Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education
Información General
- Autores: Ceneida Fernández Verdú (coord.)
, Salvador Llinares Ciscar (coord.) , Ángel Gutiérrez Rodríguez (coord.) , Núria Planas i Raig (coord.) - Editores: Universidad de Alicante / Universitat d'Alacant, Servicio de Publicaciones
- Año de publicación: 2022
- País: España
- Idioma: inglés
- Títulos paralelos:
- Mathematics education research supporting practice: empowering the future
- Texto completo no disponible (Saber más ...)
Resumen
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
- Citas a capítulos: 1 Citas
Esta obra consta de los siguientes volúmenes
- Vol. 1: Plenary Lectures, Plenary Panel, Research Forums, Working Groups, Seminar, National Presentation . ISBN 978-84-1302-175-1
- Vol. 2: Research Reports A – H . ISBN 978-84-1302-176-8
- Vol. 3: Research Reports Ja – Se . ISBN 978-84-1302-177-5
- Vol. 4: Research Reports (Si – Z) · Oral Communications, Poster Presentations . ISBN 978-84-1302-178-2
Listado de artículos
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Vol. 1: Plenary Lectures, Plenary Panel, Research Forums, Working Groups, Seminar, National Presentation. 2022. ISBN 978-84-1302-175-1. Texto Completo Volumen
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Plenary Lectures
págs. 3-18
págs. 19-34
Intertwining cumulated and current mathematical problem-solving developments to frame and support teaching practices
Manuel Santos Trigo
págs. 35-50
Contrasting perspectives between the teacher and students: a reflection on the learner’s perspective study
Yoshinori Shimizu
págs. 51-66
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Plenary Panel
Mathematics teacher education should be responsive to a rapidly changing world
Olive Chapman, Nancy Chitera, Nuria Climent Rodríguez
, Jaguthsing Dindyal, Paola Sztajnpágs. 69-85
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Research Forums
Mathematics teachers’ interactions with resources through a language lens
Jill Adler, Núria Planas i Raig
, Luc Trouche, Janine T. Remillardpágs. 89-117
Mathematical problem posing: task variables, processes, and products
Jinfa Cai, Boris Koichu, Benjamin Rott, Rina Zazkis, Chunlan Jiang
págs. 119-145
Innovative perspectives in research in mathematical modelling education
Gabriele Kaiser, Stanislaw Schukajlow
págs. 147-176
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
págs. 177-201
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Working Groups
The challenge of teaching mathematics “at the frontier”
Chiara Andrà, Domenico Brunetto, Scott Courtney
págs. 205-206
(Re)conceptualising the expertise of the mathematics teacher educator
Tracy Helliwell, Sean Chorney
págs. 207-208
An embodied perspective on diversity in mathematics education
Christina M. Krause, Anna Shvarts
págs. 209-210
International perspectives on proof and proving: recent results and future directions
David A. Reid, Yusuke Shinno, Taro Fujita
págs. 211-212
Constructs and methods for identifying patterns of interaction in mathematics classrooms
Anita Movik Simensen, Hilja Lisa Huru, David Wagner, Annica Andersson
págs. 213-214
Connecting early mathematical modeling with culturally responsive math teaching
Jennifer M. Suh, Julia M. Aguirre, Holly Tate
págs. 215-216
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Seminar
Jens Krummenauer, Sebastian Kuntze, Marita Friesen, Karen Skilling, Libuše Samková, Ceneida Fernández Verdú
, Pere Ivars Santacreu, Salvador Llinares Ciscar págs. 219-220
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National Presentation
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 págs. 223-254
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Vol. 2: Research Reports A – H. 2022. ISBN 978-84-1302-176-8. Texto Completo Volumen
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
págs. 3-10
Supporting noticing of students’ mathematical thinking through 360 video and prompt scaffolding
Julie M. Amador, Tracy Weston, Karl Kosko
págs. 11-18
Relearning: A unified conceptualization across cognitive psychology and mathematics education
Kristen Amman, Juan Pablo Mejías Ramos
págs. 19-26
From what works to scaling up: Improving mental strategies in South African Grade 3 classes
Mike Askew, Mellony Graven, Hamsa Venkat
págs. 27-34
Aspects of mathematical knowledge for teaching: A qualitative study
Theodora Avgeri, Xenia Vamvakoussi
págs. 35-42
Transforming critical events through script writing in mathematics teacher education
Michal Ayalon, Despina Potari, Giorgos Psycharis, Samaher Nama
págs. 43-50
Making sense(s) of multiplication
Sandy Bakos, Nathalie Sinclair, Canan Güneş, Sean Chorney
págs. 51-58
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
págs. 59-66
Teachers’ judgement accuracy of word problems and influencing task features
Sara Becker, Tobias Dörfler
págs. 67-74
“Fractions my way”: How an adaptive learning environment affects and motivates students
Yaniv Biton, Karin Alush, Carmit Tal
págs. 75-82
A case study on students’ approach to Euclidean proof in the rationality perspective
Paolo Boero
, Fiorenza Turianopágs. 83-90
Designing problems introducing the concept of numerical integration in an inquiry-based setting
Marte Bråtalien, Joakim Skogholt, Margrethe Naalsund
págs. 91-98
Turning moments: the crossroads of the prospective secondary teachers’ attitude towards math
Gemma Carotenuto, Cristina Coppola, Pietro Di Martino, Tiziana Pacelli
págs. 99-106
The use of ratio and rate concepts by students in primary and secondary school
Salvador Castillo Bresó, Ceneida Fernández Verdú
, Ana Paula Canavarropágs. 107-114
Cycles of evidence collection in the development of a measure of teacher knowledge
Laurie O. Cavey, Tatia Totorica, Ya Mo, Michele Carney
págs. 115-122
Pre-service teacher`s specialised knowledge on area of flat figures
Sofía Caviedes Barrera, Genaro de Gamboa, Edelmira Rosa Badillo Jiménez
págs. 123-130
Ideas of early division prior to formal instruction
Jill Cheeseman, Ann Downton, Anne Roche
págs. 131-138
Exploring the affordances of a worked example offloaded from a textbook
Sze Looi Chin, Ban Heng Choy, Yew Hoong Leong
págs. 139-146
Negotiating mathematical goals in coaching conversations
Jeffrey Choppin, Cynthia Carson, Julie M. Amador
págs. 147-154
Fairness in political districting: Exploring mathematical reasoning
Sean Chorney
págs. 155-162
Making visible a teacher’s pedagogical reasoning: An aspect of pedagogical documentation
Ban Heng Choy, Jaguthsing Dindyal, Joseph B. W. Yeo
págs. 163-170
Towards a socio-ecological perspective of mathematics education
Alfred Theodore Coles
, Kate le Roux, Armando Solares págs. 171-178
Identifying preverbal children’s mathematical conceptions through bishop's reframed mathematical activities
Audrey Cooke, Jenny Jay
págs. 179-186
Digital resource design as a problem solving activity: The key-role of monitoring processes
Annalisa Cusi, Sara Gagliani-Caputo, Agnese I. Telloni
págs. 187-194
págs. 195-202
Students’ reflections on the design of digital resources to scaffold metacognitive activities
Annalisa Cusi, Agnese I. Telloni, Katia Visconti
págs. 203-210
págs. 211-218
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Vol. 3: Research Reports Ja – Se. 2022. ISBN 978-84-1302-177-5. Texto Completo Volumen
A helping hand in outdoor mathematics: The role of gestures in mathematics trails
págs. 3-10
Amal Kadan Tabaja, Michal Yerushalmy
págs. 11-18
Using online discussion forums for the professional development of mathematics teachers
Nelly Keller, Boris Koichu, Zehavit Kohen
págs. 19-26
Definitional ambiguity: a case of continuous function
Andrew Kercher, Anna Bergman, Rina Zazkis
págs. 27-34
What is convincing?: Primary student teachers understanding of mathematical arguments
Peter M. Klöpping
págs. 35-42
Down the road: teacher’s perceptions and uptake of PD after several years
Karen Koellner, Nanette Seago, Nicora Placa, Amanda Riske, David Carlson
págs. 43-50
Analysing processes of transfer in learning basic fraction concepts: a didactical approach to transfer
Sebastian Kollhoff
págs. 51-58
Making realistic assumptions in mathematical modelling
Janina Krawitz, Jonas Kanefke, Stanislaw Schukajlow, Katrin Rakoczy
págs. 59-66
Simulation-based learning environments: do they affect learners’ relevant interests?
Stephanie Kron, Daniel Sommerhoff, Maike Achtner, Kathleen Stürmer, Christof Wecker, Matthias Siebeck, Stefan Ufer
págs. 67-74
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
págs. 75-82
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
págs. 83-90
“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 Healypágs. 91-98
Understanding the ‘auxiliary task’ conceptually: Discrete versus continuous cardinal objects
Taha Kuzu
págs. 99-106
Students working on models: an on-going experimentation in mathematics and chemistry
págs. 107-114
Dimensions of pre-service teachers’ diagnostic judgements of student solutions
Christin Laschke, Lars Jenßen, Bettina Rösken Winter
págs. 115-122
An outdoor activity to learn operations with integers
Maria Anntonietta Lepellere, Dario Gasparo
págs. 123-130
Prospective teachers’ confidence and mathematics conceptual knowledge for teaching in South Korea: Fraction division
Yeping Li, JeongSuk Pang
págs. 131-138
The potential of tasks for mathematical learning and its use in instruction: Perspectives of experts from Germany and Taiwan
Anke Lindmeier, Ting Wang, Feng-Jui Hsieh, Anik Dreher
págs. 139-146
A developing discourse on transitions between different realizations of the same function
Giulia Lisarelli, Elena Macchioni, Elisa Miragliotta
págs. 147-154
págs. 155-162
Dimensions of variation in teachers’ applied mathematics problem posing
Nadav Marco, Alik Palatnik
págs. 163-170
Teaching statistics with projects at the university: a case study
Kristina Markulin, Marianna Bosch
, Ignasi Florensapágs. 171-178
The relation between Riemann sums and double integrals: results of a second research cycle
Rafael Martínez-Planell, María Trigueros, Vahid Borji
págs. 179-186
Lesson study in initial teacher education: drawing conclusions from two Portuguese experiences
Bruna Micael Martins Lima, Joao Pedro da Ponte
, Joana Mata Pereirapágs. 187-194
Relationships between perceived teacher and peer support on motivation and achievement in high school mathematics
James A. Middleton, Adi Wiezel, Amanda Riske, Amanda Jansen, Ethan Smith
págs. 195-202
págs. 203-210
Interlinear morphemic gloss (IMG) of fraction naming conventions in isiXhosa
Ingrid Mostert, Nicky Roberts
págs. 211-218
Teacher learning about exemplification in geometry through lesson study
Lisnet Mwadzaangati, Shikha Takker, Jill Adler
págs. 219-226
Exploring change in secondary mathematics teachers' noticing of argumentation
Samaher Nama, Michal Ayalon
págs. 227-234
Levels of generalization in the objectification of the recursion step
Bernardo Nannini, Agnese I. Telloni
págs. 235-242
The effect of secondary mathematics on future choice in stem professions
Ortal Nitzan Tamar, Zehavit Kohen
págs. 243-250
What happens over time to students identified as being at risk of falling behind in numeracy?
Guri A. Nortvedt
págs. 251-258
How can a setting influence one’s reflection?
Yael Nurick, Abraham Arcavi
, Ronnie Karsentypágs. 259-266
How are proof and proving conceptualized in mathematics curriculum documents in the USA and Japan?
Hiroki Otani, David A. Reid, Yusuke Shinno
págs. 267-274
Students’ exploration of tangible geometric models: focus on shifts of attention
Alik Palatnik
págs. 275-282
The MTE: managing the professional empowerment of prospective primary teachers
María Isabel Pascual, Miguel Ángel Montes Navarro
, Luis Carlos Contreras González págs. 283-290
Eder Pinto
, C. Ayala Altamirano, Marta Molina , María Consuelo Cañadas Santiago págs. 291-298
Introducing multiples and submultiples to pre-primary children
Georgia Pitta, Xenia Vamvakoussi
págs. 299-306
Teachers’ PD uptake: how visual representations impacted mathematics teaching
Nicora Placa, Karen Koellner, Nanette Seago, Amanda Riske, David Carlson
págs. 307-314
Initiating a project for language-and-learner responsiveness in mathematics content teaching
Núria Planas i Raig
, José María Alfonso, Juan Gabriel Rave Agudelopágs. 315-322
Mathematics teacher educators’ work to foster an inquiry community
Gabriella Pocalana, Ornella Robutti
págs. 323-330
Stand.out.errors: a starting point to address mathematics learning losses post COVID-19
Craig Pournara
págs. 331-338
págs. 339-346
Drawing instructions, strategic knowledge, strategy-based motivation, and students’ use of drawings
Johanna Rellensmann, Stanislaw Schukajlow, Claudia Leopold
págs. 347-354
Mathematics as gendered? Views from Palestinian/Arab Israeli high schoolers
Laurie Rubel, Michal Ayalon, Juhaina Awawdeh Shahbari, Fatme Awad
págs. 355-362
págs. 363-370
Arab and Jewish mathematics teachers' endorsed pedagogical narratives and reported practices
Soryna Sabbah, Einat Heyd Metzuyanim
págs. 371-379
Strategies proposed by preservice teachers to foster their students’ creativity
Alicia Sánchez Brualla, Vicenç Font Moll
, Luis Roberto Pino Fanpágs. 379-386
Modelling proportional reasoning skills in levels within a digital setting
Constanze Schadl, Anke Lindmeier
págs. 387-394
Exploring deficit-based and strengths-based framings in noticing student mathematical thinking
Thorsten Scheiner
págs. 394-402
Interest and performance in solving open modelling problems and closed real-world problems
Stanislaw Schukajlow, Janina Krawitz, Jonas Kanefke, Katrin Rakoczy
págs. 403-410
Asynchronous mathematics PD: design and facilitation format effects on teacher learning
Nanette Seago, Angela Knotts, Jill Neumayer DePiper
págs. 410-418
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Vol. 4: Research Reports (Si – Z) · Oral Communications, Poster Presentations. 2022. ISBN 978-84-1302-178-2. Texto Completo Volumen
Strategy use in number line tasks of students with mathematical difficulties: An eye-tracking study
Anna Lisa Simon, Maike Schindler
págs. 3-10
Enhancing reflection on the critical attributes of the figures: The height challenge game
Cristina Sabena
, Carlotta Soldanopágs. 11-18
Preschool teachers’ selection of picture books for mathematics instruction: An interview study
Suzanne Elise Splinter, Fien Depaepe, Lieven Verschaffel, Joke Torbeyns
págs. 19-26
Students’ knowledge about proof and handling proof
Femke Sporn, Daniel Sommerhoff, Aiso Heinze
págs. 27-34
“Writing the world” through writing: Priorities for composition research in social justice mathematics
Susan Staats, Jessica V. Forrester, Sousada Grande, Noah Jefferson, Vern Nelson
págs. 35-42
Linear algebra proofs: Ways of understanding and ways of thinking in the formal world
Sepideh Stewart, Tien Tran
págs. 43-50
Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication
Henrik Stigberg, Said Hadjerrouit, Odd Tore Kaufmann, Georgios Marentakis
págs. 51-58
Socioeconomic status and word problem solving in PISA: The role of mathematical content areas
Anselm Strohmaier, Alina Knabbe, Paula Dümig
págs. 59-66
Storytelling as a pedagogical strategy for culturally responsive mathematics teaching
Emily S.W. Sum, Miranda K. Y. Wong, Tiong Wee Seah
págs. 67-74
Unpacking of mathematical knowledge in lecturing: The mathematical practice of decompressing
Dhanya Surith
págs. 75-82
Framework for analysing secondary mathematics teachers’ development of geometric reasoning
Shikha Takker, Iresha Gayani Ratnayake, Craig Pournara, Jill Adler
págs. 83-90
Computational thinking in Denmark from an anthropological theory of the didactic perspective
Andreas Lindenskov, Raimundo Elicer, Morten Misfeldt, Uffe Thomas Jankvist
págs. 91-98
págs. 99-106
Enhancing prospective mathematics teachers’ noticing skills through online laboratory school activities
Rukiye Didem Taylan, Zelha Tunç-Pekkan, Bengi Birgili, İbrahim Burak Ölmez
págs. 107-114
Studying mathematics teachers’ design of tasks inspired by authentic practices
Nikolaos Vroutsis, Giorgos Psycharis, Chrissavgi Triantafillou
págs. 115-122
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
págs. 123-130
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
págs. 131-138
Digital technologies and the development of the dynamic view of functional thinking
Hans-Georg Weigand, Stephan Michael Günster
págs. 139-146
págs. 147-154
Cristina Zorrilla Victoria, Ceneida Fernández Verdú
, María Consuelo Cañadas Santiago , Pere Ivars Santacreupágs. 155-162
Undergraduate students' understandings for derivatives in multivariable calculus
Hangyun Cho, Oh Nam Kwon
pág. 190
pág. 191
Leveraging the role of mathematics teaching coordinators to lead effective pd for teachers
Orit Cohen-Nissan, Zehavit Kohen
pág. 192
pág. 193
pág. 194
pág. 195
“Missionaries” no more: Tutors as beneficiaries in a community-based tutoring program
Lesa M. Covington Clarkson, Jessica V. Forrester, Elena A. Contreras
pág. 196
Taking the didactic triangle to the next level: a 3d heuristic model for analysing subject specific approaches to mentoring
pág. 197
pág. 198
Talking about mathematics: how teachers createand shape dialogic spaces in their classrooms
pág. 199
Preservice secondary mathematics teachers’ solutions to an open-ended problem
Patricia de Armas González, Diana Sosa Martín, Josefa Perdomo Díaz
pág. 200
pág. 201
Support mathematics teachers’ technology training in portuguese-speaking african countries (palop)
José Manuel Dos Santos Dos Santos, Astrigilda Silveira, Zsolt Lavicza
pág. 202
pág. 203
Dyscalculia in the scientific literature: a systematic review
Estefanía Espina, José María Marbán Prieto
, Ana Maroto Sáez pág. 204
pág. 205
