## Proceedings of the International Conference on the Psychology of Mathematics Education (PME) (11th, Montreal, Canada, July 19-25, 1987), Volumen1The first volume of this proceedings contains three plenary addresses: (1) "Visualization in 3-dimensional geometry: In search of a framework" (A. Gutierrez); (2) "The ongoing value of proof" (G. Hanna); and (3) "Modern times: The symbolic surfaces of language, mathematics and art" (D. Pimm). Plenary panels include: (1) "Contribution to the panel 'Putting mathematics into language and language into mathematics'" (C. Laborde); (2) "Language and the socialization of thinking" (T. Nunes); and (3) "Pupils' prompted production of a medieval mathematical sign system" (L. Puig). Research forums include: (1) "The role of representation systems in the learning of numerical structures" (L. Rico, E. Castro, and I. Romero); (2) "Mathematics teacher development: Connections to change in teachers' beliefs and practices" (J.R. Becker and B.J. Pence); and (3) "Teacher subject matter knowledge and pedagogical content knowledge: Research and development" (R. Even, D. Tirosh, and Z. Markovits). Short oral communications include: (1) "Understanding decimal numbers: From measurement towards the number line" (M. Basso, C. Bonotto, and P. Sorzio); (2) "The role of the graphic calculator as a mediating sign in the zones of proximal development of university students" (M. Berger); (3) "Professional development in performance assessment for Queensland years 1-10 mathematics teachers" (R. Bleicher, T.J. Cooper, S. Dole, S. Nisbet, and E. Warren); (4) "A student teacher's attempts to analyze a student's learning" (A. Boufi and S. Kafoussi); (5) "Teachers' and students' images about learning mathematics" (I. Branco and I. Oliveira); (6) "Prioritising mathematics teacher education choices at pre- and inservice levels" (C. Breen), (7) "Graphic calculators and precalculus: Effects on curriculum design" (C. Carulla and P. Gomez); (8) "The use of two different types of graphs in a statistical task (7th Grade)" (C. Carvalho); (9) "The influence of integrating an innovating project in pupils' ideas about mathematics" (M. Cesar); (10) "Using teaching cases: A portrait of teachers' thinking about reform" (M. Civil); (11) "Euclidean geometry: Cognitive gender differences" (L.S. Cronje); (12) "'The middle of what?': Students' images of mean, median, and mode" (D. Cudmore); (13) "Generalization in algebra problem solving and attitudes toward mathematics" (M.R.F. de Brito); (14)"Point configurations as representation system for the study of natural sequences" (M. de la Fuente and E. Castro); (15) "Learning and teaching percent problem solving" (S. Dole, A.R. Batturo, and T.J. Cooper); (16) "Cartesian graphs and students conceptions: Looking for relationships between interpretation and construction" (M. Fabra and J. Deulofeu); (17) "Logo: Big step and small step" (E.K. Fainguelernt, F.C. Gottlieb, and J.B. Frant); (18) "Students' mathematical activity and cooperative work in the classroom" (E. Fernandes); (19) "Thinking processes used by two preservice teachers facing problem solving" (L. Fonseca); (20) "Personal strategies of generalization in linear generalizing problems" (J.A. Garcia-Cruz and A. Martinon); (21) "Conceptualizing non-unit fractions: An historical approach" (A. Goldblatt and C.L. Raymond); (22) "Transition between institutions: The case of algebra in the transition from vocational high schools to general high schools" (B. Grugeon and M. Artigue); (23) "The effects of a graphing-approach college algebra curriculum on students' understanding of function" (J.C. Hollar and K.S. Norwood); (24) "Assessment in geometry from two points of view: Levels of reasoning and SOLO levels" (M.P. Huerta); (25) "Researching computers and collaborative learning in pre-service mathematics teacher education" (A.J. Jones); (26) "An experiment on computer-assisted problem posing in undergraduate mathematics" (P. Kent); (27) "Student teachers' understanding of mathematics education" (S.H. Knudtzon); (28) "Knowledge of transformations of functions: Point-plotting as opposed to use of the graphics calculator" (P.E. Laridon); (29) "Learning from students' out-of-school mathematics practice" (J.O. Masingila); (30) "Assessing pre-service teachers' conceptual understanding of perimeter and area" (R. Menon); (31) "A framework for the quality of explanation in relation to the distributive law" (I.A. Mok); (32) "Division word problems: The construction of representation and procedures in young children" (L. Morgado and C. Abreu); (33) "The quality of students' reflection in problem solution" (M.D. Mosimege); (34) "An expert system to guide the geometry teacher" (L. Nasser, G.O.G. Zapata, and I.C.M. Bernardo); (35) "Going deeper into mathematical activity" (I. Plasencia, R.M. Guemes, and C. Espinel); (36) "Curriculum materials in mathematics education reform" (J.T. Remillard); (37) "Roots of teacher differences: Beliefs of preservice elementary vs secondary teachers" (B.F. Risacher); (38) "College students' knowledge and beliefs" (M. Risnes); (39) "The object and aim of teachers as regards pupils' learning in mathematics" (U. Runesson); (40) "Mathematics learning--Students' appropriation process of mathematical artifacts" (M. Santos); (41) "The initial growth of prospective mathematics teachers through participation in a teacher development project" (V.M.P. Santos); (42) "Mathematics, fractals and encoding images" (F. Sereno); (43) "Constructing knowledge together in the mathematics classroom: What do student teachers learn about teaching math from the practicum?" (R. Shane); (44) "The influence of 'supposed others' in the social process of making a mathematical definition" (Y. Shimizu); (45) "Developing new models of mathematics teaching: An imperative for research on mathematics teacher development" (M.A. Simon); (46) "Teacher beliefs and practices in primary mathematics" (S. Simon and M. Brown); (47) "Curriculum reform and teachers' conceptions of mathematics" (S.Z. Smith); (48) "Making connections: Representing understanding the number system" (N. Thomas); (49) "Deciding about studying mathematics at the senior secondary level of schooling in Australia" (R. Toomey, J. Deckers, B. Elliot, J. Malone, and R. O'Donovan); and (50) "Progress in mathematics education reform" (L.R. Van Zoest). Posters include: (1) "(divide) 2 litre" (J. Baena, M. Coriat, and P. Nieto); (2) "Evaluating an interactive CD-ROM designed for preservice teacher education" (L. Barron, J. Bowers, and K. McClain); (3) "The teacher as problem solver and his/her conception of problem solving in the mathematics classroom" (L.C. Contreras, J. Carrillo, and F. Guevara); (4) "The importance of relative code to young children's understanding of the division concept" (J. Correa and P.E. Bryant); (5) "Some adventures in Euclidian geometry" (M. de Villiers); (6) "Does language affect proportional reasoning?" (D. Desli); (7) "Making sense of science and mathematics through classroom dialogue" (B.A. Doig, S.C. Groves, and J.S. Williams); (8) "The assessment of algebraic partial knowledge: Model-eliciting activities for algebra" (F. Fernandez Garcia); (9) "Two case studies of future teachers' conceptions about mathematics, its teaching and learning" (P. Flores); (10) "Language and number notation: A study of deaf children" (M. Fuentes and L. Tolchinsky); (11) "An approach to analyzing the mathematics teacher's professional knowledge: The case of the concept of function" (M. Garcia, S. Llinares, and V. Sanchez); (12) "Mathematics teachers' beliefs concerning teaching and learning" (F. Gil and M.F. Moreno); (13) "The affective processes: A mathematical learning program in a socio-cultural context" (I.M. Gomez-Chacon); (14) "Algebraic thinking: Using magic squares with 5th grade students" (F.C. Gottlieb, J.B. Frant and R. Oliveira); (15) "Teachers responses to pupils' errors" (M.A. Inacio and G. Ramalho); (16) "A comparison of the geometric perceptions of Australian and American students" (C. Lawrie); (17) "A didactical engineering for a notion of limit of function" (A.L. Manrique and S.A. Almouloud); (18) "Supporting teachers of mathematics at a distance: Fifteen years of practice in the UK" (J. Mason, E. Love, C. Shiu, and D. Pimm); (19) "Arithmetic games with strategic components in the early primary mathematics classroom" (D. Mosel-Gobel, A. Peter, and P. Sorger); (20) "Number initiation--An African perspective" (R.K. Ngwa); (21) "Kites makes mathematics fly" (I. Oliveira, I. Branco, and J. Silva Pereira); (22) "Student decision making in a game of chance and misconceptions in probabilistic reasoning" (R. Peard); (23) "The use of cognitive maps for analyzing the understanding of transfinite numbers" (C. Penalva, C. Gaulin, and A. Gutierrez); (24) "Introduction of the concept of probability to teenagers (12/13 years old)" (C. Queiroz e Silva, I. Esteves, M. Henry, and T.M.M. Campos); (25) "Assessment of university students' mathematical generalization symbolization capacities" (A.M. Recio and J.D. Godino); (26) "Strategies used by mathematics university students in solving combinatorial problems" (R. Roa, C. Batanero, J.D. Godino, and M.J. Canizares); (27) "Additive operators in numerical tables" (F. Ruiz Lopez); (28) "Mathematics teachers' professional knowledge and their professional development" (M.J. Saraiva); (29) "Cognitive mapping: A study about the concepts of fractions in student teachers and elementary teachers (grades 1-4)" (V. Scomparim de Lima and M.R.F. de Brito); and (30) "Research of what-if-not strategy in problem posing" (H.S. Seo). (ASK) |

### Comentarios de la gente - Escribir un comentario

No encontramos ningún comentario en los lugares habituales.

### Otras ediciones - Ver todas

### Términos y frases comunes

ability abstract activities affective algebra algebraic space algebraic syntax algébrique analysis arithmetic attitudes toward mathematics BEST COPY CINVESTAV cognitive common fraction concept Concordia University concrete constructivism constructivist constructs context decimal discussion domain élèves epistemology equations equivalent errors example experience expressions females Filloy function generalisation Glasersfeld grade graphique graphs groupement instruction interpretation interview investigation involved Kenya knowledge Lesh literal symbols Logo manipulation mathematics anxiety mathematics education mathématiques maths meaning measure Montréal multiplication natural language number line objects operations paper parabola performance Piaget problem solving procedural knowledge procedures processes Psychology of Mathematics pupils questions radical constructivism rational number relationships responses role rules scores semantic situations solution strategies structure subjects subtraction success avoidant syntactic task teachers teaching theoretical theory transformations understanding unit fractions Université Université de Montréal Université Laval University variables whole number word problems