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 studentsArnon, 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, LaraRRUses of example objects in provingAnaya, 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, CettinaRRBeing 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, JanetRRConstructing meanings and utilities within algebraic tasksBecker, 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. AsunciónSOChanging prospective mathematics teachers´ conceptions on assessment: a teacher training strategyDoig, 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, MaritaSODevelopment of insight of future math teachers as a result of follow-up after development of mathematical conceptsBeswick, 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, LyndaRRA new practice evolving in learning mathematics: differences in students' written records with casFalcade, 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, HelenRRWhat is unusual? The case of a media graphMonteiro, CarlosRRCritical sense in interpretations of media graphs

Shaughnessy, J. MichaelRRTypes of student reasoning on sampling tasks

9 - Early number sense

Anghileri, JuliaRRDisciplined 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, EinarSOWhat 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, ClaudiaPPSynoptical and epistemological vision of points in a figural task on the cartesian planeEvangelidou, 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, MarjRREarly gender differencesSánchez, Jose GabrielSOAttitudes towards mathematics and mathematics taught with computers: gender differences

13 - Geometrical and spatial thinking

Callingham, RosemaryRRPrimary students' understanding of tessellation: an initial explorationChristou, 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, IliadaRRThe functions of pictures in problem solvingGagatsis, 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 LuigiRRMatematical language and advanced mathematics learningJohnsen-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, LynRRMathematical modelling with young childrenPeled, 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, PhilippaRRA measure of rulers- the importance of units in a measurePeretz, 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, FrancescaRR“Why doesn’t it start from the origin?”: hearing the cognitive voice of signsHopkins, 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 argumentation20 - Methods of proof

Antonini, SamueleRRA statement, the contrapositive and the inverse: intuition and argumentationBarkai, 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, DorPPProblab: multi-agent interactive computer models for grounding probability in perceptual judgments of spatial proportions and in accessible mathematizationIversen, 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, JenniSOExploring the challenge of online mediationDe 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, SilviaRRProportional reasoning of quasi-illiterate adultsBaturo, 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, MiriamRRTime and flow as parameters in international comparisons: a view from an eighth grade algebra lessonAskew, 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 MihaelaPPDimensionality in understanding algebraic concepts26 - Teacher classroom practice

Barash, AvivaSOCo-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, SolangeRRImproving student teachers’ attitudes to mathematicsBairral, 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, IirisSOSecondary school teachers’ pedagogical content knowledgeGlanfield, 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, HayleySOInvestigating using the theory of realistic mathematics education to elicit and address misconceptionsBikner-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