& Tall, David Students’ experience of equivalence relations, a phenomenographic approachĪspinwall, Leslie & Shaw, Kenneth L.
Multiple representations in 8th grade algebra lessons: Are learners really getting it?Īnderson, Judy & Bobis, Janette Reform-oriented teaching practices: A survey of primary school teachersĪrzarello, Ferdinando & Ferrara, Francesca & Robutti, Ornella & Paola, Domingo The genesis of signs by gestures. Teachers’ beliefs about students’ development of the prealgebraic concept of equationĪmato, Solange Amorim Developing students’ understanding of the concept of fractions as numbersĪmit, Miriam & Fried, Michael N. & Bills, Liz & Wilson, Kirsty Purposeful task design and the emergence of transparencyĪlatorre, Silvia & Figueras, Olimpia A developmental model for proportional reasoning in ratio comparison tasksĪlcock, Lara & Weber, Keith Referential and syntactic approaches to proof: Case studies from a transition courseĪlexandrou-Leonidou, Vassiliki & Philippou, George N.
& Lamprianou, Iasonas A comparison between teachers’ and pupils’ tendency to use a representativeness heuristicĪinley, Janet G. TABLE OF CONTENTS VOLUME 2 Research Reports Adler, Jill & Davis, Zain & Kazima, Mercy & Parker, Diane & Webb, Lyn Working with learners’ mathematics: Exploring a key element of mathematical knowledge for teachingĪfantiti-Lamprianou, Thekla & Williams, Julian S. The Proceedings are also available on CD-ROM and on-line at Ĭopyright © 2005 left to the authors All rights reserved ISSN 0771-100XĬover Design and Logo: Helen Chick Printing: Design and Print Centre, University of Melbourne
Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education Volume 2
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