PME28 Bergen, Norway 14–18 July 2004
The 28th International Conference of the International Group for the Psychology of Mathematics Education
All papers by presenting author
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A B C D E F G H I J K L M N O P Q R
Acuña Soto, ClaudiaPPSynoptical and epistemological vision of points in a figural task on the cartesian plane
Ainley, JanetRRConstructing meanings and utilities within algebraic tasks
Alatorre, SilviaRRProportional reasoning of quasi-illiterate adults
Alcock, LaraRRUses of example objects in proving
Amato, SolangeRRImproving student teachers’ attitudes to mathematics
Amit, MiriamRRTime and flow as parameters in international comparisons: a view from an eighth grade algebra lesson
Anaya, MartaSOThe development of mathematical concepts: the case of function and distribution
Anghileri, JuliaRRDisciplined calculators or flexible problem solvers?
Antonini, SamueleRRA statement, the contrapositive and the inverse: intuition and argumentation
Applebaum, MarkSOIdentification of mathematical mistakes by undergraduate students
Arnon, IlanaRRSolution - what does it mean? Helping linear algebra students develop the concept while improving research tools
Asghari, Amir HosseinRROrganizing with a focus on defining, a phenomenographic approach
Askew, MikeRRMediation and interpretation: exploring the interpersonal and the intrapersonal in primary mathematics lessons
Attorps, IirisSOSecondary school teachers’ pedagogical content knowledge
Axiak, CettinaRRBeing sensetive to students mathematical needs: what does it take?
Bairral, MarceloSODiversity of geometric practices in virtual discussion groups
Ball, LyndaRRA new practice evolving in learning mathematics: differences in students' written records with cas
Barabash, MaritaSODevelopment of insight of future math teachers as a result of follow-up after development of mathematical concepts
Barash, AvivaSOCo-teaching by mathematics and special education pre-service teachers in inclusive seventh grade mathematics classes.
Barkai, RuthiSOIs it a mathematical proof or not ? Elementary school teachers’ responses
Barnes, HayleySOInvestigating using the theory of realistic mathematics education to elicit and address misconceptions
Barwell, RichardWSResearching the teaching and learning of mathematics in multilingual classrooms
Baturo, AnnetteRREmpowering andrea to help year 5 students construct fraction understanding
Bayazit, IbrahimRRUnderstanding inverse functions: the relationship between teaching practice and student learning
Becker, Joanne RossiSOAn investigation of beginning algebra students' ability to generalize linear patterns
Beckmann, SybillaSOSingapore’s elementary school mathematics texts and current research on whole number operations
Berg, ClaireSOThe role of learning communities in mathematics in the introduction of alternative ways of teaching algebra
Beswick, KimRRThe impact of teachers' perceptions of student characteristics on the enactment of their beliefs
Bikner-Ahsbahs, RRTowards the emergence of constructing mathematical meanings
Bingolbali, ErhanRRIdentity, knowledge and departmental practices: mathematics of engineers and mathematicians.
Blanton, MariaRRElementary students' capacity for functional thinking
Bobis, JanetteRRFor the sake of the children: maintaining the momentum of a professional development program
Bobos, GeorgeanaSOIs theoretical thinking necessary in linear algebra proofs?
Borba, MarceloSODistance education in mathematics
Bosch, M. AsunciónSOChanging prospective mathematics teachers´ conceptions on assessment: a teacher training strategy
Botten, GeirPPGreen response and green dialog - communication among teachers and students
Boufi, AdaRRFrom formal to semi-informal algorithms: the passage of a classroom into a new mathematical reality
Bragg, PhilippaRRA measure of rulers- the importance of units in a measure
Breen, ChrisRRIn the serpent's den: contrasting scripts relating to fear of mathematics
Brendefur, JonathanSOElementary students’ use of conjectures to deepen understanding
Callingham, RosemaryRRPrimary students' understanding of tessellation: an initial exploration
Camacho, MatíasPPStudents' understanding of area and definite integral concepts within an enhanced computer learning environment
Chapman, OliveRRFacilitating peer interactions in learning mathematics: teachers' practical knowledge
Charalambous, RRTowards a unified model on teachers´concerns and efficacy beliefs related to a mathematics reform
Chick, HelenRRWhat is unusual? The case of a media graph
Christou, ConstantinosRRProofs through exploration in dynamic geometry environments
Clark, KarenRREstablishing a proessional learning community among middle school mathematics teachers
Clarke, DavidRRPatterns of participation in the mathematics classroom
Cooper, TomRRYoung white teachers' perceptions of mathematics learning of aboriginal and non-aboriginal students in remote communities
Cortes, AnibalRRTwo important invariant tasks in solving equations: analyzing the equation and checking the validity of transformations
Cretchley, PatriciaSOMathematics confidence and approaches to learning: gender and age effects in two quite different undergraduate mathematics courses
De Bock, DirkPPThe illusion of linearity: a literature review from a conceptual perspective
De Bock, DirkSOOvercoming students’ illusion of linearity: the effect of performance tasks
De Hoyos, Maria G.RRUncertainty during the early stages of problem solving
Deloustal-Jorrand, VirginieRRStudying the mathematical concept of implication through a problem on written proofs
Di Martino, PietroRRFrom single beliefs to belief systems: a new observational tool
Doig, BrianRRAssessment as a strategic tool for enhancing learning in teacher education: a case study
Domingo, PaolaRRPatterns of reasoning in classroom
Dougherty, BarbaraRRGeneralized diagrams as a tool for young children’s problem solving
Downs, MartinRRCorrespondences, functions and assignation rules.
Dvora, TaliRRUnjustified assumptions based on diagrams in geometry
Eichler, AndreasRRThe impact of individual curricula on teaching stochastics
Ejersbo, Lisser RyeDGCommunication in mathematics classroom - questioning and listening
Elia, IliadaRRThe functions of pictures in problem solving
Engelbrecht, JohannSOComparing assessment modes and question formats in undergraduate mathematics
English, LynRRMathematical modelling with young children
Esteley, CristinaRRExtending linear models to non-linear contexts: an in-depth study about two university students' mathematical productions
Evangelidou, AnastasiaRRUniversity students’ conceptions of function
Evans, JeffSOMathematics, popular culture and inclusion: some findings and methodological issues
Falcade, RossanaRRTowards a definition of function
Favilli, FrancoPPSona drawings: a didactical software
Favilli, FrancoSOMathematics education in multicultural contexts: a vocational challenge for the italian teaching staff
Ferrara, FrancescaRR“Why doesn’t it start from the origin?”: hearing the cognitive voice of signs
Ferrari, Pier LuigiRRMatematical language and advanced mathematics learning
Ferreira, RosaSOImproving written tests: what do student teachers think about it?
Filloy, EugenioRRArithmetic/algebraic problem-solving and the representation of two unknown quantities
Finnane, MaureenSOThe role of assessing counting fluency in addressing a mathematical learning difficulty
Forgasz, HelenDGExamining theses
Forgasz, HelenRREquity and computers for mathematics learning:access and equity
Frade, CristinaRRThe tacit-explicit dynamic in learning processes
Francisco, JohnSOThe interplay of students' views on mathematical learning and their mathematical behavior: insights from a longitudinal study on the development of mathematical ideas.
Freiman, ViktorRRTracking primary students' understanding of the equal sign
Friedlander, AlexRRLevels of student responses in a spreadsheet-based environment
Fritzlar, TorstenRRSensitivity for the complexity of problem ori-ented mathematics instruction – a challenge to teacher education
Fuglestad, Anne BeritRRICT tools and students' competence development
Gallardo, AuroraPPOn the possibilities of success or failure of a teaching model. Algebraic blocks for low-school-performance students
Gates, PeterDGThe role of mathematics in social exclusion/inclusion: foregrounding children’s backgrounds
Georgiadou-Kabouridis, SOA newly-qualified teacher's responsibility for mathematics teaching
Gervasoni, AnnPPExploring the mathematical knowledge of grade 1 and grade 2 children who are vulnerable in learning mathematics
Giraldo, VictorRRDescriptions and conflicts in dynamic geometry
Glanfield, FlorenceSOMathematics teacher understanding as an emergent phenomenon
Glass, BarbaraRRStudents problem solving and justification
Gomez-Chacon, Ines PPEmotion and affect in mathematical education exploring a theoretical framework of interpretation
Gómez, PedroRRDidactical knowledge development of pre-service secondary mathematics teachers
González-Martín, RRLegitimization of the graphic register in problem solving at the undergraduate level. The case of the improper integral.
Gonzalez, María JoséSOGeneric and specific competences as a framework to evaluate the relevance of prospective mathematics teachers training syllabuses
Gooya, ZahraSOWhy the mathematics performance of iraninan students in timss was unique?
Gorev, DvoraRRWill “the way they teach” be “the way they have learned”? Pre-service teachers’ beliefs concerning computer embedding in math teaching.
Grainger, HarrySOCreativity in schools: interpretations and the problematics of implementation.
Groves, SusieRRProgressive discourse in mathematics classes ? The task of the teacher
Guimarães, Luiz CarlosRRTeacher's practices and dynamic geometry
Gusev, ValeryPPAbstraction in the learning of mathemics by fifth-graders in russia
Gutierrez, AngelRRCharacterization of students’ reasoning and proof abilities in 3-dimensional geometry
Hallagan, JeanRRA teacher's model of students' algebraic thinking about equivalent expressions
Halverscheid, StefanRROn motivational aspects of instructor-learner interactions in extra-curriculum activities
Hannula, MarkkuWSCreative writing
Hannula, MarkkuRRDevelopment of understanding and self-confidence in mathematics * grades 5–8
Harel, GuershonRRMathematics teachers' knowledge base: preliminary results
Hart, KathleenPPBenchmarks in an early number curriculum
Healy, LuluRRThe role of tool and teacher mediations in the construction of meanings for reflection
Healy, LuluPPThe appropriation of notions of reflection by visually impaired students
Hegedus, StephenPPDynamic models of linear functions
Hegedus, StephenWSSymbolic cognition in advanced mathematics
Heinze, AisoRRThe proving process in mathematics classroom - method and results of a video study
Heirdsfield, AnnSOEnhancing mental computation in year 3
Hoch, MaureenRRStructure sense in high school algebra: the effect of brackets
Hopkins, SarahRRExplaining variability in retrieval times for addition produced by students with mathematical learning difficulties
Horne, MarjRREarly gender differences
Huillet, DanielleSOThe evolution of secondary school mozambican teachers knowledge about the definition of limits of functions
Hähkiöniemi, MarkusRRPerceptual and symbolic representations as a starting point of the acquisition of the derivative
Inglis, MatthewRRMathematicians and the selection task
Iversen, KjærandPPStudent's attempt to solve several-step problems in probability
Jirotková, DarinaRRInsight into pupils’ understanding of infinity in a geometrical context
Jirotková, DarinaPPConstructivist aproaches in the education of future teachers, case of geometry
Johnsen-Høines, MaritRRTextual differences as conditions for learning processes
Juter, KristinaSOStudents'conceptions of limits and infinity
Kalyanasundaram, RRTeaching arithmetic and algebraic expressions
Kaput, JamesAn introduction to the profound potential of connected algebra activities: issues of representation, engagement and pedagogy
Karaagaç, Mehmet RRThe tension between teacher beliefs and teacher practice: the impact of the work setting.
Kelleher, HeatherRRWhat a simple task can show: teachers explore the complexity of children?S thinking
Kidron, IvyRRConstructing knowledge about the bifurcation diagram: epistemic actions and parallel constructions
Klein, RonithSODo computers promote solving problems ability in elementary school?
Kleve, BodilSOInterpretation and implementation of the l97's mathematics curriculum
Knoll, EvaRRExperiencing research practice in pure mathematics in a teacher training context
Ko, Ho-KyoungPPWow! It would be fun to learn math by playing a game! : number concept and mathematical strategy in the game yut-nori
Koyama, MasatakaSOResearch on the process of understanding mathematics: the inclusion relation among fractions, decimals and whole numbers
Kramarski, BrachaRREnhancing mathematical literacy with the use of metacognitive guidance in forum discussion
Kratochvilová, JanaSOClassification as a tool for building structure
Kubinova, MarieSOCharacteristics of the project as an educational strategy
Kwon, Oh NamSORetention effect of rme-based instruction in differential equations
Kyriacou, ChrisPPThe impact of the national numeracy strategy in England on pupils' confidence and competence in early mathaemtics
Kaasila, RaimoSOThe connection between entrance examination procedures and pre-service elementary teachers' achievement in mathematics
Lamb, JaneenRRThe impact of developing teacher conceptual knowledge on students' knowledge of division.
Lavy, IlanaRRKinds of arguments emerging while exploring on a computerized environment
Lawrie, ChristineRRUsing solo to analyse group responses
Ledesma Ruiz, Elena RRConnections between qualitative and quantitative thinking about proportion: the case of Paulina.
Leikin, RozaRRTowards high quality geometrical tasks: reformulation of a proof problem
Leppäaho, HenrySODeveloping of mathematical problemsolving at comprehensive school
Leron, UriRRMathematical thinking and human nature: consonance and conflict
Leu, Yuh-ChynRRThe mathematics pedagogical values delivered by an elementary teacher in her mathematics instruction: attainment of higher education and achievement
Leung, AllenRRVisual reasoning in computational environment: a case of graph sketching
Levenson, EstherRRElementary school students' use of mathematically-based and practically-based explanations: the case of multiplication
Lewis, JenniferSOMathematics teaching as invisible work
Liljedahl, PeterRRMathematical discovery: hadamard resurected
Lin, Pi-JenRRSupporting teachers on designing problem-posing tasks as a tool of assesment to understand students' mathematical learning
Lins, Abigail Fregni (bibi)DGTowards new perspectives and new methodologies for the use of technology in mathematics education
Lins, Abigail Fregni (bibi)SOCabri-géometre: two ways of seeing it and using it
Littler, GrahamPPTactile manipulation and communication
Lo, Jane-JaneRRProspective elementary school teachers¡¦ solution strategies and reasoning for a missing value proportion task
Markovits, ZviaSOStudents' ability to cope with routine tasks and with number-sense tasks in israel and in korea
Maschietto, MichelaRRThe introduction of calculus in 12th grade: the role of artefacts
Matos, João FilipeSOLearning school mathematics versus being matematically competent – a problematic relationship
Mcclain, KayPPA framework for action for mathematics teacher development
Mcclain, KayRRThe critical role of institutional context in teacher development
Mcdonough, AndreaRRStudents' perceptions of factors contributing to successful participation in mathematics
Merenluoto, KaarinaRRThe cognitive-motivational profiles of students dealing with decimal numbers and fractions
Mevarech, Zemira R.SOTeachers create mathematical argumentation
Michaelidou, NikiRRThe number line as a representation of decimal numbers: a research with sixth grade students
Middleton, JamesRRPreservice teachers conceptions of mathematics-based software
Misailidou, ChristinaRRHelping children to model proportionally in group argumentation: overcoming the ‘constant sum’ error
Misailidou, ChristinaPPDeveloping effective ‘ratio’ teaching in primary school: results from a case study
Mitchelmore, MichaelRRAbstraction in mathematics and mathematics learning
Miyakawa, TakeshiRRReflective symmetry in construction and proving
Mkhize, Duduzile SOProfessionalism in mathematics teaching in south africa * are we transforming?
Modestou, ModestinaRRStudents' improper proportional reasoning: the case of area and volume of rectangular figures
Molina González, MartaSOIn the transition from arithmetic to algebra: misconceptions of the equal sign.
Monaghan, JohnRRAbstraction and consolidation
Monteiro, CarlosRRCritical sense in interpretations of media graphs
Morselli, FrancescaRRBetween affect and cognition: proving at university level
Mousley, JudithRRAn aspect of mathematical understanding: the notion of "connected knowing"
Mousoulides, NikosRRAlgebraic and geometric approach in function problem solving
Mulligan, JoanneRRChildren's development of structure in early mathematics
Mungsing, WanchareeSOMathematical process: an analysis of the student communication on open-ended problem
Måsøval, HeidiSOStudent authority in mathematics classroom discourse
Neria, DoritRRStudents preference of non-algebraic representations in mathematical communication
Nicol, CynthiaRRLearning to see in mathematics classrooms
Nilsson, PerRRStudents`ways of interpreting aspects of chance embedded in a dice game.
Nisbet, StevenRRThe impact of state-wide numeracy testing on the teaching of mathematics in primary schools
Novotná, JarmilaDGResearch by teachers, research with teachers
Noyes, AndyRRThe poetry of the universe”: new mathematics teachers’ metaphoric meaning-making
Nunokawa, KazuhikoRRWhat studnets do when hearing ohters explaining
Oliveira, HéliaSOProfessional identity and professional knowledge: beginning to teach mathematics
Oliveira, IsolinaSOCelebrating diversity: the role of mathematics in a curricular alternative to promote inclusion
Oliveira, PauloSOMight students be knowledge producers?
Olson, JoRRChanges in teachers’ practices while assuming new leadership roles
Outhred, LynneRRStudents' structuring of rectangular arrays
Ouvrier-Buffet, CecileRRConstruction of mathematical definitions: an epistemological and didactical study
Ozmantar, Mehmet FatihRRMathematical abstraction through scaffolding
Pantziara, MarilenaRRThe use of diagrams in solving non routine problems
Paparistodemou, EfiRRDesigning for local and global meanings of randomness
Paschos, TheodorusRRIntegrating the history of mathematics in educational praxis. An euclidean geometry approach to the solution of motion problems
Pateman, NeilSOWhole school reform in mathematics
Pehkonen, ErkkiSOElementary student teachers’ self-confidence as learners of mathematics
Pehkonen, LeilaRRThe magic circle of the textbooks an option or an obstacle for teacher change
Peled, IritRRSituated or abstract: the effect of combining context and structure on constructing an additive (part-part-whole) schema
Pepin, BirgitPPMathematics textbooks and their use in secondary classrooms in England, France and Germany: connections, quality and entitlement
Peretz, DvoraRRUsing graphical profiles to study the learning and teaching of mathematics
Person, AxelleRRThe role of number in proportional reasoning: a prospective teacher's understanding
Pierce, RobynRRLearning to use cas:voices from a classroom
Pinto, MarciaRRTechnical school studentsïconceptions on tangent lines
Pitta-Pantazi, DemetraRRElementary school students' mental representations of fractions
Pittalis, MariosRRA structural model for problem posing
Ponte, Joao-PedroSOUnderstanding and transforming our own practice by investigating it
Povey, HilaryPPGirls' participation in some realisitic mathematics: reflections from student teachers
Povey, HilaryRRSome undergraduates' experience of learning mathematics
Price, AlisonSOIs it time to let go of conservation of number?
Psycharis, GiorgosRRNormalising geometrical constructions: a context for the generation of meanings for ratio and proportion
Rangnes, Toril EskelandPPScaling in elementary school: understanding and learning through a web-based `scaling workshop´
Reikerås, Elin Kirsti LieSOConnections between skills in mathematics and ability in reading.
Reynolds, SuzanneSOA study of fourth-grade students'explorations into comparing fractions
Rico, LuisSOQuality in mathematics teachers training syllabuses
Rivera, FerdinandRRA sociocultural account of students' collective mathematical understanding of polynomial inequalities in instrumented activity
Robutti, OrnellaWSEmbodiment, metaphor and gesture in mathematics
Robutti, OrnellaRRInfinity as a multi-faceted concept in history and in the mathematics classroom
Rodd, MelissaRRSuccessful undergraduate mathematicians: a study of students in two universites
Rogalski, JanineSOAnalysis of teachers' activity for continued design computer-based teaching support. The case of diagnosing studends'algebra competences