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



Abrahamson, DorPPProblab: multi-agent interactive computer models for grounding probability in perceptual judgments of spatial proportions and in accessible mathematization
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?


Back, Jenni
SOExploring the challenge of online mediation
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


Cabral, Tania C. B.
RRFormal inclusion and real diversity in an engineering program of a new public university
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


Dawson, A. J. (sandy)
SOProject mentor:measuring the growth of mentor and novice teacher mathematics content knowledge
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


Earnest, Darrell S.
SOThe dots problem: third graders working with function
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


Fakir Mohammad, Razia
RRPractical constraints upon teacher development in pakistani schools.
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


Gagatsis, Athanasios
RRThe effects of different modes of representation on mathematical problem solving
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


Haja, Shajahan
SOWorkshop on developing problem solving competency of prospective teachers
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


Ilany, Bat-Sheva
RRImplementation of a model using authentic investigative activities for teaching ratio and proportion in pre-service teacher education.
Inglis, MatthewRRMathematicians and the selection task
Iversen, KjærandPPStudent's attempt to solve several-step problems in probability


Jahr, Einar
SOWhat is a mathematical concept?
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


Kaino, Luckson
RRStudents' gender attitudes towards the use of calculators in mathematics instruction
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


Laine, Anu
SOPre-sevice elementary teachers' situational strategies in division
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


Mark - Zigdon, Nitza
SOFirst graders’ and kindergarten children’s knowledge of grafic symbole system of numbers and addition and subtrraction
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


Nardi, Elena
RROn the fragile, yet crucial, relationship between mathematicians and researchers in mathematics education
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


Olive, John
WSDeveloping algebraic reasoning in the early grades (k-8): the early algebra working group
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


Pang, Jeongsuk
PPDevelopment of mathematics lesson plans using ict by prospective elementary school teachers
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



Radford, Luis
RRThe sensual and the conceptual: artefact-mediated kinesthetic actions and semiotic activity
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
Rogalski, MarcSOProfiles in logic and mathematical performance in calculus tasks by graduate students
Rolka, KatrinRRBilingual lessons and mathematical world views - a german perspective
Ron, GilaRRThe use of models in teaching proof by mathematical induction
Rowland, TimRRReflecting on prospective elementary teachers’ mathematics content knowledge: the case of Laura.
Rubio, GuillermoRRThe competent use of the analytic method in the solution of algebraic word problems. A didactical model based on a numerical approach with junior high students
Rønning, FrodeRRLanguage and concept development in geometry


Sabena, Cristina
RRThe role of gestures in conceptualisation: an exploratory study on the integral function
Sacristan, Ana IsabelSOThe importance of teachers’ attitudes for the use of new technologies in mathematics classrooms
Sáenz-Ludlow, AdaliraSOA teacher's method to introduce story problems: student-generated problems
Sáenz-Ludlow, AdaliraDGSemiotic and socio-cultural evolution of mathematical concepts
Safuanov, IldarRRPsychological aspects of genetic approach to teaching mathematics
Sakonidis, HaralambosSOTeachers' management of the epistemological features of mathematics: searching for links with pupils' mathematical knowledge
Saló Nevado, LaiaSOFarm mathematics
Saló Nevado, LaiaPPFeeding calves, a mathematical activity
San Diego, JonathanSOThe effects of technology on making conjectures: linking multiple representations in learning iterations
Sánchez, Jose GabrielSOAttitudes towards mathematics and mathematics taught with computers: gender differences
Saundry, CarolePPSupporting visual spatial respresentations in building early numeracy
Schlöglmann, WolfgangRRRoutines in non-routine problem solving processes
Schumann, HeinzSOComputer graphics training of spatial ability with direct manipulation
Schwarz, BaruchRRTeacher guidance of knowledge construction
Shaughnessy, J. MichaelRRTypes of student reasoning on sampling tasks
Sheffet, MalkaSOHow pre-service mathematics teachers understand percentage problems
Shin, KyungheeSOCategory of students' justification and its relation to the structure of argumentation: an analysis of discourse in systems of linear differential equations
Shternberg, Beba (buzina)RRDidactic model - bridging a concept with phenomena
Siemon, DianneRRElaborating the teacher's role - towards a professional language
Simpson, AdrianRRMaking the connection: procedural and conceptual students’ use of linking words in solving problems
Singer, Florence MihaelaPPDimensionality in understanding algebraic concepts
Skorpen, Leif BjørnSOAdapted learning with special focus on the aspect of language in mathematics
Slovin, HannahRRChildren’s conceptual understanding of counting
Son, Ji-WonSOProspective teachers’ understanding and representations of multiplication of fractions
Southwell, BethSOLesson study professional development for mathematics teachers
Speiser, RobertWSThe complexity of learning to reason probabilistically
Spinillo, Alina GalvãoPPInverse relations between division terms: a difficulty children are able to overcome
Spinillo, Alina GalvãoRRAdding fractions using ´half´as an anchor for reasoning
Stacey, KayeRRPersistence of decimal misconceptions and readiness to move to expertise
Stehliková, NadaRRMolly and equeations in a2: a case study of apprehending structure
Steward, SusanSOChanging students' attitudes to mathematics through small group work.
Straesser, RudolfRRImage - metaphor - diagram: visualisation in learning mathematics
Sulista, MarekRRImages of fractions as processes and images of fractions in processes
Sullivan, PeterRRDescribing elements of mathematics lessons that accommodate diversity in student background
Sumpter, LovisaSOBeliefs as an influence on mathematical reasoning
Sutherland, RosRROrchestrating mathematical proof through the use of digital tools
Sztajn, PaolaRRSchool-based community of teachers and outcomes for students


Tall, David
RRThinking through three worlds of mathematics
Talmon, VardaSOPerceptions of order: the case of dynamic behavior in DGE
Tatsis, KonstantinosRRThe effect of students' roles on the establishment of shared meanings during problem solving
Teles, LucíliaSOColourful maths: from fiction to reality...
Teppo, AnneDGKeeping the mathematics in mathematics education research
Thomas, MikeRRIntegrating cas calculators into mathematics learning: partnership issues
Thomas, NoelRRThe development of structure in the number system
Thornton, StephenRROrientations to numeracy: teachers confidence and disposition to use mathematics across the curriculum
Tirosh, ChaimSOProspective teachers' knowledge of existence theorems
Torbeyns, JokeRREfficiency and adaptiveness of multiple school-taught strategies in the domain of simple addition
Tsai, Wen-HuanRRSupporting teachers on developing teaching norms based on children's learning mathematics
Tsamir, PessiaRRProspective teachers images and definitions: the case of inflection points.
Tunç-Pekkan, ZelhaSOHow do university professors decide what to teach in graduate level curriculum courses?
Tzur, RonRRFostering mathematical meaning via scientific inquiry: a case study


Uptegrove, Elizabeth
RRStudents building isomorphisms
Ursini, SoniaRRHow do high school students interpret parameters in algebra?
Uusimaki, LiisaRRCauses underlying pre-service teachers' negative beliefs and anxieties about mathematics


Valdemoros, Marta
RRFractions in adult`s elementary school: the case of Lucina
Van Dooren, WimRRStudents’ overreliance on proportionality: evidence from primary school pupils solving arithmetic word problems
Verhoef, NellieSOProblem solving skills to optimise mathematical concept development
Verikios, PetrosRRFrom functions to equations: introduction of algebraic thinking to 13 year-old students
Vézina, NancySOStudies of the early math strategy: a longitudinal study of teacher development
Villarreal, Mónica EsterSOUniversity students’ extension of linear models to non-linear situations


Wagner, David
RRCritical awarenss of voice in mathematics classroom discourse: learning the steps in the 'dance of agency'
Wake, GeoffRRMetaphors and cultural models afford communication repairs of breakdowns between mathematical discourses
Walter, JanetSOTeachers' concept of slope as repeated addition
Warren, ElizabethRRGeneralising arithmetic: supporting the process in the early years
Weber, KeithRRA framework for describing the processes that undergraduates use to construct proofs
Weigand, Hans-GeorgPPInternet-supported teaching and learning in mathematics teacher education
Williams, GayeRRThe nature of spontaneity in high quality mathematics learning experience
Wilson, KirstyRRSpreadsheet generalising and paper and pencil generalising
Woolner, PamelaRRA comparison of a visual-spatial approach with a verbal approach to teaching mathematics


Yang, Kai-Lin
RRDifferentiation of students' reasoning on linear and quadratic geometry number patterns
Yao, Ru-FenPPA study of developing “school-based” mathematicsteaching module on “time”
Yevdokimov, OleksiySOCan students define abstract concepts: using generalization principle in learning algebraic structures
Yiannoutsou, NikoletaRRMap construction as a context for studying the notion of variable scale
Yoshida, KaoriRRUnderstanding how the concept of fractions develops: a vygotskian perspective


Zachariades, Theodossios
RRSecondary mathematics teachers` knowledge concerning the concept of limit and continuity
Zaslavsky, OritRRCharacteristics of mathematical problem solving tutoring in an informal setting
Zazkis, RinaRRMaking sense of irrational numbers: focusing on representation
Zevenbergen, RobynRRNumeracy practices of young workers

© 2004 PME28 Conference Secretariat, Landåssvingen 15, 5096 Bergen, Norway