Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. Volume 3: Research Reports (Ja-Se)

Table of Contents

A helping hand in outdoor mathematics – The role of gestures in mathematics trails — Jablonski, Simone; Bakos, Sandy

Engaging with online elaborated feedback as a mediation tool in the mathematical argumentation process — Kadan-Tabaja, Amal; Yerushalmy, Michal

Using online discussion forums for the professional development of mathematics teachers — Keller, Nelly; Koichu, Boris; Kohen, Zehavit

Definitional ambiguity: a case of continuous function — Kercher, Andrew; Bergman, Anna Marie; Zazkis, Rina

What is convincing? – Primary student teachers understanding of mathematical arguments — Klöpping, Peter M.

Down the road: teacher’s perceptions and uptake of PD after several years — Koellner, Karen; Seago, Nanette; Placa, Nicora; Riske, Amanda; Carlson, David

Analysing processes of transfer in learning basic fraction concepts: a didactical approach to transfer — Kollhoff, Sebastian

Making realistic assumptions in mathematical modelling — Krawitz, Janina; Kanefke, Jonas; Schukajlow, Stanislaw; Rakoczy, Katrin

Simulation-based learning environments: do they affect learners’ relevant interests? — Kron, Stephanie; Sommerhoff, Daniel; Achtner, Maike; Stürmer, Kathleen; Wecker, Christof; Siebeck, Matthias; Ufer, Stefan

Argumentation based on statistical data at the very beginning of primary school – Evidence from two empirical studies — Krummenauer, Jens; Gutensohn, Franziska; Aichele, Johanna; Emhart, Maria; Kuntze, Sebastian

Teaching and learning addition and subtraction bridging through ten using a structural approach — Kullberg, Angelika; Björklund, Camilla; Nord, Maria; Maunula, Tuula; Runesson Kempe, Ulla; Brkovic, Irma

“Helping learners” – Pre-service mathematics teachers’ conceptions of learning support through the lens of their situated noticing – A vignette-based study — Kuntze, Sebastian; Friesen, Marita; Erens, Ralf; Krummenauer, Jens; Samková, Libuše; Fernández-Verdú, Ceneida; Ivars, Pere; Llinares, Salvador; Bernabeu-Martínez, Melania; Petrášková, Vladimíra; Skilling, Karen; Healy, Lulu

Understanding the ‘auxiliary task’ conceptually – Discrete versus continuous cardinal objects — Kuzu, Taha Ertuğrul

Students working on models; an on-going experimentation in mathematics and chemistry — Lagrange, Jean-Baptiste

Dimensions of pre-service teachers’ diagnostic judgements of student solutions — Laschke, Christin; Jenßen, Lars; Rösken-Winter, Bettina

An outdoor activity to learn operations with integers — Lepellere, Maria Antonietta; Gasparo, Dario

Prospective teachers’ confidence and mathematics conceptual knowledge for teaching in South Korea – Fraction division — Li, Yeping; Pang, JeongSuk

The potential of tasks for mathematical learning and its use in instruction – Perspectives of experts from Germany and Taiwan — Lindmeier, Anke; Wang, Ting-Ying; Hsieh, Feng-Jui; Dreher, Anika

A developing discourse on transitions between different realizations of the same function — Lisarelli, Giulia; Macchioni, Elena; Miragliotta, Elisa

Student intimidation in the mathematics classroom — Makramalla, Mariam

Dimensions of variation in teachers’ applied mathematics problem posing — Marco, Nadav; Palatnik, Alik

Teaching statistics with projects at the university: a case study — Markulin, Kristina; Bosch, Marianna; Florensa, Ignasi

The relation between Riemann sums and double integrals: results of a second research cycle — Martínez-Planell, Rafael; Trigueros, María; Borji, Vahid

Lesson study in initial teacher education: drawing conclusions from two Portuguese experiences — Martins, Micaela; da Ponte, João Pedro; Mata-Pereira, Joana

Relationships between perceived teacher and peer support on motivation and achievement in high school mathematics — Middleton, James A.; Wiezel, Adi; Riske, Amanda; Jansen, Amanda; Smith, Ethan

Number structure in learner workbooks — Morrison, Samantha; Askew, Mike

Interlinear morphemic gloss (IMG) of fraction naming conventions in isiXhosa — Mostert, Ingrid; Roberts, Nicky

Teacher learning about exemplification in geometry through lesson study — Mwadzaangati, Lisnet; Takker, Shikha; Adler, Jill

Exploring change in secondary mathematics teachers' noticing of argumentation — Nama, Samaher; Ayalon, Michal

Levels of generalization in the objectification of the recursion step — Nannini, Bernardo; Telloni, Agnese I.

The effect of secondary mathematics on future choice in stem professions — Nitzan-Tamar, Ortal; Kohen, Zehavit

What happens over time to students identified as being at risk of falling behind in numeracy? — Nortvedt, Guri A.

How can a setting influence one’s reflection? — Nurick, Yael; Arcavi, Abraham; Karsenty, Ronnie

How are proof and proving conceptualized in mathematics curriculum documents in the USA and Japan? — Otani, Hiroki; Reid, David; Shinno, Yusuke

Students’ exploration of tangible geometric models: focus on shifts of attention — Palatnik, Alik

The MTE: managing the professional empowerment of prospective primary teachers — Pascual, María Isabel; Montes, Miguel; Contreras, Luis Carlos

A discussion about the semantic congruence of a translation: an opportunity to promote algebraic thinking at elementary school — Pinto, Eder; Ayala-Altamirano, Cristina; Molina, Marta; Cañadas, María C.

Introducing multiples and submultiples to pre-primary children — Pitta, Georgia; Vamvakoussi, Xenia

Teachers’ PD uptake: how visual representations impacted mathematics teaching — Placa, Nicora; Koellner, Karen; Seago, Nanette; Riske, Amanda; Carlson, David

Initiating a project for language-and-learner responsiveness in mathematics content teaching — Planas, Núria; Alfonso, José María; Rave-Agudelo, Juan Gabriel

Mathematics teacher educators’ work to foster an inquiry community — Pocalana, Gabriella; Robutti, Ornella

Stand.out.errors: a starting point to address mathematics learning losses post COVID-19 — Pournara, Craig

Integrating the affective domain when interpreting understanding in mathematics: an operational approach — Quintanilla, Verónica A.; Gallardo, Jesús

Drawing instructions, strategic knowledge, strategy-based motivation, and students’ use of drawings — Rellensmann, Johanna; Schukajlow, Stanislaw; Leopold, Claudia

Mathematics as gendered? Views from Palestinian/Arab Israeli high schoolers — Rubel, Laurie; Ayalon, Michal; Shahbari, Juhaina; Awad, Fatme

Single unit counting – An impediment for arithmetic learning — Runesson Kempe, Ulla; Björklund, Camilla; Kullberg, Angelika

Arab and Jewish mathematics teachers' endorsed pedagogical narratives and reported practices — Sabbah, Soryna; Heyd-Metzuyanim, Einat

Strategies proposed by preservice teachers to foster their students’ creativity — Sánchez, Alicia; Font, Vicenç; Pino-Fan, Luis

Modelling proportional reasoning skills in levels within a digital setting — Schadl, Constanze; Lindmeier, Anke

Exploring deficit-based and strengths-based framings in noticing student mathematical thinking — Scheiner, Thorsten

Interest and performance in solving open modelling problems and closed real-world problems — Schukajlow, Stanislaw; Krawitz, Janina; Kanefke, Jonas; Rakoczy, Katrin

Asynchronous mathematics PD: design and facilitation format effects on teacher learning — Seago, Nanette; Knotts, Angela; Neumayer DePiper, Jill