CERME 2015 EMOTIONS AS AN ORIENTING EXPERIENCE PETER LILJEDAHL.
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Introduction Plenaries Thematic Groups Editorial Board Proceedings Book CERME 5 European Research in Mathematics Education Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education 22 – 26 February 2007 Larnaca, Cyprus CERME 5
Transcript of CERME 5 - UNIMOREPlenaries Thematic Groups Editorial Board Proceedings Book CERME 5 Students’ self...
Introduction
Plenaries
Thematic Groups
Editorial Board
Proceedings Book
CERME 5European Research in Mathematics Education
Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education
22 – 26 February 2007Larnaca, Cyprus
CERME 5
Introduction
Plenaries
Thematic Groups
Editorial Board
Proceedings Book
EditorsDemetra Pitta-Pantazi & George Philippou
Editorial boardAinley J., Arcavi A., Arzarello F., Bagni G. T., Bardini C., Barzel B., Biehler R.,
Bills L., Blomhoj M., Bosch M., Cabassut R., Carrillo J., Cesar M., Douek N., deAbreu G., Durand-Guerrier V., Ferrari P. L., Gagatsis A., GarcíaJ., Gorgorio N., Hannula M., Hejny M., Hemmi K., Jablonka E., Jaworski,
B., Kadijevic D., Kadunz G., Kaiser G., Krummheuer G., Kuzniak A., Kvasz L., Kynigos C., Leikin R., Lenfant A., Littler G. H., Ludwig M., Mammona-
Downs J., Marchini C., Marchive A., Marriotti M., Maschietto M., Meehan M., Meletiou-Mavrotheris M., Morgan C., Op't Eynde P., Ottaviani M., Parzysz B., Pepin B., Perez D., Pratt D., Prediger S., Puig L., Robotti E.,
Rogers L., Santos L., Schöglmann W., Sriraman B., Straesser, R., Wedege T.
Editing assistanceKallia Mattheou & Nicholas Mousoulides
ISBN - 978-9963-671-25-0© Copyright 2007 left to the authors
CERME 5Editorial Board
Introduction
Plenaries
Thematic Groups
Editorial Board
Proceedings Book
Introduction
Rudolf Straesser & Barbara Jaworski
CERME 5Introduction
Introduction
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Plenary 1
Plenary 4
Plenary 3
Plenary 2
68Digital technologies: A window on theoretical issues in mathematics education
52Teachers, technologies and the structures of schooling
24What constitutes good practice in teaching mathematics, a personal perspective
2Balancing interest in Fundamental understanding with considerations of usefulness in mathematics education research
Michèle Artigue
Kenneth Ruthven
Naďa Stehlíková
Frank K. Lester
CERME 5Plenaries
Introduction
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1. The role of images and metaphors in the learning and understanding of mathematics
2. Affect and mathematical thinking
3. Building structures in mathematical knowledge
4. Argumentation and proof
5. Stochastic thinking
6. Algebraic thinking
7. Geometrical thinking
8. Language and mathematics
9. Tools and technologies in mathematical didactics
10. Mathematics education in multicultural settings
11. Different theoretical perspectives and approaches in research in mathematics education
12. From a study of teaching practices to issues in teacher education
13. Modelling and applications
14. Advanced mathematical thinking
15. Comparative studies in mathematics education
CERME 5Thematic Groups
Introduction
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CERME 5The role of images and metaphors in the learning and
understanding of mathematics
Sophie Gobert
131Mathematical Writing
121Ways of thinking about the uses of images in learning and teaching geometry: A more thorough investigation of the links between drawings and figures
111The number line as metaphor of the number system: A case study of a primary school
101Guess what is inside this box: Look at these opened boxes for clues
90Exploring the effects of representations on the learning of statistics in Greek primary school
84The role of images and metaphors in the learning and understanding mathematics (including embodied cognition)
Gert Kadunz
Maria Doritou, Eddie Gray
Roberto Araya
Sofia Anastasiadou, Athanasios Gagatsis
Bernard Parzysz, Gert Kadunz, Elisabetta Robotti, Leo Rogers
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CERME 5The role of images and metaphors in the learning and
understanding of mathematics
Jorge Soto-Andrade
191Metaphors and cognitive modes in the teaching-learning of mathematics
Leo Rogers, Patrick J. Caines
181Teaching special relativity
Reinert A. Rinvold
171Metaphors and image schemata in concept formation and reasoning
Norma Presmeg
161The power and perils of metaphor in making internal connections in trigonometry and geometry
Carol Murphy
151The role of the conceptual metaphor in the development of children’s arithmetic
Annita Monoyiou, Pandelitsa Papageorgiou, Athanasios Gagatsis
141Students’ and teachers’ representations in problem solving
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CERME 5Affect and mathematical thinking
248Mathematics is - favourite subject, boring or compulsory
239Mathematics teachers’ desire to develop
229Refining the mathematics-related beliefs questionnaire (MRBQ)
219Students’ motivation in mathematics and gender differences in grades 6 and 7
209Evaluating the sensitivity of the refined mathematics-related beliefs questionnaire to nationality, gender and age
202Affect and mathematical thinking
Kirsti Hoskonen
Markku S. Hannula, Madis Lepik, Tiiu Kaljas
Jose Diego-Mantecón, Paul Andrews, Peter Op ‘t Eynde
Chryso Athanasiou, George Philippou
Paul Andrews, Jose Diego –Mantecón, Peter Op ‘t Eynde, Judy Sayers
Markku S. Hannula, Peter Opt’Eynde, Wolfgang Schlöglmann, Tine Wedege
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CERME 5
Aristoklis A. Nicolaou, George N. Philippou
308Efficacy beliefs, problem posing, and mathematics achievement
Manuela Moscucci
298About mathematical belief systems awareness
Andri Marcou, Stephen Lerman
288Changes in students’ motivational beliefs and performance in a self-regulated mathematical problem-solving environment
Peter Liljedahl, Katrin, Rolka, Betinna Rösken
278Belief change as conceptual change
Troels Lange
268The notion of children’s perspectives
Eleftherios Kapetanas, Theodosios Zachariades
258Students’ beliefs and attitudes concerning mathematics and their effect on mathematical ability
Affect and mathematical thinking
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CERME 5
318Students’ self regulation of emotions in mathematics learning
Peter Op ‘t Eynde, Erik De Corte, Inge Mercken
Peter Vankúš
369Influence of didactical games on pupils’ attitudes towards mathematics and process of its teaching
Wolfgang Schlöglmann
359Student errors in task-solving processes
Bettina Rösken, Markku Hannula, Erkki Pehkonen, Raimo Kaasila, Anu Laine
349Identifying dimensions of students’ view of mathematics
Marilena Pantziara, Demetra Pitta-Pantazi, GeorgePhilippou
339Is motivation analogous to cognition?
Areti Panaoura
329The impact of recent metacognitive experiences on preservice teachers’ self-representation in mathematics and its teaching
Affect and mathematical thinking
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CERME 5
Tine Wedege, Jeppe Skott
389Potential for change of views in the mathematics classroom?
Kjersti Wæge
379Intrinsic and extrinsic motivation versus social and instrumental rationale for learning mathematics
Affect and mathematical thinking
Introduction
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CERME 5Building structures in mathematical knowledge
Darina Jirotková, Graham H. Littler
456Classification, manipulation and communication: Work with pupils and student teachers
Antonín Jančařík
446Creating a mental image of dice blackjack game
Maureen Hoch, Tommy Dreyfus
436Recognising an algebraic structure
Milan Hejný, Jana Slezáková
426Schema A ± B = C as the basis of arithmetic structure
Eustathios Giannakoulias, Alkeos Souyoul, Theodossios Zachariades
416Students’ thinking about fundamental real numbers properties
Joana Brocardo, Lurdes Serrazina, Isabel Rocha
407Constructing Multiplication: Different strategies used by pupils
Milan Hejný, Graham Littler
400Building structures in mathematical knowledge
Introduction
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CERME 5Building structures in mathematical knowledge
Xenia Xistouri
526Students’ ability in solving line symmetry tasks
Fenna van Nes, Jan de Lange
516The role of spatial configurations in early numeracy problems
Mihaela Singer, Cristian Voica
506Children’s perceptions on infinity: Could they be structured?
Ana Isabel Roig, Salvador Llinares
496Reflection on activity – effect relationships in solving word problems
Marta Pytlak
486How do students from primary school discovery the regularity
Alexandra Petridou, Maria Pampaka, Constantia Hadjidemetriou
476Empirical Hierachy of pupils’ attainment of measurement in early primary school years
Eleni Papageorgiou, Constantinos Christou
466Investigating the processing structures of students’ inductive reasoning in mathematics
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CERME 5 Argumentation and proof
Ercole Castagnola, Roberto Tortora
581Some remarks on the theorem about the infinity of prime numbers
Leonor Camargo, Carmen Samper, Patricia Perry
571Cabri’s role in the task of proving within the activity of building part of an axiomatic system
Orly Buchbinder, Orit Zaslavsky
561How to decide? Students’ ways of determining the validity of mathematical statements
Michal Ayalon, Ruhama Even
551Mathematics learning and the development of general deductive reasoning
Samuele Antonini, Maria Alessandra Mariotti
541Indirect proof: An interpreting model
Maria Alessandra Mariotti, Kirsti Hemmi, Viviane Durrand Guerrier
537Argumentation and proof
Introduction
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CERME 5 Argumentation and proof
591Proofs problems in elementary number theory: Analysis of trainee teachers’ productions
Annalisa Cusi, Nicolina A. Malara
Bettina Pedemonte
643Structural relationships between argumentation and proof in solving open problems in algebra
Patrick Gibel
633Analysis of the teacher’s arguments used in the didactical management of a problem solving situation
Jorge Fiallo, Angel Gutiérrez
622Analysis of conjectures and proofs produced when learning trigonometry
Liping Ding, Keith Jones
612Using the Van Hiele theory to analyse the teaching of geometrical proof at grade 8 in Shanghai
Virginie Deloustal-Jorrand
601Relationship between beginner teachers in mathematics and the mathematical concept of implication
Introduction
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CERME 5 Argumentation and proof
Stine Timmermann
675Reviewing textbook proofs in class: A struggle between proof structure, components and details
Andreas J. Stylianides, Gabriel J. Stylianides
665The mental models theory of deductive reasoning: Implications for proof instruction
Antonis Sergis
653Mathematical proof: Teachers’ beliefs and practices
Introduction
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CERME 5Stochastic thinking
Peter Johnston-Wilder, Dave Pratt
742The relationship between local and global perspectives on randomness
Μ. Pedro Huerta, Μα Ángeles Lonjedo
732The “same” problem in three presentation formats: Different percentages of success and thinking processes
Andreas Eichler
722The impact of a typical classroom practice on students’ statistical knowledge
Michele Cerulli, Augusto Chioccariello, Enrica Lemut
712A microworld to implant a germ of probability
Marta Carles, Μ. Pedro Huerta
702Conditional probability problems and contexts. The diagnostic test context
Herman Callaert
692Understanding confidence intervals
Rolf Biehler, Maria Meletiou, Maria Gabriella Ottaviani, Dave Pratt
686Developing stochastic thinking
Introduction
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Proceedings Book
CERME 5Stochastic thinking
Theodosia Prodromou
801Making connections between the two perspectives on distribution
Efi Paparistodemou, Despina Potari, Demetra Pitta
791Looking for randomness in tasks of prospective teachers
Zoi Nikiforidou, Jenny Pange
782Sample space and the structure of probability combinations in preschoolers
Maria Meletiou-Mavrotheris, Carl Lee
772A cross – national comparison of introductory statistics students’ prior knowledge of graphs
Carmen Maxara, Rolf Biehler
762Constructing stochastic simulations with a computer tool – Students’ competencies and difficulties
Laura Martignon, Kathryn Laskey, Elke Kurz-Milcke
752Transparent urns and colored tinker – cubes for natural stochastics in primary school
Introduction
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CERME 5Algebraic thinking
Astrid Fischer
872Signs used as algebraic tools – A case study
Helen Drury
862Do you see what I see? Issues arising from a lesson on expressing generality
Willibald Dörfler
852Matrices as Peircean diagrams: A hypothetical learning trajectory
Ana Barbosa, Pedro Palhares, Isabel Vale
844Patterns and generalization: the influence of visual strategies
Giorgio T. Bagni
835A contribution of ancient Chinese algebra: Simultaneous equations and counting rods
Vassiliki Alexandrou-Leonidou, George Philippou
825Elementary school students’ understanding and use of the equal sign
Shafia Abdul-Rahman
816Research impacting on student learning: How construction tasks influenced learners’thinking
Luis Puig, Janet Ainley, Abraham Arcavi, Giorgio Bagni
812Working on algebraic thinking
Introduction
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CERME 5Algebraic thinking
Kirsty Wilson, Janet Ainley
944Teachers’ practices with spreadsheets and the development of algebraic activity
Irini Papaieronymou
934Student difficulties in understanding the difference between algebraic expressions and the concept of linear equation
Marta Molina, Encarnación Castro, John Mason
924Distinguishing approaches to solving true/false number sentences
John Mason
913Research and practice in algebra: Interwoven influences
Jean-Baptiste Lagrange, Giampaolo Chiappini
903Integrating the learning of algebra with technology at the European level: Two examples in the ReMath project
Constantia Hadjidemetriou, Maria Pampaka, Alexandra Petridou, Julian Williams, Lawrence Wo
893Developmental assessment of algebraic performance
Bernardo Gómez
882Problems of a linear kind: From Vallejo to Peacock
Introduction
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CERME 5Geometrical thinking
Victor Larios-Osorio
1012Geometrical ridigity and the use of dragging in a dynamic geometry environment
Magdalena Krátká
1002Horizon as epistemological obstacle to understanding infinity
George Kospentaris, Panagiotis Spyrou
992Assessing the attainment of analytic – descriptive geometrical thinking with new tools
Iveta Kohanová
982Comparison of observation of new space and its objects by sighted and non-sighted pupils
Catherine Houdement
972Geometrical working space, a tool for comparison
Caroline Bulf
962The use of everyday objects and situations in mathematics teaching: The symmetry case in French geometry teaching
Alain Kuzniak, Athanasios Gagatsis, Matthias Ludwig, Carlo Marchini
955From geometrical thinking to geometrical work
Introduction
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CERME 5Geometrical thinking
Paola Vighi
1082Computer geometry as mediator of mathematical concepts
Marios Pittalis, Nicholas Mousoulides, Constantinos Christou
1072Spatial ability as a predictor of students’ performance in geometry
Georgia Panaoura, Athanasios Gagatsis, Charalambos Lemonides
1062Spatial abilities in relation to performance in geometry tasks
Modestina Modestou, Iliada Elia, Athanasios Gagatsis, Giorgos Spanoudes
1052Problem solving in geometry: The case of the illusion of proportionality
Christos Markopoulos, Despina Potari, Eftychia Schini
1042The process of composition and decomposition of geometric figures within the frame of dynamic transformations
Carlo Marchini, Paola Vighi
1032Geometrical tiles as a tools for revealing structures
Markus Mann, Matthias Ludwig
1022The utilisation of video enriched microworlds based on dynamic geometry environments
Introduction
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CERME 5Language and mathematics
Paolo Boero, Valeria Consogno
1150Analyzing the constructive function of natural language in classroom discussions
Isabelle Bloch
1140How mathematical signs work in a class of students with special needs: Can the interpretation process become operative?
Raymond Bjuland, Maria Luiza Cestari, Hans Erik Borgersen
1129Pupils’ mathematical reasoning expressed through gesture and discourse: A case study from a sixth-grade lesson
Jenni Back, Nick Pratt
1119Communities of practice in online mathematics discussion boards: Unpicking threads
Rossella Ascione, Maria Mellone
1109Driving spontaneous processes in mathematical tasks
Candia Morgan, Konstantinos Tatsis, Hana Moraová, Jarmila Novotná, Margarida César, Birgit Brandt, Elmar Cohors-Fresenborg, Christa Kaune
1094Multiple perspectives on language and mathematics: Introduction and post – script
Introduction
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CERME 5
Marei Fetzer
1210“Why should I implement writing in my classes?” An empirical study on mathematical writing
Marie Therese Farrugia
1200The use of a semiotic model to interpret meanings for multiplication and division
Julie-Ann Edwards
1190The language of friendship: Developing sociomathematical norms in the secondary school classroom
Elmar Cohors-Fresenborg, Christa Kaune
1180Modelling classroom discussions and categorizing discursive and metacognitiveactivities
Birgit Brandt
1170Certainty and uncertainty as attitudes for students’ participation in mathematical classroom interaction
Lisa Björklund Boistrup
1160Assessment in the mathematics classroom. Studies of interaction between teacher and pupil using a multimodal approach
Language and mathematics
Introduction
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CERME 5
1270Children’s talk about mathematics and mathematical talk
1260Students’ mathematical interactions and teachers’ reflections on their own interventions. Part 2: Analysis of the collegial reflection on students’ mathematical communication
1250Students’ mathematical interactions and teachers’ reflections on their own interventions. Part 1: Epistemological analysis of students’ mathematical communication
1240Idea generation during mathematical writing: Hard work or a process of discovery?
1230Authority relations in the acquisition of the mathematical register at home and at school
1220Issues in analysis of individual discourse concurrent with solving a mathematical problem
Päivi Perkkilä, Eila Aarnos
Marcus Nührenbörger, Heinz Steinbring
Marcus Nührenbörger, Heinz Steinbring
Morten Misfeldt
Tamsin Meaney
Boris Koichu
Language and mathematics
Introduction
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CERME 5
Konstantinos Tatsis
1321Investigating the influence of social and sociomathematical norms in collaborative problem solving
Anastasia G. Stamou, Anna Chronaki
1311Writing mathematics through dominant discourses: The case of a Greek school mathematics magazine
Jana Slezáková, Ewa Swoboda
1301Obstacles in mathematical discourse during researcher – student interaction
Filip Roubíček
1300Selected problems in communication between the teacher and the pupil explored from the semiotic viewpoint
David Pimm, Ruth Beatty, Joan Moss
1290A question of audience, a matter of address
Jana Petrová, Jarmila Novotná
1280The influence of learners’ limited language proficiency on communication obstacles in bilingual teaching/learning of mathematics
Language and mathematics
Introduction
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Proceedings Book
CERME 5Tools and technologies in mathematical didactics
1399Analysis of teacher education in mathematics and ICT
Fabien Emprin
1389Tool use in a technology – Rich learning arrangement for the concept of function
Paul Drijvers, Michiel Doorman, Peter Boon, Sjef van Gisbergen, Koeno Gravemeijer
Thierry Dana-Picard, Ivy Kidron, David Zeitoun
1379Strange 3D plots
Laetitia Bueno-Ravel, Ghislaine Gueudet
1369Online resources in mathematics: Teachers’ genesis of use
Irene Biza, Dionissis Diakoumopoulos, Alkeos Souyoul
1359Teaching analysis in dynamic geometry environments
Bärbel Barzel
1349Integration of computer algebra in an open learning environment
Teresa Assude
1339Teacher´s practices and degree of ICT integration
Chronis Kynigos, Caroline Bardini, Bärbel Barzel, Michela Maschietto
1332Tools and technologies in mathematical didactics
Introduction
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CERME 5Tools and technologies in mathematical didactics
1460Memorizing algebraic formulas: The support of a microworld
Laura Maffei, Maria Alessandra Mariotti
Morten Misfeldt, Anders Sanne
1470Flexibility and cooperation: Virtual learning environments in online undergraduate mathematics
María-Dolores Lozano, María Trigueros
1449Mathematics learning with the use of the balance, a computer programme from enciclomedia
Ilana Lavy, Atara Shriki
1439Change in perception of prospective teachers regarding the image of the teacher as a result of engagement in a computerized environment
Chronis Kynigos, Efi Alexopoulou, Maria Latsi
1429Three dimensional constructions using an absolute frame of reference in a computer simulated 3D space
Stephen Hegedus, Sara Dalton, Luis Moreno-Armella
1419Technology that mediates and participates in mathematical cognition
Anne Berit Fuglestad
1409Developing tasks and teaching with ICT in mathematics in an inquiry community
Introduction
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CERME 5Tools and technologies in mathematical didactics
Hans-Georg Weigand
1540Teaching with a symbolic calculator – The first years of a long-term project
Mária Slavíčková
1531Educational software based on the theory of constructivism
Yianna Sirivianou, John Threlfall
1519Tools that force reflection
Geula Sever, Michal Yerushalmy
1509To sense and to visualize functions: The case of graph stretching
Giorgos Psycharis, Maria Latsi, Chronis Kynigos
1499Meanings for fraction as number-measure by exploring the number line
Demetra Pitta-Pantazi, Constantinos Christou
1489Cognitive styles, dynamic geometry and performance in area tasks
Reinhard Oldenburg
1480Algebraic modelling using a dynamically linked geometry and computer algebra system
Introduction
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CERME 5Mathematics education in multicultural settings
Julian Williams, Laura Black, Paul Hernandez-Martinez, Pauline Davis, GraemeHutcheson, Su Nicholson, Maria Pampaka, Geoff Wake
1607Storying mathematical identities with cultural models
Diana Stentoft
1597Multiple identities in the mathematics classroom: A theoretical perspective
Darlinda Moreira
1587Filling the gap between global and local mathematics
Pirjo Aunio, Carol Aubrey, Ray Godfrey, Yan Liu, Pan Yuejuan
1577Young children’s number sense in China, England and Finland
Helle Alrø, Ole Skovsmose, Paola Valero
1567Landscapes of learning in a multicultural mathematics classroom
Guida de Abreu, Núria Gorgorió
1559Social representations and multicultural mathematics teaching and learning
Margarida César, Guida de Abreu, Núria Gorgorió
1551Researching diversity in mathematics education
Introduction
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CERME 5Different theoretical perspectives and approaches in
research in mathematics education
Uwe Gellert
1668Emergence or structure: A comparison of two sociological perspectives on mathematics classroom practice
Thérèse Dooley
1658Construction of knowledge by primary pupils: The role of whole-class interaction
Michele Cerulli, Jean Philippe Georget, Mirko Maracci, Giorgos Psycharis, Jana Trgalova
1648Integrating research teams: The TELMA approach
Christer Bergsten
1638How do theories influence the research on teaching and learning limits of functions?
Ferdinando Arzarello, Ornella Robutti, Cristina Sabena
1628Ostensives through the lenses of two theoretical frameworks
Ferdinando Arzarello, Marianna Bosch, Agnès Lenfant, Susanne Prediger
1618Different theoretical perspectives in research from teaching problems to research problems
Introduction
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CERME 5Different theoretical perspectives and approaches in
research in mathematics education
Mirko Maracci
1725Students’ difficulties in vector spaces theory from two different theoretical perspectives
Ivy Kidron, Agnès Lenfant, Angelika Bikner-Ahsbahs, Michèle Artigue, Tommy Dreyfus
1708Social interaction in learning processes as seen by three theoretical frameworks
Maria Kaldrimidou, Haralambos Sakonidis, Marianna Tzekaki
1698On the nature of the mathematical knowledge under construction in the classroom
Barbara Jaworski
1688Theory in developmental research in mathematics teaching and learning: Social practice theory and community of inquiry as analytical tools
Simon Goodchild
1678An activity theory perspective of didacticians’ learning within a mathematics teaching development research project
Introduction
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CERME 5Different theoretical perspectives and approaches in
research in mathematics education
1735Using mixed-methods methodology to investigate Cypriot preservice teachers’mathematics content knowledge
Marilena Petrou
Floriane Wozniak
1808Conditions and constraints in the teaching of statistics: The scale of levels of determination
Esther Rodríguez, Marianna Bosch, Josep Gascón
1798An anthropological approach to metacognition: The “study and research courses”
Luis Radford
1782Towards a cultural theory of learning
Susanne Prediger, Kenneth Ruthven
1745From teaching problems to research problems. Proposing a way of comparing theoretical approaches
Introduction
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CERME 5From a study of teaching practices to issues in teacher
education
1866Facilitate research activities at the primary level: Intentional communities of practice, teaching practices, exchanges about these practices
Jean-Philippe Georget
Dolores Corcoran
1856“You don’t need a tables book when you have butter beans!” Is there a need for mathematics pedagogy here?
Laurinda Brown, Alf Coles
1847Striving to “know what is to be done”: The role of the teacher
Claire Vaugelade Berg
1837Expressing generality: Focus on teachers’ use of algebraic notation
Maha Abboud-Blanchard, Claire Cazes, Fabrice Vandebrouck
1827Teachers’ activity in exercises-based lessons. Some case studies
José Carrillo, Leonor Santos, Liz Bills, Alain Marchive
1821From a study of teaching practices to issues in teacher education
Introduction
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CERME 5From a study of teaching practices to issues in teacher
education
Nicolina A. Malara, Giancarlo Navarra
1925A task aimed at leading teachers to promoting a constructive early algebra approach
Mine Isiksal, Erdinc Cakiroglu
1916Pre-service teachers’ representations of division of fractions
Alena Hošpesová, Marie Tichá, Jana Macháčková
1906Differences and similarities in (qualified) pedagogical reflection
Marie Hofmannová, Jarmila Novotná
1896Developing strategies and materials impact on teacher education
Jeremy Hodgen
1886Formative assessment: Tools for transforming school mathematics towards a dialogic practice?
Pedro Gómez, Maria José González, Jose Luis Lupiáñez
1876Adapting the hypothetical learning trajectory notion to secondary preservice teacher training
Introduction
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CERME 5From a study of teaching practices to issues in teacher
education
1974The project work and the collaboration on the initial teacher training
1965Prospective primary teachers’ use of mathematics teaching handbooks
1955Teachers’ mathematical knowledge and pedagogical practices in the teaching of derivative
1945From studies of cooperative learning practices towards a model of intervention on mathematics teachers
1935The professional development of a novice teacher in a collaborative context: An analysis of classroom practice
Leonor Santos, Alexandra Bento
Tim Rowland
Despina Potari, Theodosis Zachariades, Constantinos Christou, George Kyriazis, DemetraPitta-Pantazi
Angela Pesci
Maria Cinta Muñoz-Catalán, José Carrillo, Nuria Climent
Introduction
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CERME 5From a study of teaching practices to issues in teacher
education
1984Primary teachers’ attitudes towards and beliefs about mathematics teaching: the collective culture of one English primary school
Judy Sayers
Iris Zodik, Orit Zaslavsky
2024Exemplification in the mathematics classroom: What is it like and what does it imply?
Nellie C. Verhoef, Cees Terlouw
2014Training mathematics teachers in a community of learners (COL)
Fay Turner
2004The mathematics content knowledge of beginning teachers: The case of Amy
Rosa Antónia Tomás Ferreira
1994The teaching modes: A conceptual framework for teacher education
Introduction
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CERME 5Modelling and applications
Rita Borromeo Ferri
2080Personal experiences and extra-mathematical knowledge as an influence factor on modelling routes of pupils
Morten Blomhøj, Tinne Hoff Kjeldsen
2070Learning the integral concept through mathematical modelling
Abraham Berman, Igor M. Verner, Shuki Aroshas
2060The teaching calculus with applications experiment succeeded – Why and what else?
Berta Barquero, Marianna Bosch, Josep Gascón
2050Using research and study courses for teaching mathematical modelling at university level
Mette Andresen
2042Understanding of “modelling”
Gabriele Kaiser, Bharath Sriraman, Morten Blomhøj, Fco. Javier Garcia
2035Modelling and applications – Differentiating perspectives and delineating commonalties
Introduction
Plenaries
Thematic Groups
Editorial Board
Proceedings Book
CERME 5
2090Making mathematical literacy a reality in classrooms
Hugh Burkhardt
Irit Peled
2140A meta-perspective on the nature of modelling and the role of mathematics
Nicholas Mousoulides, Bharath Sriraman, Marios Pittalis, Constantinos Christou
2130Tracing students’ modelling processes in elementary and secondary school
Katja Maaß
2120Modelling tasks for low achieving students – First results of an empirical study
Murad Jurdak, Saouma BouJaoude, Norma Ghumrawi
2110Comparison of mathematization in microcomputer based laboratory (MBL) and verification – Type laboratory (VTL) in physics
Jonei Cerqueira Barbosa
2101Mathematical modelling and parallel discussions
Ana Paula Canavarro
2100Modelling bungy jumping: Why is it so difficult?
Modelling and applications
Introduction
Plenaries
Thematic Groups
Editorial Board
Proceedings Book
CERME 5
2210Measuring perceived self-efficacy in applying mathematics
2200Interpreting velocity and stopping distance; complementarity, context and mathematics
2190Personal meaning in relation to modelling problems
2180Mathematical modelling in school – Experiences from a project integrating school and university
2170The functional algebraic modelling at Secondary level
2160Derivatives in applications: How to describe students’ understanding
Avenilde Romo Vázquez
2150The role of mathematical knowledge in a practical activity: Engineering projects at university level
Geoff D. Wake, Maria Pampaka
Pauline Vos, Gerrit Roorda
Katrin Vorhölter
Björn Schwarz, Gabriele Kaiser
Noemí Ruiz, Marianna Bosch, Josep Gascón
Gerrit Roorda, Pauline Vos, Martin Goedhart
Modelling and applications
Introduction
Plenaries
Thematic Groups
Editorial Board
Proceedings Book
CERME 5Advanced mathematical thinking
Elisabetta Ferrando
2280The application of the abductive system to different kinds of problems
Martin Downs, Joanna Mamona-Downs
2270Local and global perspectives in problem solving
Corine Castela
2260Analysis of the autonomy required from mathematics students in the French lycee
Iiris Attorps, Timo Tossavainen
2250Is there equality in equation?
Samuele Antonini, Fulvia Furinghetti, Francesca Morselli, Elena Tosetto
2241University students generating examples in real analysis: Where is the definition?
Buma Abramovitz, Miryam Berezina, Abraham Berman, Ludmila Shvartsman
2231Lagrange’s theorem: What does the theorem mean?
Joanna Mamona-Downs
2221Advanced mathematical thinking
Introduction
Plenaries
Thematic Groups
Editorial Board
Proceedings Book
CERME 5Advanced mathematical thinking
2290University students’ difficulties with formal proving and attempts to overcome them
Justyna Hawro
Maria Meehan
2349Student generated examples and the transition to advanced mathematical thinking
Francesca Martignone
2340Mathematical background and problem solving: How does knowledge influence mental dynamics in game theory problems?
Roza Leikin
2330Habits of mind associated with advanced mathematical thinking and solution spaces of mathematical tasks
Kristina Juter
2320Students’ concept development of limits
Matthew Inglis, Adrian Simpson
2310Belief bias and the study of mathematics
Paola Iannone, Elena Nardi
2300The interplay between syntactic and semantic knowledge in proof production: Mathematicians’ perspectives
Introduction
Plenaries
Thematic Groups
Editorial Board
Proceedings Book
CERME 5Advanced mathematical thinking
2359Understanding of systems of equations in linear algebra
Maria Trigueros
Rina Zazkis, Mark Applebaum
2389Advancing mathematical thinking: Looking back at one problem
Carl Winsløw, Lene Møller Madsen
2379Interplay between research and teaching from the perspective of mathematicians
Antti Viholainen
2369Students’ choices between informal and formal reasoning in a task concerning differentiability
Introduction
Plenaries
Thematic Groups
Editorial Board
Proceedings Book
CERME 5Comparative studies in mathematics education
Tammy Eisenmann, Ruhama Even
2433Types of algebraic activities in two classes taught by the same teacher
Richard Cabassut
2423Examples of comparative methods in the teaching of mathematics in France and in Germany
Roger G. Brown
2413Policy change, graphing calculators and ‘High stakes examinations’: A view across three examination systems
Kristín Bjarnadóttir
2403Development of the mathematics education system in Iceland in the 1960s in comparison to three neighbouring countries
Birgit Pepin, Eva Jablonka, Richard Cabassut
2399Comparative Studies in mathematics education – comparing the incomparable?
Introduction
Plenaries
Thematic Groups
Editorial Board
Proceedings Book
CERME 5Comparative studies in mathematics education
Maike Vollstedt
2473The construction of personal meaning – A comparative case study in Hong Kong and Germany
Marc Vantourout
2463A comparative study of assessment activity involving 8 pre-service teachers: What referent for the assessor?
Jukka Törnroos
2453Factors related to students’ mathematical literacy in Finland and Sweden
João Pedro da Ponte, Sandra Marques
2443Proportion in school mathematics textbooks: A comparative study
