Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 1

Literaturnachweis - Detailanzeige

Trefferliste

Sonst. Personen	Chick, Helen L. (Hrsg.); Vincent, Jill L. (Hrsg.)
Institution	International Group for the Psychology of Mathematics Education.
Titel	Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 1
Quelle	(2005), (402 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0771-100X
Schlagwörter	Tagungsbericht; Educational Theories; Elementary School Mathematics; Semiotics; Mathematics Education; Student Evaluation; Mathematics Instruction; Nonverbal Communication; Algebra; Adult Learning; Curriculum Development; Classroom Environment; Technology Uses in Education; Concept Formation; Cognitive Processes; Equal Education; Inclusive Schools; Geometry; Thinking Skills; Academically Gifted; Inservice Teacher Education; Preservice Teacher Education; Probability; Statistics; Problem Solving; Pedagogical Content Knowledge; Learning Theories; Mathematical Logic; Validity; Secondary School Mathematics; Longitudinal Studies; Comprehension; Foreign Countries; Cooperative Learning; Visualization; Educational Research; Difficulty Level; Test Items; Mathematics Tests; Mathematics Activities; Design; Arithmetic; Cognitive Development; Models; Gender Issues; Multilingualism; Teaching Methods; Preservice Teachers; Mathematics Achievement; Teacher Student Relationship; Calculus; Indigenous Populations; Numeracy; College Mathematics; Blindness; Geometric Concepts; Teacher Behavior; Teacher Attitudes; Student Attitudes; Word Problems (Mathematics); Womens Education; Mathematics Teachers; Case Studies; Action Research; Equations (Mathematics); Calculators; Constructivism (Learning); Student Behavior; Learning Problems; Numbers; Australia; Indonesia; Iran; Israel; Japan; Singapore; South Africa; South Korea; Sri Lanka; Taiwan; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Elementare Mathematik; Schulmathematik; Semiotik; Mathematische Bildung; Schulnote; Studentische Bewertung; Mathematics lessons; Mathematikunterricht; Non-verbal communication; Nonverbale Kommunikation; Adulte education; Adult training; Erwachsenenbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Klassenklima; Unterrichtsklima; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Concept learning; Begriffsbildung; Cognitive process; Kognitiver Prozess; Inclusive school; Integrative Schule; Geometrie; Denkfähigkeit; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistik; Problemlösen; Pädagogische Kompetenz; Learning theory; Lerntheorie; Mathematical logics; Mathematische Logik; Gültigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Verstehen; Verständnis; Ausland; Kooperatives Lernen; Visualisation; Visualisierung; Bildungsforschung; Pädagogische Forschung; Schwierigkeitsgrad; Test content; Testaufgabe; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kognitive Entwicklung; Analogiemodell; Geschlechterfrage; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Sinti und Roma; Rechenkompetenz; Blindheit; Elementare Geometrie; Teacher behaviour; Lehrerverhalten; Schülerverhalten; Textaufgabe; 'Women''s education'; Frauenbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Projektforschung; Equations; Gleichungslehre; Calculator; Rechner; Rechenmaschine; Student behaviour; Lernproblem; Zahlenraum; Australien; Indonesien; Singapur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Korea; Republik; Ceylon; USA
Abstract	The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary lectures include: (1) Modelling Students' Learning in Argumentation and Mathematics Proof (Fou-Lai Lin); (2) Travelling the Road to Expertise (Stacey); (3) Telling Identities (Sfar and Prusak); and (4) Co-Constructing Artefacts and Knowledge in Net-Based Teams (Reimann). The plenary panel section includes: (1) What Do Studies Like PISA Mean to the Mathematics Education Community? (Jones); (2) From a Profile to the Scrutiny of Student Performance (Yoshinori); (3) The PISA-Study (Neubrand); (4) Some Results from the PISA 2003 International Assessment of Mathematics Learning (Kieran); and (5) The Foundation and Spectacle of [the Leaning Tower of] PISA (Williams). The first research forum (RF01) includes: (1) Not Everything Is Proportional (De Brock, Van Dooren, and Verschaffel); (2) Designing Instruction on Proportional Reasoning with Average Speed (Gravemeijer, van Galen, and Keijzer); (3) Folding Perimeters (Friedlander and Arcavi); and (4) The Dolls' House Classroom (Ainley and Pratt). The second research forum (RF02) includes: (1) Shaping a Multi-Dimensional Analysis of Signs (Arzarello, Ferrara, Robutti, Paola, and Sabena); (2) Working with Artefacts (Bussi and Maschietto); (3) The Role of Gestures in Mathematical Discourse (Edwards); (4) Connecting Talk, Gesture, and Eye Motion for the Microanalysis of Mathematics Learning (Ferrara and Nemirovsky); (5) Why Do Gestures Matter? Gestures as Semiotic Means of Objectification (Radford); (6) Gestures, Signs and Mathematisation (Williams); and (7) Building Intellectual Infrastructure to Expose and Understand Ever-Increasing Complexity (Kaput). The third research forum (RF03) includes: (1) Using Growth Points to Describe Pathways for Young Children's Number Learning (Gervasoni); (2) Number Attainment in Sri Lankan Primary Schools (Hart); and (3) Mathematics Recovery (Pearn). The fourth research forum (RF04) includes: (1) The Place of Theory in Mathematics Education Research (Lester, Jr.); (2) Theories of Mathematics Education (Lerman); (3) The Articulation of Symbol and Mediation in Mathematics Education (Armella); (4) Using Theory to Advance Our Understandings of Student Cognitive Development (Pegg and Tall); (5) Trends in the Evolution of Models and Modeling Perspectives on Mathematical Learning and Problem Solving (Lesh and English); and (6) Issues and Tendencies in German Mathematics-Didactics (Torner and Sriraman). (Individual papers contain references.) (ERIC).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10