45th Conference of the International Group for the Psychology of Mathematics Education, “Mathematics education research supporting practice: empowering the future”.
Celebrated at Universidad de Alicante, between 18 to 23 July 2022 Organizated by International Group for the Psychology of Mathematics Education
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Contrasting perspectives between the teacher and students: a reflection on the learner’s perspective study
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Mathematical problem posing: task variables, processes, and products
Jinfa Cai, Boris Koichu, Benjamin Rott, Rina Zazkis, Chunlan Jiang
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Layering methodological tools to represent classroom collectivity
Lynn McGarvey, Florence Glandfield, Joyce Mgombelo, Jennifer S. Thom, Jo Towers, Elaine Simmt, Josh Markle, BRENT DAVIS, Lyndon C. Martin, Jérôme Prolux
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International perspectives on proof and proving: recent results and future directions
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Constructs and methods for identifying patterns of interaction in mathematics classrooms
Anita Movik Simensen, Hilja Lisa Huru, David Wagner, Annica Andersson
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Spanish research on mathematics education
Berta Barquero Farrás, María del Carmen Batanero Bernabeu, Teresa Fernández Blanco, Marianna Bosch, Matías Camacho Machín, María Consuelo Cañadas Santiago, Enrique Castro, José María Chamoso Sánchez, Luis Carlos Contreras González, María Magdalena Gea, Juan Diaz Godino, Verónica Martín Molina, Mar Moreno Moreno, Miguel R. Wilhelmi
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Probing prospective secondary mathematics teachers’ understanding of visual representations of function transformations: A multiple scripting task approach
James A. Mendoza Alvarez, Theresa A. Jorgensen, Janessa Beach
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Aspects of mathematical knowledge for teaching: A qualitative study
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Transforming critical events through script writing in mathematics teacher education
Michal Ayalon, Despina Potari, Giorgos Psycharis, Samaher Nama
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How do first-grade students recognize patterns? An eye-tracking study
Lukas Baumanns, Demetra Pitta Pantazi, Eleni Demosthenous, Constantinos Christou, A.J. Lilienthal, Maike Schindler
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Turning moments: the crossroads of the prospective secondary teachers’ attitude towards math
Gemma Carotenuto, Cristina Coppola, Pietro Di Martino, Tiziana Pacelli
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The use of ratio and rate concepts by students in primary and secondary school
Salvador Castillo Bresó, Ceneida Fernández Verdú, Ana Paula Canavarro
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Pre-service teacher`s specialised knowledge on area of flat figures
Sofía Caviedes Barrera, Genaro de Gamboa, Edelmira Rosa Badillo Jiménez
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Fairness in political districting: Exploring mathematical reasoning
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Making visible a teacher’s pedagogical reasoning: An aspect of pedagogical documentation
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Digital resource design as a problem solving activity: The key-role of monitoring processes
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A helping hand in outdoor mathematics: The role of gestures in mathematics trails
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Definitional ambiguity: a case of continuous function
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What is convincing?: Primary student teachers understanding of mathematical arguments
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Down the road: teacher’s perceptions and uptake of PD after several years
Karen Koellner, Nanette Seago, Nicora Placa, Amanda Riske, David Carlson
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Analysing processes of transfer in learning basic fraction concepts: a didactical approach to transfer
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Making realistic assumptions in mathematical modelling
Janina Krawitz, Jonas Kanefke, Stanislaw Schukajlow, Katrin Rakoczy
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Simulation-based learning environments: do they affect learners’ relevant interests?
Stephanie Kron, Daniel Sommerhoff, Maike Achtner, Kathleen Stürmer, Christof Wecker, Matthias Siebeck, Stefan Ufer
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Argumentation based on statistical data at the very beginning of primary school: Evidence from two empirical studies
Jens Krummenauer, Franziska Gutensohn, Johanna Aichele, Maria Emhart, Sebastian Kuntze
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Teaching and learning addition and subtraction bridging through ten using a structural approach
Angelika Kullberg, Camilla Björklund, Maria Nord, Tuula Maunula, Ulla Runesson, Irma Brkovic
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“Helping learners” – Pre-service mathematics teachers’ conceptions of learning support through the lens of their situated noticing: A vignette-based study
Sebastian Kuntze, Marita Friesen, Ralf Erens, Jens Krummenauer, Libuše Samková, Ceneida Fernández Verdú, Pere Ivars Santacreu, Salvador Llinares Ciscar, Melania Bernabeu Martínez, Vladimíra Petrášková, Karen Skilling, Lulu Healy
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Understanding the ‘auxiliary task’ conceptually: Discrete versus continuous cardinal objects
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Students working on models: an on-going experimentation in mathematics and chemistry
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Prospective teachers’ confidence and mathematics conceptual knowledge for teaching in South Korea: Fraction division
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The potential of tasks for mathematical learning and its use in instruction: Perspectives of experts from Germany and Taiwan
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Teaching statistics with projects at the university: a case study
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The relation between Riemann sums and double integrals: results of a second research cycle
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Lesson study in initial teacher education: drawing conclusions from two Portuguese experiences
Bruna Micael Martins Lima, Joao Pedro da Ponte, Joana Mata Pereira
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The MTE: managing the professional empowerment of prospective primary teachers
María Isabel Pascual, Miguel Ángel Montes Navarro, Luis Carlos Contreras González
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Teachers’ PD uptake: how visual representations impacted mathematics teaching
Nicora Placa, Karen Koellner, Nanette Seago, Amanda Riske, David Carlson
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Mathematics as gendered? Views from Palestinian/Arab Israeli high schoolers
Laurie Rubel, Michal Ayalon, Juhaina Awawdeh Shahbari, Fatme Awad
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Strategies proposed by preservice teachers to foster their students’ creativity
Alicia Sánchez Brualla, Vicenç Font Moll, Luis Roberto Pino Fan
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Interest and performance in solving open modelling problems and closed real-world problems
Stanislaw Schukajlow, Janina Krawitz, Jonas Kanefke, Katrin Rakoczy
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Strategy use in number line tasks of students with mathematical difficulties: An eye-tracking study
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Enhancing reflection on the critical attributes of the figures: The height challenge game
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Preschool teachers’ selection of picture books for mathematics instruction: An interview study
Suzanne Elise Splinter, Fien Depaepe, Lieven Verschaffel, Joke Torbeyns
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“Writing the world” through writing: Priorities for composition research in social justice mathematics
Susan Staats, Jessica V. Forrester, Sousada Grande, Noah Jefferson, Vern Nelson
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Linear algebra proofs: Ways of understanding and ways of thinking in the formal world
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Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication
Henrik Stigberg, Said Hadjerrouit, Odd Tore Kaufmann, Georgios Marentakis
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Socioeconomic status and word problem solving in PISA: The role of mathematical content areas
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Unpacking of mathematical knowledge in lecturing: The mathematical practice of decompressing
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Framework for analysing secondary mathematics teachers’ development of geometric reasoning
Shikha Takker, Iresha Gayani Ratnayake, Craig Pournara, Jill Adler
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Computational thinking in Denmark from an anthropological theory of the didactic perspective
Andreas Lindenskov, Raimundo Elicer, Morten Misfeldt, Uffe Thomas Jankvist
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Studying mathematics teachers’ design of tasks inspired by authentic practices
Nikolaos Vroutsis, Giorgos Psycharis, Chrissavgi Triantafillou
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Perspectives of professors in mathematics education on fruit salad algebra: A comparison between Taiwan and Germany
Ting-Ying Wang, Anika Dreher, Feng-Jui Hsieh, Anke Lindmeier
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The potential of mathematical picture books: A systematic analysis of their domain-specific picture book features
Eveline Wauters, Suzanne Elise Splinter, Emke Op ‘t Eynde, Lieven Verschaffel, Joke Torbeyns
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Cristina Zorrilla Victoria, Ceneida Fernández Verdú, María Consuelo Cañadas Santiago, Pere Ivars Santacreu
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“Missionaries” no more: Tutors as beneficiaries in a community-based tutoring program
Lesa M. Covington Clarkson, Jessica V. Forrester, Elena A. Contreras
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Taking the didactic triangle to the next level: a 3d heuristic model for analysing subject specific approaches to mentoring
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Talking about mathematics: how teachers createand shape dialogic spaces in their classrooms
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Preservice secondary mathematics teachers’ solutions to an open-ended problem
Patricia de Armas González, Diana Sosa Martín, Josefa Perdomo Díaz
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Support mathematics teachers’ technology training in portuguese-speaking african countries (palop)
José Manuel Dos Santos Dos Santos, Astrigilda Silveira, Zsolt Lavicza
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Dyscalculia in the scientific literature: a systematic review
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