtraction ( Marj Horne); (12) High Achieving Girls in Mathematics: What's Wrong with Working Hard? (Ann C. Howe and Sarah B. Berenson); (13) Mental Functioning of Instruments in the Learning of Geometrical Transformations (Veronica Hoyos); (14) A Perspective for Examining the Link between Problem Solving and Problem Posing (Stephen Hwang and Jinfa Cai): (15) Multiplicative Strategies of New Zealand Secondary School Authors (Kathryn Irwin); (16) Effective Vs. Efficient: Teaching Methods of Solving Linear Equations (Kathy M. C. Ivey); (17) Student's Concept of Infinity in the Context if a Simple Geometrical Construct (Darina Jirotkova and Graham H. Littler); (18) Beyond Discourse: A Multimodal Perspective of Learning Mathematics in a Multilingual Context ( Lena Licon Khisty, Hector Morales and Kathryn Chval); (19) Spontaneous Emergence of Elementary Number-Theoretic Concepts and Techniques in Interaction with Computing Technology (Carolyn Kieran and Jose Guzman); (20) Secondary School Mathematics Preservice Teachers' Probabilistic Reasoning in Individual and Pair Settings (Hari P. Koirala); (21) Social Transformation of Students' Conceptual Model: Analysis of Students' Use of Metaphor for Differential Equations (Oh-Nam Kwon, Kyoung Hee Cho, Kyung Hee Shin and Jeong Sook Park); (22) 13 Year-Olds' Meanings around Intrinsic Curves with a Medium for Symbolic Expression and Dynamic Manipulation (Kynigos Chronis, and Georgos Psycharis); (23) The Probabilistic Thinking of Primary School Pupils in Cyprus: The Case of Tree Diagrams (Iasonas Lamprianou and Thekla Afantiti Lamprianou); (24) Pre-Service Teachers' Transition from "Knowing That" to "Knowing Why" via Computerized Project-Based-Learning (Ilana Lavy and Atara Shriki): (25) Mathematics Competitions, Gender, and Grade Level: Does Time Make a Difference (Gilah C. Leder and David G. Pederson, Graham H. Pollard); (26) Dynamic Geometry and the Theory of Variation (Allen Leung); (27) Enhancing Teachers' Understanding of Students' Learning by using Assessment Tasks (Pi-Jen Lin); (28) Early Mathematics Teaching: The Relationship between Teachers' Beliefs and Classroom Practices (Francis Lopez-Real and Nirmala Rao); (29) Factors Motivating Reform: Learning from Teachers' Stories (Azita Manouchehri); (30) Difficulties in Vector Space Theory: A Compared Analysis in Terms of Conceptions and Tacit Models (Mirko Maracci); (31) Function and Graph in Dgs Environment (Rossana Falcade, Maria Alessandra Mariotti and Colette Laborde); (32) Collective Mathematical Understanding as an Improvisational Process (Lyndon Martin and Jo Towers); (33) Supporting Teacher Change: A Case from Statistics (Kay McClain); (34) Describing the Practice of Effective Teachers of Mathematics in the Early Years (Andrea McDonough and Doug Clarke); (35) Mathematics Professional Development as the Development of Communities of Practice (Rebecca McGraw, Fran Arbaugh, Kathleen Lynch and Catherine A. Brown); (36) The Emergence of Mathematical Goals in a Recreational Practice (Luciano Meira and Monica Correira); (37) Abstracting the Density of Numbers on the Number Line--A Quasi-Experimental Study (Kaarina Merenluoto); (38) Measuring Children's Proportional Reasoning, The "Tendency" for an Additive Strategy and the Effect of Models (Christina Misailidou and Julian Williams); (39) Mathematicians' Writing (Morten Misfeldt); (40) A Co-Learning Partnership in Mathematics Lower Secondary Classroom in Pakistan: Theory into Practice (Razia Fakir Mohammad); (41) Prospective Elementary Teachers' Misunderstandings in Solving Ratio and Proportion Problems (Cecilia Monteiro); (42) What Counts as Mathematical Discourse? (Judit Moschkovich); (43) Mathematical and Pedagogical Understanding as Situated Cognition (Judith A. Mousley); (44) The Relative Influence of the Teacher in Third Grade Mathematics Classrooms (Hanlie Murray); (45) The Activity of Defining (Talli Nachlieli and Anna Sfard); (46) Collective Learning Structures: Complexity Science Metaphors for Teaching (Immaculate Namukasa); (47) Mathematicians on Concept Image Construction: "Single Landscape" vs "Your Own Tailor-Made Brain Version" (Elena Nardi and Paola Iannone); (48) Learning in and from Practice: Pre-Service Teachers Investigate their Mathematics Teaching (Cynthia Nicol and Sandra Crespo); (49) Mentoring Teaching of Mathematics in Teacher Education (Vivi Nilssen); (50) Getting Organised: The Role of Data Organisation in Students' Representation of Numerical Data (Steven Nisbet); (51) Strong and Weak Metaphors for Limits (Michael C. F. Oehrtman); (52) Applying Theory of Planned Behavior Model on Studying Teachers' Change in Mathematics Instruction (Youngyoul Oh); (53) Characteristics of 5th Graders' Logical Development through Learning Division with Decimals (Masakazu Okazaki); (54) Nathan's Strategies for Simplifying and Adding Fractions in Third Grade (John Olive); (55) Cabri as a Shared Workspace within the Proving Process (Federica Olivero); (56) The Construct Validity of an Inventory for the Measurement of Young Pupils' Metacognitive Abilities in Mathematics (Areti Panaoura and George Philippou); (57) Student-Centered Teaching Practices in Korean Elementary Mathematics Classrooms (Jeong Suk Pang); and (58) On Pupils' Self-Confidence in Mathematics: Gender Comparisons (Erkki Pehkonen, Anu Nurmi, Markku Hannula and Hanna Maijala). An author index is included. (Individual papers contain references.) [For Volume 2 of the 2003 Proceedings, see ED500859. For Volume 4, see ED500860.] (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10