PME28 Bergen, Norway 14–18 July 2004

The 28th International Conference of the International Group for the Psychology of Mathematics Education

Proceedings - by Research Domain

1 - Adult learning

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
Matos, João FilipeSOLearning school mathematics versus being matematically competent – a problematic relationship
Olson, JoRRChanges in teachers’ practices while assuming new leadership roles
Povey, HilaryRRSome undergraduates' experience of learning mathematics
Tunç-Pekkan, ZelhaSOHow do university professors decide what to teach in graduate level curriculum courses?
Valdemoros, MartaRRFractions in adult`s elementary school: the case of Lucina

2 - Advanced mathematical thinking

Alcock, Lara
RRUses of example objects in proving
Anaya, MartaSOThe development of mathematical concepts: the case of function and distribution
Asghari, Amir HosseinRROrganizing with a focus on defining, a phenomenographic approach
Bingolbali, ErhanRRIdentity, knowledge and departmental practices: mathematics of engineers and mathematicians.
Bobos, GeorgeanaSOIs theoretical thinking necessary in linear algebra proofs?
Camacho, MatíasPPStudents' understanding of area and definite integral concepts within an enhanced computer learning environment
Deloustal-Jorrand, VirginieRRStudying the mathematical concept of implication through a problem on written proofs
Downs, MartinRRCorrespondences, functions and assignation rules.
Giraldo, VictorRRDescriptions and conflicts in dynamic geometry
González-Martín, RRLegitimization of the graphic register in problem solving at the undergraduate level. The case of the improper integral.
Inglis, MatthewRRMathematicians and the selection task
Kidron, IvyRRConstructing knowledge about the bifurcation diagram: epistemic actions and parallel constructions
Knoll, EvaRRExperiencing research practice in pure mathematics in a teacher training context
Kwon, Oh NamSORetention effect of rme-based instruction in differential equations
Liljedahl, PeterRRMathematical discovery: hadamard resurected
Maschietto, MichelaRRThe introduction of calculus in 12th grade: the role of artefacts
Nardi, ElenaRROn the fragile, yet crucial, relationship between mathematicians and researchers in mathematics education
Rogalski, MarcSOProfiles in logic and mathematical performance in calculus tasks by graduate students
Safuanov, IldarRRPsychological aspects of genetic approach to teaching mathematics
Shin, KyungheeSOCategory of students' justification and its relation to the structure of argumentation: an analysis of discourse in systems of linear differential equations
Simpson, AdrianRRMaking the connection: procedural and conceptual students’ use of linking words in solving problems
Stehliková, NadaRRMolly and equeations in a2: a case study of apprehending structure
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.

3 - Affective factors

Axiak, Cettina
RRBeing sensetive to students mathematical needs: what does it take?
Breen, ChrisRRIn the serpent's den: contrasting scripts relating to fear of mathematics
Charalambous, RRTowards a unified model on teachers´concerns and efficacy beliefs related to a mathematics reform
Cretchley, PatriciaSOMathematics confidence and approaches to learning: gender and age effects in two quite different undergraduate mathematics courses
Forgasz, HelenRREquity and computers for mathematics learning:access and equity
Gomez-Chacon, Ines PPEmotion and affect in mathematical education exploring a theoretical framework of interpretation
Hannula, MarkkuRRDevelopment of understanding and self-confidence in mathematics * grades 5–8
Mcdonough, AndreaRRStudents' perceptions of factors contributing to successful participation in mathematics
Morselli, FrancescaRRBetween affect and cognition: proving at university level
Pehkonen, ErkkiSOElementary student teachers’ self-confidence as learners of mathematics

4 - Algebraic thinking

Ainley, Janet
RRConstructing meanings and utilities within algebraic tasks
Becker, Joanne RossiSOAn investigation of beginning algebra students' ability to generalize linear patterns
Berg, ClaireSOThe role of learning communities in mathematics in the introduction of alternative ways of teaching algebra
Blanton, MariaRRElementary students' capacity for functional thinking
Dougherty, BarbaraRRGeneralized diagrams as a tool for young children’s problem solving
Earnest, Darrell S.SOThe dots problem: third graders working with function
Freiman, ViktorRRTracking primary students' understanding of the equal sign
Friedlander, AlexRRLevels of student responses in a spreadsheet-based environment
Gallardo, AuroraPPOn the possibilities of success or failure of a teaching model. Algebraic blocks for low-school-performance students
Hallagan, JeanRRA teacher's model of students' algebraic thinking about equivalent expressions
Hegedus, StephenPPDynamic models of linear functions
Hoch, MaureenRRStructure sense in high school algebra: the effect of brackets
Kalyanasundaram, RRTeaching arithmetic and algebraic expressions
Kaput, JamesAn introduction to the profound potential of connected algebra activities: issues of representation, engagement and pedagogy
Molina González, MartaSOIn the transition from arithmetic to algebra: misconceptions of the equal sign.
Neria, DoritRRStudents preference of non-algebraic representations in mathematical communication
Rivera, FerdinandRRA sociocultural account of students' collective mathematical understanding of polynomial inequalities in instrumented activity
Rogalski, JanineSOAnalysis of teachers' activity for continued design computer-based teaching support. The case of diagnosing studends'algebra competences
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
Shternberg, Beba (buzina)RRDidactic model - bridging a concept with phenomena
Slovin, HannahRRChildren’s conceptual understanding of counting
Tzur, RonRRFostering mathematical meaning via scientific inquiry: a case study
Ursini, SoniaRRHow do high school students interpret parameters in algebra?
Warren, ElizabethRRGeneralising arithmetic: supporting the process in the early years
Verikios, PetrosRRFrom functions to equations: introduction of algebraic thinking to 13 year-old students
Wilson, KirstyRRSpreadsheet generalising and paper and pencil generalising
Yang, Kai-LinRRDifferentiation of students' reasoning on linear and quadratic geometry number patterns

5 - Assessment and evaluation

Bosch, M. Asunción
SOChanging prospective mathematics teachers´ conceptions on assessment: a teacher training strategy
Doig, BrianRRAssessment as a strategic tool for enhancing learning in teacher education: a case study
Engelbrecht, JohannSOComparing assessment modes and question formats in undergraduate mathematics
Ferreira, RosaSOImproving written tests: what do student teachers think about it?
Finnane, MaureenSOThe role of assessing counting fluency in addressing a mathematical learning difficulty
Gonzalez, María JoséSOGeneric and specific competences as a framework to evaluate the relevance of prospective mathematics teachers training syllabuses
Lawrie, ChristineRRUsing solo to analyse group responses
Nisbet, StevenRRThe impact of state-wide numeracy testing on the teaching of mathematics in primary schools
Rico, LuisSOQuality in mathematics teachers training syllabuses
Weigand, Hans-GeorgPPInternet-supported teaching and learning in mathematics teacher education

6 - Beliefs

Barabash, Marita
SODevelopment of insight of future math teachers as a result of follow-up after development of mathematical concepts
Beswick, KimRRThe impact of teachers' perceptions of student characteristics on the enactment of their beliefs
Cooper, TomRRYoung white teachers' perceptions of mathematics learning of aboriginal and non-aboriginal students in remote communities
Di Martino, PietroRRFrom single beliefs to belief systems: a new observational tool
Eichler, AndreasRRThe impact of individual curricula on teaching stochastics
Francisco, JohnSOThe interplay of students' views on mathematical learning and their mathematical behavior: insights from a longitudinal study on the development of mathematical ideas.
Gorev, DvoraRRWill “the way they teach” be “the way they have learned”? Pre-service teachers’ beliefs concerning computer embedding in math teaching.
Karaagaç, Mehmet RRThe tension between teacher beliefs and teacher practice: the impact of the work setting.
Middleton, JamesRRPreservice teachers conceptions of mathematics-based software
Person, AxelleRRThe role of number in proportional reasoning: a prospective teacher's understanding
Rolka, KatrinRRBilingual lessons and mathematical world views - a german perspective
Sumpter, LovisaSOBeliefs as an influence on mathematical reasoning
Uusimaki, LiisaRRCauses underlying pre-service teachers' negative beliefs and anxieties about mathematics

7 - Computers, calculators and other technological tools

Ball, Lynda
RRA new practice evolving in learning mathematics: differences in students' written records with cas
Falcade, RossanaRRTowards a definition of function
Favilli, FrancoPPSona drawings: a didactical software
Fuglestad, Anne BeritRRICT tools and students' competence development
Kramarski, BrachaRREnhancing mathematical literacy with the use of metacognitive guidance in forum discussion
Leung, AllenRRVisual reasoning in computational environment: a case of graph sketching
Lins, Abigail Fregni (bibi)SOCabri-géometre: two ways of seeing it and using it
Pang, JeongsukPPDevelopment of mathematics lesson plans using ict by prospective elementary school teachers
Paparistodemou, EfiRRDesigning for local and global meanings of randomness
Pierce, RobynRRLearning to use cas:voices from a classroom
Rangnes, Toril EskelandPPScaling in elementary school: understanding and learning through a web-based `scaling workshop´
San Diego, JonathanSOThe effects of technology on making conjectures: linking multiple representations in learning iterations
Sutherland, RosRROrchestrating mathematical proof through the use of digital tools
Talmon, VardaSOPerceptions of order: the case of dynamic behavior in DGE
Thomas, MikeRRIntegrating cas calculators into mathematics learning: partnership issues

8 - Data handling

Chick, Helen
RRWhat is unusual? The case of a media graph
Monteiro, CarlosRRCritical sense in interpretations of media graphs
Shaughnessy, J. MichaelRRTypes of student reasoning on sampling tasks

9 - Early number sense

Anghileri, Julia
RRDisciplined calculators or flexible problem solvers?
Beckmann, SybillaSOSingapore’s elementary school mathematics texts and current research on whole number operations
Botten, GeirPPGreen response and green dialog - communication among teachers and students
Gervasoni, AnnPPExploring the mathematical knowledge of grade 1 and grade 2 children who are vulnerable in learning mathematics
Hart, KathleenPPBenchmarks in an early number curriculum
Heirdsfield, AnnSOEnhancing mental computation in year 3
Kyriacou, ChrisPPThe impact of the national numeracy strategy in England on pupils' confidence and competence in early mathaemtics
Levenson, EstherRRElementary school students' use of mathematically-based and practically-based explanations: the case of multiplication
Mark - Zigdon, NitzaSOFirst graders’ and kindergarten children’s knowledge of grafic symbole system of numbers and addition and subtrraction
Mulligan, JoanneRRChildren's development of structure in early mathematics
Price, AlisonSOIs it time to let go of conservation of number?
Sáenz-Ludlow, AdaliraSOA teacher's method to introduce story problems: student-generated problems
Saundry, CarolePPSupporting visual spatial respresentations in building early numeracy
Spinillo, Alina GalvãoRRAdding fractions using ´half´as an anchor for reasoning
Thomas, NoelRRThe development of structure in the number system

10 - Epistemology

Jahr, Einar
SOWhat is a mathematical concept?
Monaghan, JohnRRAbstraction and consolidation
Oliveira, PauloSOMight students be knowledge producers?
Ouvrier-Buffet, CecileRRConstruction of mathematical definitions: an epistemological and didactical study
Ozmantar, Mehmet FatihRRMathematical abstraction through scaffolding

11 - Functions and graphs

Acuña Soto, Claudia
PPSynoptical and epistemological vision of points in a figural task on the cartesian plane
Evangelidou, AnastasiaRRUniversity students’ conceptions of function
Mousoulides, NikosRRAlgebraic and geometric approach in function problem solving
Paschos, TheodorusRRIntegrating the history of mathematics in educational praxis. An euclidean geometry approach to the solution of motion problems
Sabena, CristinaRRThe role of gestures in conceptualisation: an exploratory study on the integral function

12 - Gender issues

Horne, Marj
RREarly gender differences
Sánchez, Jose GabrielSOAttitudes towards mathematics and mathematics taught with computers: gender differences

13 - Geometrical and spatial thinking

Callingham, Rosemary
RRPrimary students' understanding of tessellation: an initial exploration
Christou, ConstantinosRRProofs through exploration in dynamic geometry environments
De Bock, DirkSOOvercoming students’ illusion of linearity: the effect of performance tasks
Dvora, TaliRRUnjustified assumptions based on diagrams in geometry
Frade, CristinaRRThe tacit-explicit dynamic in learning processes
Guimarães, Luiz CarlosRRTeacher's practices and dynamic geometry
Gutierrez, AngelRRCharacterization of students’ reasoning and proof abilities in 3-dimensional geometry
Jirotková, DarinaRRInsight into pupils’ understanding of infinity in a geometrical context
Littler, GrahamPPTactile manipulation and communication
Outhred, LynneRRStudents' structuring of rectangular arrays
Rønning, FrodeRRLanguage and concept development in geometry
Schumann, HeinzSOComputer graphics training of spatial ability with direct manipulation
Yiannoutsou, NikoletaRRMap construction as a context for studying the notion of variable scale

14 - Imagery and visualization

Elia, Iliada
RRThe functions of pictures in problem solving
Gagatsis, AthanasiosRRThe effects of different modes of representation on mathematical problem solving
Michaelidou, NikiRRThe number line as a representation of decimal numbers: a research with sixth grade students
Pitta-Pantazi, DemetraRRElementary school students' mental representations of fractions
Straesser, RudolfRRImage - metaphor - diagram: visualisation in learning mathematics
Sulista, MarekRRImages of fractions as processes and images of fractions in processes
Woolner, PamelaRRA comparison of a visual-spatial approach with a verbal approach to teaching mathematics

15 - Language and mathematics

Ferrari, Pier Luigi
RRMatematical language and advanced mathematics learning
Johnsen-Høines, MaritRRTextual differences as conditions for learning processes
Mungsing, WanchareeSOMathematical process: an analysis of the student communication on open-ended problem
Reikerås, Elin Kirsti LieSOConnections between skills in mathematics and ability in reading.
Skorpen, Leif BjørnSOAdapted learning with special focus on the aspect of language in mathematics
Tatsis, KonstantinosRRThe effect of students' roles on the establishment of shared meanings during problem solving
Wagner, DavidRRCritical awarenss of voice in mathematics classroom discourse: learning the steps in the 'dance of agency'

16 - Mathematical modeling

English, Lyn
RRMathematical modelling with young children
Peled, IritRRSituated or abstract: the effect of combining context and structure on constructing an additive (part-part-whole) schema
Ron, GilaRRThe use of models in teaching proof by mathematical induction
Van Dooren, WimRRStudents’ overreliance on proportionality: evidence from primary school pupils solving arithmetic word problems

17 - Measurement

Bragg, Philippa
RRA measure of rulers- the importance of units in a measure
Peretz, DvoraRRUsing graphical profiles to study the learning and teaching of mathematics
Yao, Ru-FenPPA study of developing “school-based” mathematicsteaching module on “time”

18 - Mental models

Ferrara, Francesca
RR“Why doesn’t it start from the origin?”: hearing the cognitive voice of signs
Hopkins, SarahRRExplaining variability in retrieval times for addition produced by students with mathematical learning difficulties
Hähkiöniemi, MarkusRRPerceptual and symbolic representations as a starting point of the acquisition of the derivative
Robutti, OrnellaRRInfinity as a multi-faceted concept in history and in the mathematics classroom
Uptegrove, ElizabethRRStudents building isomorphisms

19 - Metacognition

Mevarech, Zemira R.
SOTeachers create mathematical argumentation

20 - Methods of proof

Antonini, Samuele
RRA statement, the contrapositive and the inverse: intuition and argumentation
Barkai, RuthiSOIs it a mathematical proof or not ? Elementary school teachers’ responses
Domingo, PaolaRRPatterns of reasoning in classroom
Heinze, AisoRRThe proving process in mathematics classroom - method and results of a video study
Lavy, IlanaRRKinds of arguments emerging while exploring on a computerized environment
Miyakawa, TakeshiRRReflective symmetry in construction and proving
Tirosh, ChaimSOProspective teachers' knowledge of existence theorems
Weber, KeithRRA framework for describing the processes that undergraduates use to construct proofs

21 - Probability and combinatorics

Abrahamson, Dor
PPProblab: multi-agent interactive computer models for grounding probability in perceptual judgments of spatial proportions and in accessible mathematization
Iversen, KjærandPPStudent's attempt to solve several-step problems in probability
Nilsson, PerRRStudents`ways of interpreting aspects of chance embedded in a dice game.

22 - Problem solving

Back, Jenni
SOExploring the challenge of online mediation
De Hoyos, Maria G.RRUncertainty during the early stages of problem solving
Esteley, CristinaRRExtending linear models to non-linear contexts: an in-depth study about two university students' mathematical productions
Glass, BarbaraRRStudents problem solving and justification
Haja, ShajahanSOWorkshop on developing problem solving competency of prospective teachers
Juter, KristinaSOStudents'conceptions of limits and infinity
Klein, RonithSODo computers promote solving problems ability in elementary school?
Leikin, RozaRRTowards high quality geometrical tasks: reformulation of a proof problem
Leppäaho, HenrySODeveloping of mathematical problemsolving at comprehensive school
Modestou, ModestinaRRStudents' improper proportional reasoning: the case of area and volume of rectangular figures
Pantziara, MarilenaRRThe use of diagrams in solving non routine problems
Pittalis, MariosRRA structural model for problem posing
Spinillo, Alina GalvãoPPInverse relations between division terms: a difficulty children are able to overcome
Villarreal, Mónica EsterSOUniversity students’ extension of linear models to non-linear situations

23 - Rational numbers and proportion

Alatorre, Silvia
RRProportional reasoning of quasi-illiterate adults
Baturo, AnnetteRREmpowering andrea to help year 5 students construct fraction understanding
De Bock, DirkPPThe illusion of linearity: a literature review from a conceptual perspective
Ilany, Bat-ShevaRRImplementation of a model using authentic investigative activities for teaching ratio and proportion in pre-service teacher education.
Koyama, MasatakaSOResearch on the process of understanding mathematics: the inclusion relation among fractions, decimals and whole numbers
Ledesma Ruiz, Elena RRConnections between qualitative and quantitative thinking about proportion: the case of Paulina.
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
Merenluoto, KaarinaRRThe cognitive-motivational profiles of students dealing with decimal numbers and fractions
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
Psycharis, GiorgosRRNormalising geometrical constructions: a context for the generation of meanings for ratio and proportion
Reynolds, SuzanneSOA study of fourth-grade students'explorations into comparing fractions
Stacey, KayeRRPersistence of decimal misconceptions and readiness to move to expertise
Walter, JanetSOTeachers' concept of slope as repeated addition
Yoshida, KaoriRRUnderstanding how the concept of fractions develops: a vygotskian perspective

24 - Socio-cultural studies

Amit, Miriam
RRTime and flow as parameters in international comparisons: a view from an eighth grade algebra lesson
Askew, MikeRRMediation and interpretation: exploring the interpersonal and the intrapersonal in primary mathematics lessons
Cabral, Tania C. B.RRFormal inclusion and real diversity in an engineering program of a new public university
Favilli, FrancoSOMathematics education in multicultural contexts: a vocational challenge for the italian teaching staff
Nunokawa, KazuhikoRRWhat studnets do when hearing ohters explaining
Oliveira, IsolinaSOCelebrating diversity: the role of mathematics in a curricular alternative to promote inclusion
Pinto, MarciaRRTechnical school studentsïconceptions on tangent lines
Rodd, MelissaRRSuccessful undergraduate mathematicians: a study of students in two universites
Saló Nevado, LaiaPPFeeding calves, a mathematical activity
Saló Nevado, LaiaSOFarm mathematics
Teles, LucíliaSOColourful maths: from fiction to reality...
Thornton, StephenRROrientations to numeracy: teachers confidence and disposition to use mathematics across the curriculum
Wake, GeoffRRMetaphors and cultural models afford communication repairs of breakdowns between mathematical discourses

25 - Non-elementary numerical reasoning

Singer, Florence Mihaela
PPDimensionality in understanding algebraic concepts

26 - Teacher classroom practice

Barash, Aviva
SOCo-teaching by mathematics and special education pre-service teachers in inclusive seventh grade mathematics classes.
Bayazit, IbrahimRRUnderstanding inverse functions: the relationship between teaching practice and student learning
Chapman, OliveRRFacilitating peer interactions in learning mathematics: teachers' practical knowledge
Georgiadou-Kabouridis, SOA newly-qualified teacher's responsibility for mathematics teaching
Grainger, HarrySOCreativity in schools: interpretations and the problematics of implementation.
Groves, SusieRRProgressive discourse in mathematics classes ? The task of the teacher
Kubinova, MarieSOCharacteristics of the project as an educational strategy
Lamb, JaneenRRThe impact of developing teacher conceptual knowledge on students' knowledge of division.
Lewis, JenniferSOMathematics teaching as invisible work
Mkhize, Duduzile SOProfessionalism in mathematics teaching in south africa * are we transforming?
Mousley, JudithRRAn aspect of mathematical understanding: the notion of "connected knowing"
Pateman, NeilSOWhole school reform in mathematics
Pehkonen, LeilaRRThe magic circle of the textbooks an option or an obstacle for teacher change
Rowland, TimRRReflecting on prospective elementary teachers’ mathematics content knowledge: the case of Laura.
Sacristan, Ana IsabelSOThe importance of teachers’ attitudes for the use of new technologies in mathematics classrooms
Sakonidis, HaralambosSOTeachers' management of the epistemological features of mathematics: searching for links with pupils' mathematical knowledge
Siemon, DianneRRElaborating the teacher's role - towards a professional language
Southwell, BethSOLesson study professional development for mathematics teachers
Steward, SusanSOChanging students' attitudes to mathematics through small group work.
Sullivan, PeterRRDescribing elements of mathematics lessons that accommodate diversity in student background
Zaslavsky, OritRRCharacteristics of mathematical problem solving tutoring in an informal setting

27 - Teacher education and professional development

Amato, Solange
RRImproving student teachers’ attitudes to mathematics
Bairral, MarceloSODiversity of geometric practices in virtual discussion groups
Bobis, JanetteRRFor the sake of the children: maintaining the momentum of a professional development program
Clark, KarenRREstablishing a proessional learning community among middle school mathematics teachers
Dawson, A. J. (sandy)SOProject mentor:measuring the growth of mentor and novice teacher mathematics content knowledge
Fakir Mohammad, RaziaRRPractical constraints upon teacher development in pakistani schools.
Fritzlar, TorstenRRSensitivity for the complexity of problem ori-ented mathematics instruction – a challenge to teacher education
Gómez, PedroRRDidactical knowledge development of pre-service secondary mathematics teachers
Jirotková, DarinaPPConstructivist aproaches in the education of future teachers, case of geometry
Kelleher, HeatherRRWhat a simple task can show: teachers explore the complexity of children?S thinking
Kratochvilová, JanaSOClassification as a tool for building structure
Kaasila, RaimoSOThe connection between entrance examination procedures and pre-service elementary teachers' achievement in mathematics
Laine, AnuSOPre-sevice elementary teachers' situational strategies in division
Leu, Yuh-ChynRRThe mathematics pedagogical values delivered by an elementary teacher in her mathematics instruction: attainment of higher education and achievement
Lin, Pi-JenRRSupporting teachers on designing problem-posing tasks as a tool of assesment to understand students' mathematical learning
Mcclain, KayRRThe critical role of institutional context in teacher development
Måsøval, HeidiSOStudent authority in mathematics classroom discourse
Nicol, CynthiaRRLearning to see in mathematics classrooms
Noyes, AndyRRThe poetry of the universe”: new mathematics teachers’ metaphoric meaning-making
Oliveira, HéliaSOProfessional identity and professional knowledge: beginning to teach mathematics
Ponte, Joao-PedroSOUnderstanding and transforming our own practice by investigating it
Povey, HilaryPPGirls' participation in some realisitic mathematics: reflections from student teachers
Sztajn, PaolaRRSchool-based community of teachers and outcomes for students
Vézina, NancySOStudies of the early math strategy: a longitudinal study of teacher development

28 - Teacher knowledge

Attorps, Iiris
SOSecondary school teachers’ pedagogical content knowledge
Glanfield, FlorenceSOMathematics teacher understanding as an emergent phenomenon
Harel, GuershonRRMathematics teachers' knowledge base: preliminary results
Huillet, DanielleSOThe evolution of secondary school mozambican teachers knowledge about the definition of limits of functions
Mcclain, KayPPA framework for action for mathematics teacher development
Son, Ji-WonSOProspective teachers’ understanding and representations of multiplication of fractions
Zachariades, TheodossiosRRSecondary mathematics teachers` knowledge concerning the concept of limit and continuity
Zazkis, RinaRRMaking sense of irrational numbers: focusing on representation

29 - Theories of learning

Barnes, Hayley
SOInvestigating using the theory of realistic mathematics education to elicit and address misconceptions
Bikner-Ahsbahs, RRTowards the emergence of constructing mathematical meanings
Clarke, DavidRRPatterns of participation in the mathematics classroom
Gusev, ValeryPPAbstraction in the learning of mathemics by fifth-graders in russia
Mitchelmore, MichaelRRAbstraction in mathematics and mathematics learning
Tall, DavidRRThinking through three worlds of mathematics
Verhoef, NellieSOProblem solving skills to optimise mathematical concept development
Williams, GayeRRThe nature of spontaneity in high quality mathematics learning experience
Yevdokimov, OleksiySOCan students define abstract concepts: using generalization principle in learning algebraic structures

30 - Others or unspecified

Barwell, Richard
WSResearching the teaching and learning of mathematics in multilingual classrooms
Borba, MarceloSODistance education in mathematics
Boufi, AdaRRFrom formal to semi-informal algorithms: the passage of a classroom into a new mathematical reality
Brendefur, JonathanSOElementary students’ use of conjectures to deepen understanding
Cortes, AnibalRRTwo important invariant tasks in solving equations: analyzing the equation and checking the validity of transformations
Ejersbo, Lisser RyeDGCommunication in mathematics classroom - questioning and listening
Evans, JeffSOMathematics, popular culture and inclusion: some findings and methodological issues
Filloy, EugenioRRArithmetic/algebraic problem-solving and the representation of two unknown quantities
Forgasz, HelenDGExamining theses
Gates, PeterDGThe role of mathematics in social exclusion/inclusion: foregrounding children’s backgrounds
Gooya, ZahraSOWhy the mathematics performance of iraninan students in timss was unique?
Halverscheid, StefanRROn motivational aspects of instructor-learner interactions in extra-curriculum activities
Hannula, MarkkuWSCreative writing
Healy, LuluPPThe appropriation of notions of reflection by visually impaired students
Healy, LuluRRThe role of tool and teacher mediations in the construction of meanings for reflection
Hegedus, StephenWSSymbolic cognition in advanced mathematics
Kaino, LucksonRRStudents' gender attitudes towards the use of calculators in mathematics instruction
Kleve, BodilSOInterpretation and implementation of the l97's mathematics curriculum
Ko, Ho-KyoungPPWow! It would be fun to learn math by playing a game! : number concept and mathematical strategy in the game yut-nori
Leron, UriRRMathematical thinking and human nature: consonance and conflict
Lins, Abigail Fregni (bibi)DGTowards new perspectives and new methodologies for the use of technology in mathematics education
Novotná, JarmilaDGResearch by teachers, research with teachers
Olive, JohnWSDeveloping algebraic reasoning in the early grades (k-8): the early algebra working group
Pepin, BirgitPPMathematics textbooks and their use in secondary classrooms in England, France and Germany: connections, quality and entitlement
Radford, LuisRRThe sensual and the conceptual: artefact-mediated kinesthetic actions and semiotic activity
Robutti, OrnellaWSEmbodiment, metaphor and gesture in mathematics
Sáenz-Ludlow, AdaliraDGSemiotic and socio-cultural evolution of mathematical concepts
Schlöglmann, WolfgangRRRoutines in non-routine problem solving processes
Schwarz, BaruchRRTeacher guidance of knowledge construction
Sheffet, MalkaSOHow pre-service mathematics teachers understand percentage problems
Speiser, RobertWSThe complexity of learning to reason probabilistically
Teppo, AnneDGKeeping the mathematics in mathematics education research
Torbeyns, JokeRREfficiency and adaptiveness of multiple school-taught strategies in the domain of simple addition
Zevenbergen, RobynRRNumeracy practices of young workers

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