ÿþ<HTML> <HEAD> <TITLE>International Journal for Mathematics and Learning</TITLE> </HEAD><META HTTP-EQUIV="Content-Type" CONTENT="text/html; CHARSET=iso-8859-1"> <BODY BGCOLOR=#FFFFCC> <A NAME="top"></A> <CENTER><A href="http://www.cimt.plymouth.ac.uk/"><IMG src="../siteimages/cimt-logo-small.gif" border="0"></A></CENTER><P> <CENTER> <FONT FACE="ARIAL", "HELVETICA" SIZE=6 COLOR=#FF0000><B>International Journal for<BR> Mathematics Teaching and Learning</B><BR> <FONT SIZE=4 COLOR=#000000>ISSN 1473 - 0111</FONT></FONT></H2> <CENTER> <TABLE WIDTH=70% BORDER=1 CELLPADDING=2> <TR><TD> This journal, which is published only in electronic form, aims to enhance mathematics teaching for all ages (and abilities) up to 18 years, through relevant articles, reviews and information from around the world.<BR> It is aimed at practitioners and educationalists, providing a medium for stimulating and challenging ideas, offering innovation and practice in all aspects of mathematics teaching and learning. </TD></TR> </TABLE> Anyone involved in the teaching of mathematics is welcome to contribute.<BR> Intending contributors are advised to read <A HREF="ijinput.html"><B>Notes for Contributors</A>.</B><BR> <A HREF="ijabout.htm"><B>About the IJMTL</B></A> gives details of the editorial team and publishing policy.<BR> <TABLE> </TABLE> <HR SIZE="5" NOSHADE> <CENTER> <FONT FACE="ARIAL", "HELVETICA" SIZE=6 COLOR=#FF0000><B>Articles published to date</B></FONT><BR> <FONT SIZE=2><I>Sizes of files are given in</I> <FONT FACE="ARIAL" "HELVETICA">[kb]</FONT> <I>as a guide to downloading times.</I></FONT> <CENTER> <TABLE BORDER=0 CELLPADDING=5> <TR ALIGN=left><TD><FONT SIZE=5><B>2012</B></TD><TD></TD><TD></TD></TR> <!--2012--> <!--May 10th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 10th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="robson.pdf"><B>Encouraging Students to Think Strategically when Learning to Solve Linear Equations</B></A><FONT SIZE=2> [511]</TD><TD>In this paper, the design of an online resource, Equations2go, for helping students learn to solve linear equations is investigated. Students learning to solve equations need to consider their overall strategy as well as the procedures for each step. Students were encouraged to develop strategies for solving equations with interactive software, Equations2go, which allowed students to decide on strategies while the computer carried out the procedures.</TD><TD><BR></TD><TD><I>Daphne Robson, Walt Abell & Dr Therese Boustead</I></TD></TR> <!--April 19th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 19th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="lai.pdf"><B>Teaching with Procedural Variation: A Chinese Way of Promoting Deep Understanding of Mathematics</B></A><FONT SIZE=2> [319]</TD><TD>This paper examines the reasons that Chinese students, mainly using procedural methods including rote learning and memorisation, usually out perform Western students who are encourage in their learning to construct a conceptual understanding of the mathematics they learn.</TD><TD><BR></TD><TD><I>Mun Yee Lai & Sara Murray</I></TD></TR> <!--April 19th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 19th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="man.pdf"><B>Teaching a New Method of Partial Fraction Decomposition to Senior Secondary Students: Results and Analysis from a Pilot Study</B></A><FONT SIZE=2> [307]</TD><TD>This paper introduces a new approach to compute the partial fraction decompositions of rational functions and describe the results of its trials at three secondary schools in Hong Kong. The responses from the teachers and students concerned indicate this new approach has potential to be introduced at the senior secondary level, as an alternative to the method of undetermined coefficients described in common secondary mathematics textbooks. </TD><TD><BR></TD><TD><I>Yiu-Kwong Man & Allen Leung</I></TD></TR> <!--April 12th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="mainali.pdf"><B>Using Dynamic Geometry Software GeoGebra in Developing Countries: A Case Study of Impressions of Mathematics Teachers in Nepal</B></A><FONT SIZE=2> [204]</TD><TD>This article describes a professional development initiative for fifteen mathematics teachers in the use of dynamic geometry software GeoGebra. Teachers impressions and beliefs concerning both the training and the software were researched in the context of applicability in Nepalese schools.</TD><TD><BR></TD><TD><I>Bhesh Raj Mainali & Mary Beth Key</I></TD></TR> <!--March 27th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>March 27th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="sokolowski.pdf"><B>Enhancing Interpretation of Natural Phenomena through a Mathematical Apparatus: A Proposal of an Interactive Unit in Optics</B></A><FONT SIZE=2> [399]</TD><TD>The cognitive purpose of the paper is to show how to generalize the process of determining image characteristics by using a lens equation converted to an algebraic function. Its far-reaching goal is to ignite learners curiosity of interpreting natural phenomena through employing more extensive mathematical embodiments.</TD><TD><BR></TD><TD><I>Andrzej Sokolowski</I></TD></TR> <!--March 27th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>March 27th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="tekin.pdf"><B>Determining the Views of Mathematics Student Teachers Related to Mathematical Modelling</B></A><FONT SIZE=2> [243]</TD><TD>The purpose of this qualitative research is to examine the views of 21 secondary mathematics student teachers attending Mathematical Modelling Course regarding mathematical modelling in a state university in Turkey; reasons why they chose this course and their expectations from the course in question.</TD><TD><BR></TD><TD><I>Ay_e Tek1n, Semiha Kula, Çalar Naci Hidirolu, Esra Bukova-Güzel & I_1khan Uurel</I></TD></TR> <!--March 27th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>March 27th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="cheng.pdf"><B>Curriculum Opportunities for Number Sense Development:A Comparison of First-Grade Textbooks in China and the United States</B></A><FONT SIZE=2> [365]</TD><TD>This study analyzed the representation of number sense and its connection to other mathematics concepts in both traditional and reformed first-grade textbooks in China and the United States, and explored the learning opportunities that the textbooks in each country provide for their children in developing number sense.</TD><TD><BR></TD><TD><I>Qiang Cheng & Jian Wang</I></TD></TR> <!--February 3rd--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>February 3rd</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="masters.pdf"><B>Eighth Grade In-service Teachers Knowledge of Proportional Reasoning and Functions: A Secondary Data Analysis</B></A><FONT SIZE=2> [271]</TD><TD>Using a large dataset from a study related to online professional development for eighth grade teachers of mathematics, the paper provides a snapshot of the current state of teachers knowledge related to proportional reasoning and functions. The paper also considers how teachers knowledge is related to student knowledge in these two areas.</TD><TD><BR></TD><TD><I>Jessica Masters</I></TD></TR> <!--February 2nd--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>February 2nd</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="dogbey.pdf"><B>Treatment of Variables in Popular Middle-Grades Mathematics Textbooks in the USA: Trends from 1957 through 2009</B></A><FONT SIZE=2> [1133]</TD><TD>This study investigated the development of the concept of variables in middle grades mathematics textbooks during four eras of mathematics education in the United States. Findings revealed that each of the middle grades mathematics curricula examined used variables, but in varied proportions and levels of complexity. There were also some noticeable changes in the treatment of variable ideas found in the curriculum selected for the present NCTM era when compared with the treatment in the other three curricula.</TD><TD><BR></TD><TD><I>James Dogbey & Gladis Kersaint</I></TD></TR> <!--January 25th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>January 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="muir.pdf"><B>Numeracy at Home: Involving Parents in Mathematics Education</B></A><FONT SIZE=2> [195]</TD><TD>Parental involvement in the form of  at-home interest and support has a major influence on pupils educational outcomes and attitudes. Many parents, however, feel uninformed about current educational practices and how they can be more involved with their child s learning. This article provides some examples of mathematics education projects, initiatives and interventions as documented in the literature, as a context for discussing in detail two initiatives undertaken with the parents of two Australian schools.</TD><TD><BR></TD><TD><I>Tracey Muir</I></TD></TR> <TR ALIGN=left><TD><FONT SIZE=5><B>2011</B></TD><TD></TD><TD></TD></TR> <!--2011--> <!--November 7th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 7th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="thompson.pdf"><B>An Analysis of Higher-Order Thinking on Algebra I End-of Course Tests</B></A><FONT SIZE=2> [302]</TD><TD>This research provides insight into one US state s effort to incorporate higher-order thinking on its Algebra I End-of-Course tests. To facilitate the inclusion of higher-order thinking, the state used <I>Dimensions of Thinking</I> and <I>Bloom s Taxonomy</I>. An analysis of Algebra I test items found that the state s initial interpretation and application of <I>Dimensions of Thinking</I> and <I>Bloom s Taxonomy</I> was faulty and inconsistent; as a result, few Algebra I test items from 1998 and 2001 were found to assess higher-order thinking</TD><TD><BR></TD><TD><I>Tony Thompson</I></TD></TR> <!--October 31st--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 31st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="dwyer3.pdf"><B>Assessing the Learning of Proofs in High School</B></A><FONT SIZE=2> [246]</TD><TD>This article reports on the findings of a study into the learning of mathematical proof in high school and the direct links to the level of algebra of the students.</TD><TD><BR></TD><TD><I>Jerry Dwyer, Robert Byerly, Terra Stout & Jennifer Wilhelm</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 31st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="lin.pdf"><B>U.S. and Taiwanese Pre-service Teachers' Geometry Knowledge and Thinking</B></A><FONT SIZE=2> [960]</TD><TD>This study investigated and compared the geometry knowledge and levels of pre-service elementary teachers from the United States and Taiwan. Forty pre-service teachers in Taiwan and 48 pre-service teachers in the United States at the beginning of their teacher education programs completed the Entering Geometry Test (EGT) and the van Hiele Geometry Test (VHGT) developed by Usiskin (1982).</TD><TD><BR></TD><TD><I>Cheng-Yao Lin, Fenqjen Luo, Jane-Jane Lo & Der-Ching Yang</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 31st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="ortiz.pdf"><B>An Analysis of Middle School Mathematics Pre-service Teachers Development of Teaching Goals</B></A><FONT SIZE=2> [500]</TD><TD>This longitudinal study analyzes middle school mathematics pre-service teachers development of teaching goals. The Teaching Goals Inventory (TGI) (Angelo & Cross, 1993) was administered on four occasions. The participants were part of a teacher preparation and master s degree program.</TD><TD><BR></TD><TD><I>Enrique Ortiz</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 31st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="shapkova.pdf"><B>Latvian Mathematics Teachers' Beliefs on Effective Teaching</B></A><FONT SIZE=2> [357]</TD><TD>The article aims to present findings of a study on the profile of traditional/constructivist beliefs of mathematics teachers in Latvia connected with effective teaching. Latvian mathematics teachers beliefs about effective teaching tended towards constructivism, though in response to many questions traditional standpoints still remained.</TD><TD><BR></TD><TD><I>A<esja `apkova</I></TD></TR> <!--September 21st--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>September 21st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="lee.pdf"><B>The Effect of Alternative Solutions on Problem Solving Performance</B></A><FONT SIZE=2> [129]</TD><TD>The purpose of this study was to investigate the effect of instruction in alternative solutions on Taiwanese eighth-grade students mathematical problem solving performance. This study was exploratory rather than experimental. Alternative-Solution Worksheet (ASW) was developed to encourage students engagement with alternative solutions to mathematical problems during instruction.</TD><TD><BR></TD><TD><I>Shin-Yi Lee</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>September 21st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="lowrie.pdf"><B>Understanding Graphicacy: Students Making Sense of Graphics in Mathematics Assessment Tasks</B></A><FONT SIZE=2> [428]</TD><TD>The ability to decode graphics is an increasingly important component of mathematics assessment and curricula. This study examined 50, 9 to 10-year-old students, as they solved items from six distinct graphical languages that are commonly used to convey mathematical information.</TD><TD><BR></TD><TD><I>Tom Lowrie, Carmel M. Diezmann & Tracy Logan</I></TD></TR> <!--June 15th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 15th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="tanase.pdf"><B>Teaching Place Value Concepts to First Grade Romanian Students: Teacher Knowledge and its Influence on Student Learning</B></A><FONT SIZE=2> [339]</TD><TD>This study examined four Romanian first grade teachers knowledge about place value concepts, and the relationship between this knowledge and their classroom practice. Findings reveal a direct relationship between teachers content and pedagogical content knowledge and their student learning of place value concepts.</TD><TD><BR></TD><TD><I>Madalina Tanase</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 15th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="navarro.pdf"><B>The Indefinite Accumulation of Finite Amounts: A Socratic Educative Experience</B></A><FONT SIZE=2> [381]</TD><TD>This study is a semi-structured clinic interview designed to ease the mental construction of a suitable concept-image of the notion of convergence for series of positive numbers.</TD><TD><BR></TD><TD><I>María Ángeles Navarro & Pedro Pérez Carreras</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 15th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bosse4.pdf"><B>Translations Among Mathematical Representations: Teacher Beliefs and Practices</B></A><FONT SIZE=2> [239]</TD><TD>This paper discusses teacher beliefs and instructional practices, investigates why some translations seem to be more difficult than others and provides instructional recommendations to assist students and teachers with mathematical translations.</TD><TD><BR></TD><TD><I>Michael J. Bossé, Kwaku Adu-Gyamfi & Meredith Cheetham</I></TD></TR> <!--June 13th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="samuelsson.pdf"><B>Important Prerequisites to Educational Success in Mathematics in Lower Secondary School</B></A><FONT SIZE=2> [366]</TD><TD>This study investigates to what extent arithmetic ability and self-regulated learning skills in the beginning of lower secondary school predicts measures of students performance in mathematics at the end of lower secondary school. Arithmetic ability and self-regulated learning skills were tested in the first two weeks in lower secondary school. Post-tests were performed the last two months in lower secondary school.</TD><TD><BR></TD><TD><I>Joakim Samulesson</I></TD></TR> <!--May 24th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 24th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="coppola.pdf"><B>An Experience of Social Rising of Logical Tools in a Primary School Classroom: the Role of Language</B></A><FONT SIZE=2> [286]</TD><TD>This paper explores the relationship between language and developmental processes of logical tools through the analysis at different levels of some  linguistic-manipulative activities in a primary school classroom.</TD><TD><BR></TD><TD><I>Cristina Coppola, Monica Mollo & Tiziana Pacelli</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 24th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="awofala.pdf"><B>Effects of Three Modes of Personalisation on Students Achievement in Mathematical Word Problems in Nigeria</B></A><FONT SIZE=2> [229]</TD><TD>This study investigated the effects of modes of personalisation of instruction crossed with two levels each of verbal ability and cognitive style as moderator variables on the mathematical word problems achievement of 450 junior secondary Nigerian students.</TD><TD><BR></TD><TD><I>A. Awofala, T. Balogun & M. Olagunju</I></TD></TR> <!--March 10th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>March 10th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="karatas.pdf"><B>Experiences of Student Mathematics Teachers in Computers-Based Mathematics Learning Environment</B></A><FONT SIZE=2> [235]</TD><TD>In this paper, pre-service mathematics teachers were presented with examples in Use of Computers in Mathematics Education (UCME) course on how to use computer technology in mathematics education and how mathematical relationships are investigated. This paper attempts to reveal the mathematical thinking processes and experiences lived by pre-service teachers in the course of investigation and discovery processes.</TD><TD><BR></TD><TD><I>Ilhan Karatas</I></TD></TR> <!--February 28th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>February 28th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="flesch.pdf"><B>An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity</B></A><FONT SIZE=2> [131]</TD><TD>This paper presents the results of a study focused on the issue of how proctored testing affects the learning outcomes and integrity in an Intermediate Algebra course setting. The study follows a model of assessment where students in one group have taken two of their five unit exams as proctored tests along with a proctored Comprehensive Final Exam, compared to a second group who take all unit tests online, but who do complete a proctored Comprehensive Final Exam.</TD><TD><BR></TD><TD><I>Michael Flesch & Elliott Ostler</I></TD></TR> <TR ALIGN=left><TD><FONT SIZE=5><B>2010</B></TD><TD></TD><TD></TD></TR> <!--2010--> <!--November 19th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 19th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="adugyamfi.pdf"><B>Assessing Understanding Through Reading and Writing in Mathematics</B></A><FONT SIZE=2> [205]</TD><TD>The mathematics education community recognizes the integrality of reading and writing in learning and communicating mathematics knowledge. This paper explores the integrality of reading and writing in mathematics and outlines techniques that can be utilized in mathematics assessment to create experiences that promote reading and writing as tools for articulating mathematics understanding.</TD><TD><BR></TD><TD><I>Kwaku Adu-Gyamfi, Michael J. Bossé & Johna Faulconer</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 19th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="butler.pdf"><B>Using Differentiated Instruction in Teacher Education</B></A><FONT SIZE=2> [110]</TD><TD>The article discusses using differentiated instruction in mathematics education for pre-service teachers, including background information and details on a differentiated unit on fractions and integers. In addition, a study was conducted on this lesson and results are included which suggest that students who received the differentiated lesson did better than those students who received a more typical lesson.</TD><TD><BR></TD><TD><I>Melanie Butler & Kelly Van Lowe</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 19th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="atnafu.pdf"><B>Relation Between Tenth Grade Students Attitude and Components of Attitude in Algebra with Algebra Achievement of Addis Ababa Secondary Schools, Ethiopia</B></A><FONT SIZE=2> [185]</TD><TD>The purpose of this study was to examine the relation between the attitudes and components of attitude of the students towards algebra with their algebra achievements. The population for this study consists of all government tenth grade students and their mathematics teachers in Addis Ababa city administration.</TD><TD><BR></TD><TD><I>Mulugeta Atnafu</I></TD></TR> <!--October 12th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="skoumpourdi.pdf"><B>The Number Line: An Auxiliary Means or an Obstacle?</B></A><FONT SIZE=2> [270]</TD><TD>The aim of this paper is to investigate the ways in which the number line can function in solving mathematical tasks by first graders (6 year olds). The main research question was whether the number line functioned as an auxiliary means or as an obstacle for these students.</TD><TD><BR></TD><TD><I>Chrysanthi Skoumpourdi</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="suurtamm.pdf"><B>Transforming Pedagogical Practice in Mathematics: Moving from Telling to Listening</B></A><FONT SIZE=2> [230]</TD><TD>This research article is part of a larger study that examines an initiative to expand teacher expertise in facilitating mathematical problem solving within the framework of developing and field-testing pedagogical resources. We focus on one year of the study and report on the complex process of professional development as teachers move from traditional pedagogies of teacher explanation of mathematical operations followed by student practice to a pedagogy of teacher and student exploration of number operations within a problem-solving environment.</TD><TD><BR></TD><TD><I>Chris Suurtamm & Nancy Vézina</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="graybeal.pdf"><B>Teachers Senses of Obligation to Curricular Messages</B></A><FONT SIZE=2> [215]</TD><TD>Whether they are acknowledged or not, resources such as textbooks, curriculum guides, assessments, and professional development programs present messages about what is most important for students to learn and how students can best learn this. At times teachers feel obligated to enact these messages, but at other times they feel free to ignore these messages. When do teachers feel obligated to follow messages that they interpret from resources and when do they feel that they can ignore these messages?</TD><TD><BR></TD><TD><I>Christy D. Graybeal</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="nzekwe.pdf"><B>Role of Mathematics Learning Development Centres in HEIs</B></A><FONT SIZE=2> [223]</TD><TD>A lack of mathematical ability has been identified as a factor resulting in non-completion of courses in Higher Education Institutions. This study investigates how students become involved in mathematics development services/centres and how such services impact on their learning experience. Subsequently, the study presents informative findings and results from a recently conducted survey of the perceptions of Aston University students on the mathematics learning development centre.</TD><TD><BR></TD><TD><I>C. Nzekwe-Excel</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="richardson.pdf"><B>Investigating Quadrilaterals as an Ongoing Task</B></A><FONT SIZE=2> [187]</TD><TD>This article discusses an open-ended problem involving quadrilaterals that is continually used each semester. The task has been posed to undergraduate and graduate students in methods and problem solving classes. The task involves drawing all possible four sided figures with corners at the dots. A four by four array of dots is included in the instructions and students are asked to develop a system for knowing when they have identified all the quadrilaterals.</TD><TD><BR></TD><TD><I>Kerri Richardson, Catherine Stein Schwartz & Anne Reynolds</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="kovarik.pdf"><B>Building Mathematics Vocabulary</B></A><FONT SIZE=2> [121]</TD><TD>This paper presents aspects of mathematics vocabulary and its impact on mathematical comprehension and performance based on representative vocabulary from standardized examinations. Direct and indirect instructional methods for math vocabulary are discussed. Instructional strategies for fostering vocabulary development are also provided.</TD><TD><BR></TD><TD><I>Dr. Madeline Kovarik</I></TD></TR> <!--October 5th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="nillas.pdf"><B>Characterising Preservice Teachers' Mathematical Understanding of Algebraic Relationships</B></A><FONT SIZE=2> [235]</TD><TD>Five elementary and special education preservice teachers were the focus of this study. Analysis showed that preservice teachers demonstrated different levels of mathematical understanding. The nature of the mathematical tasks they completed in class provided contexts for their developing understanding.</TD><TD><BR></TD><TD><I>Leah A. Nillas</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="panasuk.pdf"><B>Algebra Students Ability to Recognise Multiple Representations and Achievement</B></A><FONT SIZE=2> [256]</TD><TD>The purpose of this study was to examine whether there is an association between middle school students achievement level on standardized test, their ability to recognize structurally the same relationship presented in different modes and their ability to solve problems involving linear relationship with one unknown posed in different modalities.</TD><TD><BR></TD><TD><I>Regina M. Panasuk & Matthew L. Beyranevand</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="jbwyeo.pdf"><B>Characterising the Cognitive Processes in Mathematical Investigation</B></A><FONT SIZE=2> [105]</TD><TD>Many educators believe that mathematical investigation involves both problem posing and problem solving, but some teachers have taught their students to investigate during problem solving. The confusion about the relationship between investigation and problem solving may affect how teachers teach their students and how researchers conduct their research. Therefore, this article seeks to address these issues by first distinguishing between investigation as a task, a process and an activity; and then providing an alternative characterisation of the process of investigation.</TD><TD><BR></TD><TD><I>Joseph B. W. Yeo & Ban Har Yeap</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="lian.pdf"><B>Superitem Test: An Alternative Assessment Tool to Assess Students Algebraic Solving Ability</B></A><FONT SIZE=2> [185]</TD><TD>Superitem test based on the SOLO model (Structure of the Observing Learning Outcome) has become a powerful alternative assessment tool for monitoring the growth of students' cognitive ability in solving mathematics problems. This article focused on developing a superitem test to assess students' algebraic solving ability through interview method. The findings provided evidence on the significance of superitem test in assessing algebraic solving ability.</TD><TD><BR></TD><TD><I>Lim Hooi Lian, Wun Thiam Yew & Noraini Idris</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="namukasa.pdf"><B>Mathematics Tasks as Experiential Therapy for Elementary Preservice Teachers</B></A><FONT SIZE=2> [189]</TD><TD>This paper reports on the selection and choice criteria for mathematics tasks that are used in an elementary pre-service program. The tasks can be seen as experiential therapy. It can be argued that for teachers to see mathematics, and consequently mathematics teaching and learning, in new ways then they need to personally experience mathematics in new ways. The findings show that teachers engagement with such tasks may help them become better positioned to teach mathematics in what are referred to as  warm ways.</TD><TD><BR></TD><TD><I>Immaculate K. Namukasa & George Gadanidis</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="baruah.pdf"><B>Secondary School Education in Assam (India) with Special Reference to Mathematics</B></A><FONT SIZE=2> [228]</TD><TD>This paper describes the prevailing academic scenarios of a representative group of secondary schools in Assam (India) with special references to students' performance in general and mathematics performance in particular.</TD><TD><BR></TD><TD><I>Professor N R Das & Karuna Baruah</I></TD></TR> <!--April 1st--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 1st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="leung.pdf"><B>Empowering Learning with Rich Mathematical Experience: Reflections on a Primary Lesson on Area and Perimeter</B></A><FONT SIZE=2> [192]</TD><TD>In this paper, a Hong Kong primary school lesson on area and perimeter is analysed with a perspective to discuss the meaning for students to have rich mathematical experiences and how pre-designed pedagogical tools could enrich mathematics classroom learning environment which promote re-shaping, shaping and even creation of mathematical knowledge.</TD><TD><BR></TD><TD><I>Allen Leung</I></TD></TR> <!--February 23rd--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>February 23rd</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="toptas.pdf"><B>An Analysis of the Turkish New Elementary Mathematics Curriculum and Textbooks in terms of the Presentation of Geometric Concepts</B></A><FONT SIZE=2> [224]</TD><TD>The purpose of this study was to examine how geometric concepts are presented in the Turkish elementary mathematics curriculum and in the textbooks in terms of sizes and orientations. For this purpose, the elementary school mathematics curriculum and two sets of textbook series were examined.</TD><TD><BR></TD><TD><I>Veli Topta_</I></TD></TR> <TR ALIGN=left><TD><FONT SIZE=5><B>2009</B></TD><TD></TD><TD></TD></TR> <!--2009--> <!--October 20th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 20th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="singh.pdf"><B>An Assessmnet of Number Sense Among Secondary School Students</B></A><FONT SIZE=2> [239]</TD><TD>This paper reports selected findings from a study of Number Sense proficiency of students aged 13 to 16 years in a state in Malaysia.</TD><TD><BR></TD><TD><I>Parmjit Singh</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 20th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="dwyer.pdf"><B>United States Middle School Students' Perspectives on Learning Statistics</B></A><FONT SIZE=2> [99]</TD><TD>This paper describes an intervention at the 8th grade level where university mathematics researchers presented a series of lessons on introductory concepts in probability and statistics. Pre- and post-tests, and interviews were conducted to examine whether or not students at this grade level can understand these concepts.</TD><TD><BR></TD><TD><I>Jerry Dwyer, Kim Moorhouse & Malinda J. Colwell</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 20th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="dwyer2.pdf"><B>Mathematical Self-Efficacy of Middle School Students Solving the Rubik Cube</B></A><FONT SIZE=2> [144]</TD><TD>A solution to the Rubik s Cube was introduced to an eighth grade mathematics class. The purpose of this study was to determine if an introduction to a solution to the Rubik s Cube could enhance students problem-solving abilities, increase their general interest in mathematics, and enhance students problem solving self-efficacy.</TD><TD><BR></TD><TD><I>Jerry Dwyer, Omar Arizpe & Tara Stevens</I></TD></TR> <!--October 8th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 8th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="yeo.pdf"><B>Students Difficulties in Solving Non-Routine Problems</B></A><FONT SIZE=2> [211]</TD><TD>The purpose of this paper is to explore difficulties faced by 56 Secondary students when solving problems. The difficulties experienced by students who were prevented from obtaining a correct solution were: (a) lack of comprehension of the problem posed, (b) lack of strategy knowledge, (c) inability to translate the problem into mathematical form, and (d) inability to use the correct mathematics.</TD><TD><BR></TD><TD><I>Kai Kow Joseph Yeo</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 8th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="serhan2.pdf"><B>Using Concept Maps to Assess the Effect of Graphing Calculators Use on Students' Concept Images of the Derivative at a Point</B></A><FONT SIZE=2> [116]</TD><TD>This study used concept maps to investigate the effect of using graphing calculators on students' understanding of the derivative at a point. The study looked for differences between the concept images that are held by students' who are using graphing calculators and the students who are not using them.</TD><TD><BR></TD><TD><I>Derar Serhan</I></TD></TR> <!--January 5th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>January 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="samo.pdf"><B>Students' Perceptions Abouth the Symbols, Letters and Signs in Algebra and How Do These Affect Their Learning of Algebra: A Case Study in a Govenrment Girls' Secondary School, Karachi</B></A><FONT SIZE=2> [335]</TD><TD>This article looks at the misconceptions that arise in Algebra, particularly pertaining to the use and meaning of symbols and letters.</TD><TD><BR></TD><TD><I>Mashooque Ali Samo</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>January 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="menon.pdf"><B>Preservice Teachers' Subject Matter Knowledge of Mathematics</B></A><FONT SIZE=2> [77]</TD><TD>This article relates to the author's research into the subject knowledge of trainee teachers and then catagorises this knowledge as either traditional, pedagogical, or reflective.</TD><TD><BR></TD><TD><I>Ramakrishnan Menon</I></TD></TR> <TR ALIGN=left><TD><FONT SIZE=5><B>2008</B></TD><TD></TD><TD></TD></TR> <!--2008--> <!--November 25th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="chamberlin.pdf"><B>How Does the Problem Based Learning Approach Compare to the Model-Eliciting Activity Approach in Mathematics?</B></A><FONT SIZE=2> [127]</TD><TD>The purpose of this article is to discuss the similarities and differences in the two approaches referred to in the article title with an emphasis on implementation and outcomes.</TD><TD><BR></TD><TD><I>Scott A. Chamberlin & Sidney M. Moon</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="jieunlee.pdf"><B>Seeds of Professional Growth Nurture Students Deeper Mathematical Understanding</B></A><FONT SIZE=2> [258]</TD><TD>This manuscript describes a group of middle school age students' exploration of virtual mathematics manipulatives and the authors' professional development process. In the manuscript, the authors share the experiences they had with middle school students and the process that they, as mathematics teachers, used to refine their own learning and teaching alongside the middle school students.</TD><TD><BR></TD><TD><I>Ji-Eun Lee & Dyanne Tracy</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bossebahr.pdf"><B>The State of Balance Between Procedural Knowledge and Conceptual Understanding in Mathematics Teacher Education</B></A><FONT SIZE=2> [140]</TD><TD> In this paper, we present the results of a survey-based study of the perspectives of mathematics teacher educators in the United States regarding the effects of the conceptual/procedural balance upon four concerns: the type of mathematics that should be learned in school, preservice teacher preparation, instructional conceptualization and design, and assessment.</TD><TD><BR></TD><TD><I>Michael J. Bossé & Damon L. Bahr</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bahrmonroe.pdf"><B>An Exploration of the Effects of a Practicum-Based Mathematics Methods Course on the Beliefs of Elementary Preservice Teachers</B></A><FONT SIZE=2> [297]</TD><TD>Effects of a practicum-based elementary mathematics methods course on the beliefs of preservice teachers regarding conceptual knowledge in school mathematics were explored using a pre-post design. The intensity of those beliefs was assessed before and after the methods course using the IMAP Web-Based Beliefs Survey, an instrument constructed by the  Integrating Mathematics and Pedagogy (IMAP) research group at San Diego State University.</TD><TD><BR></TD><TD><I>Damon L. Bahr & Eula Ewing Monroe</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="latterell2.pdf"><B>What is Good College Mathematics Teaching?</B></A><FONT SIZE=2> [141]</TD><TD>This article attempts to answer the question  What is good college mathematics teaching? by examining three sources of information: research, student course evaluations, and responses on the website RateMyProfessors.com.</TD><TD><BR></TD><TD><I>Carmen M. Latterell</I></TD></TR> <!--July 3rd--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>July 3rd</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="mosvold.pdf"><B>Real-life Connections in Japan and the Netherlands: National Teaching Patterns and Cultural Beliefs</B></A><FONT SIZE=2> [266]</TD><TD>The TIMSS 1999 Video Study revealed that Japan had the lowest (of the seven participating countries) amount of real-life connections in the eighth grade mathematics classrooms, whereas the Netherlands had the highest amount of connections with real life. This article examines more closely how these ideas were actually implemented by teachers in these two countries.</TD><TD><BR></TD><TD><I>Reidar Mosvold</I></TD></TR> <!--May 20th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 20th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="klavir.pdf"><B>Teaching and Evaluating  Open-Ended Problems</B></A><FONT SIZE=2> [325]</TD><TD>This paper focuses on an open-ended problem. The problem comprises a group of four numbers from which the students are asked to find the one that does not belong. Each of the numbers can be selected as not belonging, each one for different reasons. The problem was given to 164 fifth-grade students. The paper suggests tools for teachers to analyze and evaluate the work of their students when dealing with problems of this kind.</TD><TD><BR></TD><TD><I>Rama Klavir & Sarah Hershkovitz</I></TD></TR> <TR ALIGN=left><TD><FONT SIZE=5><B>2007</B></TD><TD></TD><TD></TD></TR> <!--2007--> <!--November 28th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 28th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="hoang.pdf"><B>Learning and Instruction in Mathematics: A Study of Achievement in Saigon, Vietnam</B></A><FONT SIZE=2> [67]</TD><TD>The purpose of this study was to investigate the relationship between learning and instruction in mathematics achievement of 12-year-old students in Saigon, Vietnam. The researcher examined several instructional practices and employed variance estimation procedures for complex sampling designs.</TD><TD><BR></TD><TD><I>Thienhuong Hoang</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 28th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="osta.pdf"><B>Seventh Graders' Prealgebraic Problem Solving Strategies: Geometric, Arithmetic, and Algebraic Interplay</B></A><FONT SIZE=2> [123]</TD><TD>The purpose of this paper is to report a study that explores the thinking strategies of Lebanese grade 7 students in solving a problem involving simple geometric objects and first-degree equations, prior to formal instruction in algebra.</TD><TD><BR></TD><TD><I>Iman Osta & Sirine Labban</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 28th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bosse1.pdf"><B>The NCTM Standards from an Axiological Perspective</B></A><FONT SIZE=2> [86]</TD><TD>With the recognition of the significant role played by the NCTM Standards and the Principles and Standards within the history of mathematics education within the United States and internationally, it is necessary to consider the philosophical composition of this movement and address specific questions which naturally arise. Eclipsed by discussions of curricular content, philosophical concerns are often absent from contemporary discussions of mathematics education reform efforts.</TD><TD><BR></TD><TD><I>Michael J. Bossé</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 28th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bosse2.pdf"><B>Beautiful Mathematics and Beautiful Instruction: Aesthetics within the NCTM Standards</B></A><FONT SIZE=2> [172]</TD><TD>Today, research often considers the content and pedagogy associated with the NCTM Principles and Standards for School Mathematics (NCTM, 2000). However, philosophic analysis of NCTM s position remains only infrequently investigated. This paper investigates the Principles and Standards from an aesthetic perspective, asking the question,  What does NCTM believe to be  Beautiful Mathematics?  </TD><TD><BR></TD><TD><I>Michael J. Bossé</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 28th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bosse3.pdf"><B>Teaching Elementary Statistics Concepts Through <I>k</I><FONT face="symbol">s</FONT> Outliers</B></A><FONT SIZE=2> [244]</TD><TD>This paper demonstrates how the application of <I>k</I><FONT face="symbol">s</FONT> outliers can assist in the instruction of introductory statistical concepts to high school and undergraduate students.</TD><TD><BR></TD><TD><I>Michael J. Bossé & Frederick W. Morgan</I></TD></TR> <!--September 13th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>September 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="hwang2.pdf"><B>Actual Conditions of Operating Mathematics Instruction in Accordance with the Current 7th National Curriculum in Korea</B></A><FONT SIZE=2> [137]</TD><TD>This study examines the actual conditions of instruction provided by Korean mathematics teachers while adjusting the curriculum with respect to the consideration given to the needs of individual students and regional specialization in their class.</TD><TD><BR></TD><TD><I>Hye Jeang Hwang & Seung-Hyun Choe</I></TD></TR> <!--August 1st--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>August 1st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="oksuz.pdf"><B>Children s Understanding of Equality and the Equal Symbol</B></A><FONT SIZE=2> [189]</TD><TD>The concept of equality and the equal symbol is discussed in this paper. Based on an instrument derived from previous research results, a study of how fifth and sixth graders understand the concept of equality was conducted and a subsequent analysis was accomplished</TD><TD><BR></TD><TD><I>Cumali Oksuz</I></TD></TR> <!--June 28th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 28th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="malaty.pdf"><B>What are the Reasons Behind the Success of Finland in PISA</B></A><FONT SIZE=2> [35]</TD><TD>This paper looks into the background of why Finland performed so well in the PISA study.</TD><TD><BR></TD><TD><I>George Malaty</I></TD></TR> <!--May 29th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 29th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="cooley.pdf"><B>Coordinating Learning Theories with Linear Algebra</B></A><FONT SIZE=2> [47]</TD><TD>This paper describes the findings of a pilot project examining the study of dual courses in Linear Algebra and in Mathematical Learning Theories designed for secondary mathematics teachers.</TD><TD><BR></TD><TD><I>Laurel Cooley, William O. Martin, Draga Vidakovic & Sergio Loch</I></TD></TR> <!--March 13th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>March 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="samson.pdf"><B>Why So, Rather than How To</B></A><FONT SIZE=2> [48]</TD><TD>This paper looks into the need for students to be able to show greater understanding of Mathematical concepts, something that current examination formats fail to do.</TD><TD><BR></TD><TD><I>Ilan Samson</I></TD></TR> <TR ALIGN=left><TD><FONT SIZE=5><B>2006</B></TD><TD></TD><TD></TD></TR> <!--2006--> <!--December 7th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>December 7th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="meel.pdf"><B>A Case Study of Adjustment: Looking at a Graduate Teaching Assistant s Struggles</B></A><FONT SIZE=2> [136]</TD><TD>This paper seeks to provide further evidence of the problems graduate students face as they are teaching. In order to accomplish this, this study presents a singular case study of the graduate teaching instructor of Mr. M culled from an on-going investigation of the struggles graduate teaching assistants face when front-line instructors.</TD><TD><BR></TD><TD><I>David Meel</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>December 7th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="ramirez.pdf"><B>A Mathematical Problem-Formulating Strategy</B></A><FONT SIZE=2> [79]</TD><TD>In this paper we propose a new thinking strategy directed to improve the mathematical problem formulating process. Several specific strategies proposed by many authors are seen as techniques, related to the implementation of our strategy. The results have been applied in the Cuban mathematics teachers' training.</TD><TD><BR></TD><TD><I>Miguel Cruz Ramírez</I></TD></TR> <!--November 30th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 30th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="ureyen.pdf"><B>The Mistakes Made by the Students Taking a Calculus Course in Solving Inequalities</B></A><FONT SIZE=2> [326]</TD><TD>This study tries to analyse the performances of students and explore the mistakes made by the students taking a Calculus course when they are finding solution sets for inequalities. To these purposes, an examination was given to science students who have taken a calculus course at a Turkish University.</TD><TD><BR></TD><TD><I>Nezahat Çetin, Nevin Mahir & Mehmet Üreyen</I></TD></TR> <!--November 13th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="batanero.pdf"><B>ICMI/IASE Joint Discussion Paper</B></A><FONT SIZE=2> [172]</TD><TD>This discussion paper looks into the teaching of statistics in primary and secondary schools. It forms part of a joint study by the International Commission on Mathematical Instruction and the International Association for Statistical Education entitled Statistics Education in School Mathematics: Challenges for Teaching and Teacher Education.</TD><TD><BR></TD><TD><I>ICMI/IASE</I></TD></TR> <!--October 31st--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 31st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="eaton.pdf"><B>It s CAME; We saw; Did it Conquer? - A review of the Cognitive Acceleration in Mathematics Education Pilot Study in Northern Ireland</B></A><FONT SIZE=2> [91]</TD><TD>This paper presents the findings of a pilot evaluation funded by the Belfast Education and Library Board of the Cognitive Acceleration in Mathematics Education Programme in a number of post-primary schools in Northern Ireland. It looks at the impact of the programme on teachers classroom practice and teaching methods and its use as a professional development tool.</TD><TD><BR></TD><TD><I>Patricia Eaton & Irene Bell</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 31st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="warwick.pdf"><B>Mathematical Self-Efficacy: A Pilot Study Exploring Differences Between Student Groups</B></A><FONT SIZE=2> [117]</TD><TD>This paper describes the results of a pilot study designed to investigate differences in mathematical self-efficacy for two groups of students taking a general mathematics unit as part of their year 1 computing and IT undergraduate studies.</TD><TD><BR></TD><TD><I>Jon Warwick</I></TD></TR> <!--May 23rd--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 23rd</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="gardiner.pdf"><B>Beyond the Soup Kitchen - Thoughts on revising the Mathematics "Strategies/Frameworks" for England</B></A><FONT SIZE=2> [182]</TD><TD>This paper addresses matters of general significance to mathematics education but it does so in the context of recent developments in England. In particular, the reader is assumed to be loosely familiar with the Frameworks (also sometimes referred to as the Strategies) for Key Stages 1 and 2 (ages 5-11) and for Key Stage 3 (ages 11-14).</TD><TD><BR></TD><TD><I>Tony Gardiner</I></TD></TR> <!--May 8th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 8th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="serhan.pdf"><B>The Effect of Graphing Calculators' Use on Students' Understanding of the Derivative at a Point</B></A><FONT SIZE=2> [76]</TD><TD>This study examined the effect of the use of graphing calculators on students' understanding of the concept of the derivative at a point. It investigated whether or not the graphing calculator with its visual representation helps students construct an appropriate concept image of the derivative at a point.</TD><TD><BR></TD><TD><I>Derar Serhan</I></TD></TR> <!--May 3rd--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 3rd</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="buyukkoroglu.pdf"><B>The Effect of Computers on Teaching the Limit Concept</B></A><FONT SIZE=2> [396]</TD><TD>This study investigates whether computer support has a contribution to make in teaching by the limit concept. After splitting 52 students into two groups, the limit concept was instructed by using classical methods to one of the groups whereas using computer support was employed in the other group.</TD><TD><BR></TD><TD><I>Taner Büyükköroglu et al</I></TD></TR> <!--March 29th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>March 29th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="chunhu.pdf"><B>Use of Web-based Simulation to Learn Trigonometric Curves</B></A><FONT SIZE=2> [1260]</TD><TD>The purpose of this study is to investigate the impact of using Trigonometric Graphs, a teacher created web-based simulation, and asynchronous online discussion on students understanding of and performance in sketching transformation of trigonometric curves.</TD><TD><BR></TD><TD><I>Boon Kiat Ng & Chun Hu</I></TD></TR> <!--March 15th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>March 15th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="babadogan_olkun.pdf"><B>Program Development Models and Reform in Turkish Primary School Mathematics Curriculum</B></A><FONT SIZE=2> [30]</TD><TD>The purpose of this paper is to discuss the current reform in the Turkish Mathematics Education at the elementary level by summarizing the types of program development models and changes involved in the current reform.</TD><TD><BR></TD><TD><I>Cem Babadogan & Sinan Olkun</I></TD></TR> <TR ALIGN=left><TD><FONT SIZE=5><B>2005</B></TD><TD></TD><TD></TD></TR> <!--2005--> <!--November 7th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 7th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="meyer.pdf"><B>Election Paradoxies: Social Choice</B></A><FONT SIZE=2> [169]</TD><TD>In this paper, the writer looks at how the results of elections can vary greatly depending on the voting method used and how the most popular candidate is not always the one elected. A new proof of Arrow's impossibility theorem is presented as well.</TD><TD><BR></TD><TD><I>Joerg Meyer</I></TD></TR> <!--October 25th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="brinkmann.pdf"><B>Knowledge Maps - Tools for Building Structure in Mathematics</B></A><FONT SIZE=2> [127]</TD><TD>In this paper, two special graphical representations of mathematical networks, mind maps and concept maps, are presented. Both knowledge maps are means to show ideas and concepts connected with a topic, in a well-structured form.</TD><TD><BR></TD><TD><I>Astrid Brinkmann</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="zhang.pdf"><B>A Review of China's Elementary Mathematics Education</B></A><FONT SIZE=2> [38]</TD><TD>This paper provides an introduction and analysis of the undergoing curriculum reform in China s elementary mathematics education. The curriculum reform is expected to bring a promising future to China s elementary mathematics education.</TD><TD><BR></TD><TD><I>Linrong Zhang</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="durmus.pdf"><B>A Framework for Designing Computer Assisted Constructivist Learning Activities</B></A><FONT SIZE=2> [90]</TD><TD>A few computer based activities aiming to teach mathematical concepts and procedures such as digit value and permutational calculations were developed. In this paper, the guidelines to design such computer assisted activities will be discussed and developed computer based activities will be presented.</TD><TD><BR></TD><TD><I>Erol Karakirik & Soner Durmus</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="vistroyu.pdf"><B>On Pedagogical Knowledge in Mathematics: How Secondary School Mathematics Teachers Face the Challenge of Teaching a New Class</B></A><FONT SIZE=2> [31]</TD><TD>The study investigated how six Filipino secondary school mathematics teachers prepared for the task of teaching a beginning college algebra class. Implications for teacher preparation programs and mathematics teacher educators are offered.</TD><TD><BR></TD><TD><I>Catherine P. Vistro-Yu</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="prediger.pdf"><B>Diversity as a Chance in Mathematics Classrooms</B></A><FONT SIZE=2> [100]</TD><TD>This article wants to illustrate the idea of diversity as a chance by seven scenes of concrete classroom situations. In order to find such chances, it is important to realize that students do not only vary in their pace of work and their proficiency level but in many dimensions, e.g., their prior experiences, conceptions, motivations, and strategies.</TD><TD><BR></TD><TD><I>Susanne Prediger</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 25th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="kaukic.pdf"><B>Open Source Software Resources for Numerical Analysis Teaching</B></A><FONT SIZE=2> [105]</TD><TD>In this article we bring some remarks about use of Open Source Software in teaching of Numerical Analysis based on our experience with Matlab, Octave, and Pythonbased software systems.</TD><TD><BR></TD><TD><I>Michal Kaukic</I></TD></TR> <!--October 12th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="nagykondor.pdf"><B>Special Characteristics of Engineer Students Knowledge of Functions</B></A><FONT SIZE=2> [267]</TD><TD>This paper looks at the mathematical knowledge of engineering students from Debrecen University, Hungary, and investigates how their knowledge develops as the course progresses.</TD><TD><BR></TD><TD><I>Rita Nagy-Kondor</I></TD></TR> <!--September--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>September 28th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="nooriafshar2.pdf"><B>A Comparison of Learning Preferences and Perceptions of Students for Statistics Concepts and Techniques</B></A><FONT SIZE=2> [52]</TD><TD>This paper is an extension of a comparative study on learning style and method preference of students from culturally different parts of the world. The first sample (TMB) was selected from the undergraduate students in the University of Southern Queensland in the Darling Downs region of Queensland in Australia and the second sample (KTM) was selected from the same level of students in Apex College, Kathmandu, Nepal.</TD><TD><BR></TD><TD><I>Mehryar Nooriafshar & Tek Narayan Maraseni</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>September 21st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="konyalioglu.pdf"><B>The Role of Visualization Approach on Student s Conceptual Learning</B></A><FONT SIZE=2> [47]</TD><TD>The aim of this study is to investigate the role of visualization approach on students conceptual understanding. The results of this study, while there is no statistical difference between the control and experiment groups in terms of procedural learning, experimental group students were more succesful in conceptual learning statistically.</TD><TD><BR></TD><TD><I>Serpil Konyalioglu, A.Cihan Konyalioglu, A.Sabri Ipek & Ahmet Isik</I></TD></TR> <!--July 5th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>July 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="cetin.pdf"><B>Study on 8th Grade Students' Thoughts about the Mathematics Course</B></A><FONT SIZE=2> [26]</TD><TD>This paper investigates the thoughts of the 8th grade students in Turkey on the mathematics course and the relations between the mathematics courses and other variables such as the students' origins, gender and the mathematics scores students achieved.</TD><TD><BR></TD><TD><I>Nezahat Çetin, Nevin Mahir, Mehmet Üreyen & Ayhan Hakan</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>July 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bairac.pdf"><B>Some Methods for Composing Mathematical Problems</B></A><FONT SIZE=2> [76]</TD><TD>The article sustains the idea that the mathematical educations should be performed as a continuous research and discovery, not just as a simple transmission of already known ideas. An essential contribution to this activity would be the invention of new mathematical problems.</TD><TD><BR></TD><TD><I>Radu Bairac</I></TD></TR> <!--June 30th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 30th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="nasser.pdf"><B>Differences Between Canadian and Lebanese Pre-service Elementary Teachers on Their Conception of How Children Learn Mathematics</B></A><FONT SIZE=2> [42]</TD><TD>On a study that explores four-year elementary education students' understanding of how children learn mathematics through the use of concept maps. Thirteen Canadian and 9 students from Lebanon participated in the study. </TD><TD><BR></TD><TD><I>Ramzi Nasser</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 30th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="eisenberg.pdf"><B>On Crossover Math Teachers and Certification</B></A><FONT SIZE=2> [35]</TD><TD>On presenting a case for the development of an alternate certification program for crossover teachers: mathematics teachers not specifically trained in mathematics but who teach mathematics. </TD><TD><BR></TD><TD><I>Theodore Eisenberg</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 30th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bagni.pdf"><B>Infinite Series from History to Mathematics Education</B></A><FONT SIZE=2> [128]</TD><TD>In this paper an example from the history of mathematics is presented and its educational utility is investigated, with reference to pupils aged 16-18 years. </TD><TD><BR></TD><TD><I>Giorgio T. Bagni</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 30th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="morgan.pdf"><B>Cooperative Learning, Mathematical Problem Solving, and Latinos</B></A><FONT SIZE=2> [47]</TD><TD>On work with fifth grade Latino students, where professors engaged students in cooperative activities while solving mathematical problems. Their work was based upon theories of social interdependence, cognitive development, and behavioral learning.</TD><TD><BR></TD><TD><I>Veronica Galvan Carlan, Renee Rubin & Bobbette M. Morgan</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 30th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="idris.pdf"><B>Toward a Right Way to Teach Linear Algebra</B></A><FONT SIZE=2> [68]</TD><TD>In this article, an overview of the design and implementation of a development course project of linear algebra is presented. The method of instruction in the project is established upon a cooperative approach, exploration and discovery, and writing.</TD><TD><BR></TD><TD><I>Ismail M. Idris</I></TD></TR> <!--May 4th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 4th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="dapice.pdf"><B>Teaching Statistics with an Interactive Tool</B></A><FONT SIZE=2> [91]</TD><TD>On the use of Computer Algebra's interactive software in the teaching of probability and statistics to students and helping with their understanding of the underlying concepts.</TD><TD><BR></TD><TD><I>G. Albano, C. D'Apice & R. Manzo</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 4th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="almeqdadi.pdf"><B>The Effect of Using the Geometer's Sketchpad on Jordanian Students' Understanding some Geometrical Concepts</B></A><FONT SIZE=2> [43]</TD><TD>On investigating the effect of using the Geometer s Sketchpad (GSP) on students understanding of some of the geometrical concepts. The sample consisted of 52 students from the Model School, Yarmouk University, Jordan.</TD><TD><BR></TD><TD><I>Dr. Farouq Almeqdadi</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 4th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="wilhelm.pdf"><B>Understanding rate of Change Using Motion Detectors: One Teacher's Voice, Perspective and Growth</B></A><FONT SIZE=2> [76]</TD><TD>This study discusses how learning experiences with computer-based motion detectors created through innovative professional development activities helped one teacher develop his own ideas about rate of change relative to velocity and position concepts.</TD><TD><BR></TD><TD><I>J. Castro-Filho, J. Wilhelm & J. Confrey</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 4th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="manullang.pdf"><B>Quality of Teaching and Learning Interaction for Mathematics Teachers: A Case Study</B></A><FONT SIZE=2> [26]</TD><TD>This paper attempts to find out a correlation among known variables in relation to the development and improvement of the quality of teaching and learning interaction for mathematics teachers.</TD><TD><BR></TD><TD><I>Martua Manullang</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 4th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="latterell.pdf"><B>Four Women's Motivation for Obtaining Graduate Degrees in Mathematics</B></A><FONT SIZE=2> [87]</TD><TD>This study examines the reasons why four women pursued master degrees in mathematics, in the hopes of shedding light on the question: Why is it that women do not pursue graduate degrees in mathematics to the same degree that men do?</TD><TD><BR></TD><TD><I>Carmen M. Latterell</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 4th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="valentin.pdf"><B>Roles of Semantic Structure of Arithmetic Word Problems on Pupils' Ability to Identify the Correct Operation</B></A><FONT SIZE=2> [50]</TD><TD>This paper draws on findings from a study conducted in seven primary schools in Seychelles about pupils proficiency in one-step arithmetic word problems to discuss the roles of semantic structures of the problems on the pupils ability to identify the operation required to solve them.</TD><TD><BR></TD><TD><I>Justin D. Valentin & Dr. Lim Chap Sam</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 4th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="austin.pdf"><B>A Recent Encounter with an O.C.</B></A><FONT SIZE=2> [18]</TD><TD>This paper looks at how teachers can respond when there is an 'opening in the curriculum' (O.C.) during their lesson, in order to enhance and facilitate further the learning of their students.</TD><TD><BR></TD><TD><I>Homer Austin</I></TD></TR> <!--Apr 13th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="yashau.pdf"><B>Language and Mathematics: A Mediational Approach to Bilingual Arabs</B></A><FONT SIZE=2> [143]</TD><TD>On the outcome of an experiment that attempted to address the language barrier of preparatory year mathematics students, who are acquiring English as a new language of instruction at King Fahd University of Petroleum & Minerals, Saudi Arabia.</TD><TD><BR></TD><TD><I>B. Yushau & M. A. Bokhari</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="timothy.pdf"><B>Effects of Preservice Teachers' Math Literacy in a Tutorial Field Experience</B></A><FONT SIZE=2> [58]</TD><TD>On preservice teachers and their preconceived ideas of their mathematical abilities and perceptions of them teaching maths to children who may have the same perceptions and fears of maths.</TD><TD><BR></TD><TD><I>Dr. Mary Timothy & Dr. Arthur Quickenton</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="mueller.pdf"><B>Building Mathematical Power: Why Change is So Difficult</B></A><FONT SIZE=2> [56]</TD><TD>On the lessons gleaned from a year-long staff development teacher training experience with urban teachers. The paper addresses the current research on teacher development, describes the implementation of best practices, and shares the results of the year-long study.</TD><TD><BR></TD><TD><I>Mary Mueller and Lourdes Z. Mitchel</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="dias.pdf"><B>Using lattice models to determine Greatest Common Factor and Least Common Multiple</B></A><FONT SIZE=2> [730]</TD><TD>On an alternative representation of whole numbers, one that can be constructed as a manipulative model. The material is particularly useful in providing a visual representation of the Greatest Common Divisor and the Least Common Multiple of numbers.</TD><TD><BR></TD><TD><I>Ana Dias</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="carboni.pdf"><B>Windows into Classroom Practice: Using Instructional Videotapes in an Elementary Mathematics Methods Course</B></A><FONT SIZE=2> [94]</TD><TD>On investigating preservice teachers' views about the value of and purposes for the use of instructional videotapes of teaching and learning situations in mathematics in an elementary mathematics methods course.</TD><TD><BR></TD><TD><I>Lisa Wilson Carboni & Susan N. Friel</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="olkun.pdf"><B>Geometric Explorations with Dynamic Geometry Applications based on van Hiele Levels</B></A><FONT SIZE=2> [88]</TD><TD>On presenting classroom-tested geometry activities based on the van Hiele geometric thinking levels using dynamic geometry applications.</TD><TD><BR></TD><TD><I>Sinan Olkun, N. Beylem Sinoplu & Deniz Deryakulu</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="betts.pdf"><B>Toward How to Add an Aesthetic Image to Mathematics Edcuation</B></A><FONT SIZE=2> [65]</TD><TD>On suggesting how an aesthetic image can be added to mathematics education. Calls for reform in mathematics education are premised on shifting teacher attention from an absolutist toward a social constructivist philosophy of mathematics and mathematics education.</TD><TD><BR></TD><TD><I>Paul Betts</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="nyaumwe.pdf"><B>Bridging the Theory-Practice Gap of Mathematics and Science Preservice Teachers Using Collegial, Peer and Mentor Coaching</B></A><FONT SIZE=2> [56]</TD><TD>On reporting the professional skills that mentors and peers taught 115 Mathematics and Science (M&S) pre-service teachers on 12 weeks of teaching practice.</TD><TD><BR></TD><TD><I>Lovemore J. Nyaumwe, David K. Mtetwa & Juet C. Brown</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="limjap.pdf"><B>Assessing the Mathematical Achievement of College Freshman Using Piaget's Logical Operations</B></A><FONT SIZE=2> [86]</TD><TD>On improving higher order thinking skills in Filipino students by assessing and improving the mathematical competencies of preservice teachers.</TD><TD><BR></TD><TD><I>Jaime A. Leongson & Auxencia A. Limjap</I></TD></TR> <!--2004--> <TR ALIGN=left><TD><FONT SIZE=5><B>2004</B></TD><TD></TD><TD></TD></TR> <!--Oct 21st--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 21st</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="middleton.pdf"><B>The Development of Children's Understanding of the Quotient: A Teaching Experiment</B></A><FONT SIZE=2> [40]</TD><TD>On the conceptual development of the Quotient in four children in the US who were studied through a series of parallel individual teaching experiments.</TD><TD><BR></TD><TD><I>James Middleton and Zulbiye Toluk</I></TD></TR> <!--Oct 13th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="mencinger.pdf"><B>On Some Visualizations at Different Levels of Mathematics Teaching</B></A><FONT SIZE=2> [815]</TD><TD>On using geometrical or visual illustration of mathematical concepts to make the understanding of them clearer to the learner, as opposed to a purely abstract approach.</TD><TD><BR></TD><TD><I>Matej Mencinger and Andreja Mencinger</I></TD></TR> <!--Oct 12th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="havill.pdf"><B>Optimizing Computer-Based Developmental Math Learning at an Arabic Women's University</B></A><FONT SIZE=2> [253]</TD><TD>On the use of computer-based learning courses to develop mathematical knowledge of university students and how effective this method of learning is.</TD><TD><BR></TD><TD><I>D Havill, W B Hashim and S Alalawi</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="hwang.pdf"><B>A Comparitive Analysis of Mathematics Curricula in Korea and England Focusing on the Content of the Algebra Domain</B></A><FONT SIZE=2> [170]</TD><TD>On the current mathematics curricula followed in Korea and England and, focusing specifically on algebra, the comparison between how the two countries implement these curricula.</TD><TD><BR></TD><TD><I>Hye Jeang Hwang</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="mcdonald.pdf"><B>Predicting Student Success</B></A><FONT SIZE=2> [44]</TD><TD>On the study investigating the legitmacy of using students' GCE Alternative Ordinary Level Mathematics results to predict their Advanced Level Mathematics results. The study was carried out in Trinidad and Tobago.</TD><TD><BR></TD><TD><I>Betty McDonald</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="mcguire.pdf"><B>Exploring an Interdisciplinary Strategy of Teaching Fractions Through Musical Rhythm to Second Graders</B></A><FONT SIZE=2> [246]</TD><TD>On the potential for using concrete examples in helping children to learn mathematics. Specifically here, the use of music and breaking up notes into smaller parts is used as an aid to help children understand abstract fractions.</TD><TD><BR></TD><TD><I>Kenneth McGuire</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="rizvi.pdf"><B>Prospective Teachers' Abilty to Pose Word Problems</B></A><FONT SIZE=2> [79]</TD><TD>On the study into assessing the difference in prospective teachers' ability to pose word problems, before and after an instruction intervention.</TD><TD><BR></TD><TD><I>Nusrat Fatima Rizvi</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="lazimetal.pdf"><B>The Statistical Evidence in Describing the Students' Beliefs About Mathematics</B></A><FONT SIZE=2> [77]</TD><TD>On the study into Malaysian students' beliefs about mathematics. Factors that contribute to students' beliefs were identified and then statistically analysed to show their significance.</TD><TD><BR></TD><TD><I>M Lazim, M Abu Osman and W Wan Salihin</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="xuehuixie.pdf"><B>The Cultivation of Problem-Solving and Reason in NCTM and Chinese National Standards</B></A><FONT SIZE=2> [87]</TD><TD>On the comparison of the teaching of problem-solving and reason in the USA and China. It looks at how problem-solving skills are developed in children and the differences between methods in the two countries.</TD><TD><BR></TD><TD><I>Xuehui Xie</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="ramamenon.pdf"><B>Elementary School Children's Number Sense</B></A><FONT SIZE=2> [57]</TD><TD>On the findings of a study into elementary school children's number skills in the USA. The 750 pupils involved were from grades 4 to 7.</TD><TD><BR></TD><TD><I>Ramakrishnan Menon</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 12th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="jasso.pdf"><B>Teacher Training with Cabri Geometry</B></A><FONT SIZE=2> [111]</TD><TD>On the use of ICT software, in this instance a dynamic geometry package, in training future mathematics teachers to be more proficient at using ICT in their mathematics lesson where it is most appropriate.</TD><TD><BR></TD><TD><I>Judit Jassó</I></TD></TR> <!--Apr 15th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 15th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="glaister.pdf"><B>FAIM - Formative Assessment In Mathematics</B></A><FONT SIZE=2> [108]</TD><TD>On the trial use of formative assessment and support to improve learning amongst Mathematics undergraduates.</TD><TD><BR></TD><TD><I>E M Glaister and P Glaister</I></TD></TR> <!--Mar 29th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>March 29th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="biryukov.pdf"><B>Metacognitive Aspects of Solving Combinatorics Problems</B></A><FONT SIZE=2> [74]</TD><TD>An analysis of the role of metacognition in mathematical problem-solving (on the example of combinatorics problems) and some recommendations for classroom instruction.</TD><TD><BR></TD><TD><I>Polina Biryukov</I></TD></TR> <TR ALIGN=left><TD><FONT SIZE=5><B>2003</B></TD><TD></TD><TD></TD></TR> <!--2003--> <!--Dec 16th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>December 16th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="ramakrishnanmenon.pdf"><B>Exploring preservice teachers understanding of two-digit multiplication</B></A><FONT SIZE=2> [24]</TD><TD>On the lack of a fundamental understanding of multiplication algorithms amongst pre-service Mathematic teachers, and some suggestions on how this problem might be addressed.</TD><TD><BR></TD><TD><I>Ramakrishnan Menon</I></TD></TR> <!--Dec 5th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>December 5th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="matiascamacho.pdf"><B>Using DERIVE To Understand The Concept Of Definite Integral</B></A><FONT SIZE=2> [107]</TD><TD>On the use of DERIVE in a calculus course and the effects of the use of this software on students' understanding of the definite integral.</TD><TD><BR></TD><TD><I>Matías Camacho and Ramón Depool</I></TD></TR> <!--Oct 3rd--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 3rd</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="handalbobis.pdf"><B>Instructional Styles in the Teaching of Mathematics Thematically</B></A><FONT SIZE=2> [181]</TD><TD>On the styles of teaching used when teaching Maths in themes, and the extent to which teachers teach Maths in themes rather than in topics.</TD><TD><BR></TD><TD><I>Boris Handal and Janette Bobis</I></TD></TR> <!--July 8th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>July 8th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="alagicemery.pdf"><B>Differentiating Instruction with Marbles: Is This Algebra or What?</B></A><FONT SIZE=2> [75]</TD><TD>On how the use of a differentiated problem-solving lesson involving marbles with pre-service and in-service teachers encouraged the development of their own ability to deliver in a differentiated manner to students.</TD><TD><BR></TD><TD><I>Mara Alagic and Sandy Emery</I></TD></TR> <!--May 14th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 14th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="enjoystats.pdf"><B>Factors Contributing to Making the Learning of Statistics an Enjoyable Experience</B></A><FONT SIZE=2> [297]</TD><TD>On the perception of statistics by year-12 students of High Schools in and around Toowoomba in Queensland, and the factors which made these pupils' learning of statistics more enjoyable.</TD><TD><BR></TD><TD><I>Mehryar Nooriafshar</I></TD></TR> <!--April 18th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 18th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="blanco1.pdf"><B>The Mathematical Education of Primary Teachers in Spain</B></A><FONT SIZE=2> [33]</TD><TD>On recent changes in Spain's educational system, its effect on Maths education, and some suggestions that may aid in improving the mathematics education of future primary teachers in Spain.</TD><TD><BR></TD><TD><I>Lorenzo Blanco</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 18th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="carrilo2.pdf"><B>Research  Teaching: The Great Dilemma</B></A><FONT SIZE=2> [33]</TD><TD>On whether there really is a dilemma between research and teaching.</TD><TD><BR></TD><TD><I>Jos&eacute; Carrillo</I></TD></TR> <!--April 17th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 17th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="sinanolkun.pdf"><B>Making Connections: Improving Spatial Abilities with Engineering Drawing Activities</B></A><FONT SIZE=2> [236]</TD><TD>On the provision of activities for improving middle grade students spatial ability using engineering drawing applications.</TD><TD><BR></TD><TD><I>Sinan Olkun</I></TD></TR> <!--April 15th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 15th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bettspaul.pdf"><B>Adding an Aesthetic Image to Mathematics Education</B></A><FONT SIZE=2> [55]</TD><TD>On the possibility of adding an appreciation of the aesthetic nature of mathematics to mathematics education, and the suggestion that the goal of success for all in Mathematics cannot be achieved without providing opportunities for students to experience an aesthetic image of mathematics.</TD><TD><BR></TD><TD><I>Paul Betts and Kathryn McNaughton</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 15th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="dormanj.pdf"><B>A Cross-National Investigation of Students Perceptions of Mathematics Classroom Environment and Academic Efficacy in Secondary Schools</B></A><FONT SIZE=2> [48]</TD><TD>On the associations between classroom psychosocial environment in mathematics classrooms and academic efficacy.</TD><TD><BR></TD><TD><I>Joan Adams, Jeffery Dorman & Janet Ferguson</I></TD></TR> <!--2002--> <TR ALIGN=left><TD><FONT SIZE=5><B>2002</B></TD><TD></TD><TD></TD></TR> <!--NOVEMBER 18th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>November 18th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="olkuntoluk.pdf"><B>Textbooks, Word Problems, and Student Success on Addition and Subtraction</B></A><FONT SIZE=2> [162]</TD><TD>On the extent to which textbooks help to develop children's problem-solving skills, and how under-representation of certain types of addition and subtraction problems in text books affects students' success in these types of question.</TD><TD><BR></TD><TD><I>Sinan Olkun & Zülbiye Toluk</I></TD></TR> <!--OCTOBER 17th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 17th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bakom.pdf"><B>Why we need to teach logic and how can we teach it?</B></A><FONT SIZE=2> [44]</TD><TD>Logic is usually left out from education in mathematics. This fact has effects on understanding mathematics and even on learning languages, too. This article sketches the problems and a possible solution.</TD><TD><BR></TD><TD><I>M&aacute;ria Bakó</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 17th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bratinat.pdf"><B>Grading Student Projects And Free-Response Questions Consistently, Through Scoring Guides</B></A><FONT SIZE=2> [115]</TD><TD>On the use of scoring guides to achieve consistent assessments of students mathematical achievement</TD><TD><BR></TD><TD><I>Della Caldwell, James Gleaton & Tuiren Bratina</I></TD></TR> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>October 17th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="nooriafsharm1.pdf"><B>The Use Of Innovative Teaching Methods For 'Maximising' The Enjoyment From Learning Mathematical Concepts</B></A><FONT SIZE=2> [91]</TD><TD>On methods of bridging the gap between a basic mathematical background and the ability to learn and use more advanced techniques</TD><TD><BR></TD><TD><I>Mehryar Nooriafshar</I></TD></TR> <!--MARCH 18th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>March 18th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="egcomp.pdf"><B>The More Effective Use of Computers in Teaching Mathematics</B></A><FONT SIZE=2> [80]</TD><TD>On the need to use new technology in mathematics education and how teachers may be guided during their initial training and continuing development</TD><TD><BR></TD><TD><I>Erika Gy&ouml;ngy&ouml;si</I></TD></TR> <!--2001--> <TR ALIGN=left><TD><FONT SIZE = 5><B>2001</B></TD><TD></TD><TD></TD></TR> <!--SEPTEMBER 17th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>Sept 17th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="mnstats.pdf"><B>Teaching Non-Parametric Statistics to Students with a Non-Mathematical Background</B></A><FONT SIZE=2> [430]</TD><TD>The design and delivery of a multi-media system for teaching statistics to students of Management Science with a limited mathematical background.</TD><TD><BR></TD><TD><I>Meyryar Nooriafshar</I></TD></TR> <!--SEPTEMBER 17th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>Sept 17th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="qnstats.pdf"><B>The Role of Information in the Comprehension and Solving of Statistics Problems</B></A><FONT SIZE=2> [60]</TD><TD>The results of research carried out on a sample of 40 students, and their responses to changes in the wording of some problems in statistics.</TD><TD><BR></TD><TD><I>Queena N. Lee Chua</I></TD></TR> <!--SEPTEMBER 17th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>Sept 17th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="prstats.pdf"><B>The Role of Statistics in School Mathematics Teaching Today</B></A><FONT SIZE=2> [70]</TD><TD>How to teach statistics in a meaningful way and help dispell some of the fallacies about probabilities</TD><TD><BR></TD><TD><I>Peter Rasfield</I></TD></TR> <!--MAY 25th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 25th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bjcalb2b.pdf"><B>The Impact of California's Back to Basics Policies</B></A><FONT SIZE=2> [180]</TD><TD>The impact of Califoria's new mathematics policies on instructional matters and professional development.</TD><TD><BR></TD><TD><I>Bill Jacob</I></TD></TR> <!--MAY 24th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 24th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="lberrgeo.pdf"><B>Errors in Teaching/Learning the Basic Concepts of Geometry</B></A><FONT SIZE=2> [150]</TD><TD>Work done with prospective primary teachers to reveal their misconceptions about geometry and how the lessons learned might be of benefit to others.</TD><TD><BR></TD><TD><I>Lorenzo J Blanco</I></TD></TR> <!--MAY 17th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 17th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="ywchinmt.pdf"><B>The Changing Educational Framework for the Teaching of Mathematics in China</B></A><FONT SIZE=2> [90]</TD><TD>How the general educational system in China has changed, and an account of the current mathematics curriculum.</TD><TD><BR></TD><TD><I>Yanming Wang</I></TD></TR> <!--APRIL 18th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 18th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="lffract.pdf"><B>The Development, and Developing of, the Concept of a Fraction</B></A><FONT SIZE=2> [100]</TD><TD>The historical development of fractions and how this could be of help in developing them in teaching. </TD><TD><BR></TD><TD><I>L&aacute;szl&oacute; Filep</I></TD></TR> <!--2000--> <TR ALIGN=left><TD><FONT SIZE = 5><B>2000</B></TD><TD></TD><TD></TD></TR> <!--OCTOBER 26th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>Oct 26th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="egappm.pdf"><B>The role of Applications in Maths Teaching</B></A><FONT SIZE=2> [180]</TD><TD>The role of applications in mathematics teaching and the enhancement of mathematics learning through project work.</TD><TD><BR></TD><TD><I>E&nbsp;M&nbsp;Glaister<BR>&amp;&nbsp;P&nbsp;Glaister</I></TD></TR> <!--JULY 1st--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>July 1st</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="../projects/mep/intrep00.pdf"><B>MEP: The First Three Years</B></A><FONT SIZE=2> [120]</TD><TD>An outline of the problems and effects of implementing, in schools, the findings of a 3-year international comparative study on mathematical progress.</TD><TD><BR></TD><TD><I>David Burghes</I></TD></TR> <!--JUNE 14th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 13th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="ddvietmt.pdf"><B>Mathematics Teaching &amp; Learning in Vietnam</B></A><FONT SIZE=2> [80]</TD><TD>An overview of the general educational system in Vietnam, with the framework for mathematics and examples of the standards expected.</TD><TD><BR></TD><TD><I>Dat Do</I></TD></TR> <!--JUNE 7th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 7th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="hhempres.pdf"><B>Applicable Mathematics in Mathematical Education</B></A><FONT SIZE=2> [50]</TD><TD>Empirical results of an investigation into the differences between teachers' and students' perceptions of some mathematics lessons</TD><TD><BR></TD><TD><I>Hans Humenberger</I></TD></TR> <!--JUNE 1st--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>June 1st</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="tshungmt.pdf"><B>Facts &amp; Tendencies in Hungarian Maths Teaching</B></A><FONT SIZE=2> [20]</TD><TD>An explanation for the past successes of mathematics teaching in Hungary, with a warning for the future. <BR></TD><TD><BR></TD><TD><I>Tibor Szalontai</I></TD></TR> <!--MAY 19th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 19th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="dcmbrit.pdf"><B>Lessons Britain won't Learn</B></A><FONT SIZE=2> [80]</TD><TD>How policy-makers have ignored much important evidence concerning the groundwork of good education.<BR></TD><TD><BR></TD><TD><I>David&nbsp;&amp;<BR>Clare Mills<BR></I></TD></TR> <!--MAY 5th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>May 5th</B></FONT></TD><TD></TD> <TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="bjcalpol.pdf"><B>'Research Based' Education Policy</B></A><FONT SIZE=2> [120]</TD><TD>This paper looks at the (inevitable) conflicts which arise when a major educational framework is being designed.<BR></TD><TD><BR></TD><TD><I>Joan Akers<BR>Bill Jacob<BR></I></TD></TR> <!--APRIL 13th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>April 13th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="pgmoney.pdf"><B>An Insight into Problem Solving</B></A><FONT SIZE=2> [80]</TD><TD>An investigation of the self-monitoring strategies used by students while working on problems.<BR></TD><TD><BR></TD><TD><I>Peter Galbraith<BR>Merrilyn Goos<BR>&amp;&nbsp;Peter Renshaw</I></TD></TR> <!--MARCH 29th--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>March 29th</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="ftlangm.pdf"><B>The Language of Mathematics</B></A><FONT SIZE=2> [20]</TD><TD>Are we always as clear as we think we are in our teaching of mathematics, or does our language let us down?<BR></TD><TD><BR></TD><TD><I>Frank Tapson<BR></I></TD></TR> <!--FEBRUARY 22nd--> <TR ALIGN=LEFT VALIGN=TOP><TD><FONT SIZE = 3 COLOR="#FF0000"><B>Feb 22nd</B></FONT></TD><TD></TD><TD><FONT FACE="ARIAL" "HELVETICA"><A HREF="ijnatlot.pdf"><B>The National Lotteries as a teaching aid.</B></A><FONT SIZE=2> [20]</TD><TD>The authors contend that, moral issues aside, any Lottery can be a useful context for the teaching of some combinatorics, and has an appropriate place in the delivery of the mathematics curriculum.<BR></TD><TD><BR></TD><TD><I>David Burghes<BR>&amp; Peter Galbraith</I></TD></TR> </TABLE> </CENTER> <!--COPYRIGHT--> <HR SIZE="5" NOSHADE> <CENTER> <FONT SIZE=4 FACE="ARIAL" "HELVETICA" COLOR="#FF0000"> <B>Copyright</B></A><BR> </FONT SIZE> <FONT FACE="ARIAL" "HELVETICA"> The copyright in all of this material belongs to the originators who created it.<BR> The material is made available through the CIMT for downloading and dissemination for<BR> <B>NON-PROFIT MAKING PURPOSES ONLY.</B> </FONT> </CENTER> <HR SIZE="5" NOSHADE> </BODY> </HTML>