Table de matières – Table of contents

Introduction to the theme and the sub-themes of CIEAEM 57

Piazza Armerina, Italy, July  23-29, 2005

CHANGES  IN SOCIETY: A CHALLENGE FOR MATHEMATICS  EDUCATION

CHANGEMENTS DANS LA SOCIÉTÉ: UN DÉFI POUR L'ENSEIGNEMENT DES MATHÉMATIQUES

Dott. Maurizzio Prestifilippo, Maire of Piazza Armerina

Prof. Giuseppe. Russo, Directeur Liceo Piazza Armerina

Prof. Filippo Spagnolo,  Organizateur Local de la Rencontre

 Présentations orales dans les groupes de travail

Oral Presentation in Working groups

 q       Working Groups Subtheme 1/ Groupes de Travail Subthème 1. ANIMATORS :  Francoise Cerquetti, Julianna Szendrei

q       Working Groups Subtheme 2/ Groupes de Travail Subthème 2. ANIMATORS : Gail Fitzsimons, Corinne Hahn

q       Working Groups Subtheme 3/ Groupes de Travail Subthème 3. ANIMATORS : Paolo Boero, Domingo Paola

 q       Working Groups Subtheme 4-5/ Groupes de Travail Subthème 4-5. ANIMATORS : Louise Poirier, Catherine Whybrow

Abstract Plénières – Plenary 

Miriam Amit,  Ilil Burde, "Why do we learn mathematics? Because it organizes our minds" An encounter between Fromer Soviet Unuion and Israeli cultures of mathematics education ................................................................... 16

Ferdinando Arzarello, Technology and mathematics in the classroom: lights and shadows ............................  23

Françoise Cerquetti-Aberkane et Marie-Christine Marilier, Mise en place d’un site internet pour la formation des enseignants du primaire en France          English Version  .................................................................... 29 

Gérard Vergnaud, Field of experience and conceptual field. Can these concepts help us reflect on the aims of mathematics education ?                       ......................................................................................................... 40

Abstract

Présentations orales dans les groupes de travail - Oral Presentation in Working groups

q Working Groups Subtheme 1/ Groupes de Travail Subthème 1:

Marta Bonetto, Petronilla Bonissoni, Daniela Soffientini, Ernesto Rottoli, Algebra for primary grades: construction of sense of quantity (second part) ......................................................................... ......................47

Iveta Kohanová, Attitude of  visual impaired people to mathematics ........................................... 52

Marie Kubínová, School Education Programme – Challenge for a Change ........................................ 57

Paola Ghiringhelli, Gemma Testin, Margherita Locatelli, Paolo Longoni,                                                                          Gianstefano Riva, Ernesto Rottoli, “Dignam mathematicam docere” – Axiomatics meets axiology             62

Filip Roubíček, Le changement des stratégies d’instructiondans le contexte d’une réforme du curriculum    ...................  67

Chrysanthi Skoumpourdi, Quantitative and Qualitative Changes in the Contents of Schoolbooks for Mathematics ............................................................................................................................. 72

Nada Stehlíková, Influence of Inquiry into Mathematics on the Student-Teacher’s Professional Development ............................................................................................................................. 77

Margit Tarcsi, Introduction of the Concept of Length and Perimeter in Primary School ....................... 82

Laurent Theis,  Amélie Ducharme, Le raisonnement mathématique chez les élèves en difficultés du début du primaire à travers l'exemple du développement de la pensée algébrique  ..................................................... 87

Marie Ticha, Alena Hospesova, Collective reflection – a way of improving teachers’ competence    ..........93

q  Working Groups Subtheme 2/ Groupes de Travail Subthème 2:

Gail E. FitzSimons, Changes in Society: Challenges to Mathematics Education from Workplace Research ...98

Jana Hanušová, De l’autorité magistrale au développement de l’individualité et interaction sociale : étude de l’enseignement/appprentissage d’ un calcul d’aire au collège en République Tchèque .......................... 103 

Alexander Karp, Specialized Schools for Mathematics as a Mirror of Change in Russia ........................ 109

Michele Pertichino, Rosa Laura Ancona, Antonella Montone, A Peer Tutoring project in a situation of learning difficulty: Mathematics in Vocational School ...................................................................................... 114 

Michaela Regecová Analytic geometery and vector calculus at secondary school ................................ 120

Mirosława Sajka, Functional equations as a new tool for researching certain aspects of subject matter knowledge of functions

in future mathematics teachers ........................................................................................ 125

Sylvain Vermette, Linda Gattuso, Raisonnement statistique et formation citoyenne ............................................................................................................................. 131

Jaroslav Zhouf, Current Reform of the School Leaving Examination in the Czech Republic .................... 139

q       Working Groups Subtheme 3/ Groupes de Travail Subthème 3:

Aberkane Idriss, Détournement du jeu vidéo à des fins pédagogiques : l’affect, l’acquisition de règle et la compréhension d’un système de règle. .............................................................................................. 144

Giovannina Albano, Mathematics and e-learning: students’ beliefs and waits ........................ 153

Alejandro S. González-Martín, THE USE OF TECHNOLOGY AND MATHEMATICALRESULTS IN PARALLEL. A CASE WITH IMPROPER INTEGRATION ...................................................................................... 165

Marie-Pier Morin, Connaissances mathématiques et didactiques développées à l’aide d’un logiciel de géométrie dynamique : quelle intégration possible en enseignement des mathématiques ? .................................... 183

F.Morselli, L.Bazzini, L.Bertazzoli, Mathematical discussion in multimedia laboratory: a new opportunity for the students, a new challenge for the teacher ................................................................................. 188

q       Working Groups Subtheme 4-5/ Groupes de Travail Subthème 4-5:

 R. Barbero, L. Bazzini, F. Ferrara, B.Villa, THE PENELOPE STORY: LEARNING THROUGH ACTION,

SPEECH AND GESTURES  ........................................................................................ 200

Sonia Kafoussi, Parents’ and teachers’ interaction concerning students’ mathematics learning ... 221

Elsa Malisani, Filippo Spagnolo, DIFFICULTY AND OBSTACLES WITH THE CONCEPT OF VARIABLE   .................................................................................................................... 226

Dorit Neria, Miriam Amit, Promoting Gender Equity by Changing Math Tests – Does it Really Work? ....233

Louise Poirier, Mohsen Hafezian, Mathématiques, langage et culture chez les Inuits

  ......................................................................................................................... 238

Ildar S. Safuanov, PROSPECTIVE TEACHERS’ VIEWS OF MATHEMATICS TEACHING  .....................  243

Abstract Ateliers – Workshop

Aberkane Younès, Contes mathématiques et résolution de problème : une approche pragmatique de la diversité culturelle

                                                                        ......................................................................................................................... 251

Miriam Amit, Yoseph Hafez, Competitive Mathematical Activities as a Device for Creative Interaction and Micro-Social Mobility ............................................................................................................... 255

Proposal of Mario Barra, Importance of the use of didactic, new technological materials in mathematics      259

Catherine Berdonneau, En réponse à la demande sociale de scolarisation dès 2 ans : Quels apprentissages mathématiques avec les tout-petits ?                                                                   .......................................................................................................................... 263

Qiyuan Jiang, Jinxing Xie, Qixiao Ye, Mathematical Contest in Modeling and the Teaching of Mathematical Modeling

                                                                        .......................................................................................................................... 269

Francois Kalavassis, Sonia Kafoussi, Chrysanthi Skoumpourdi, An instrument for errors’ evaluation and decision’s prevention in primary school ......................................................................................... 273

Nicoletta Lanciano, Teodora Tomassetti, Perception de soi sur une planète sphérique dans le méga espace : observation, représentation,conceptualisation ................................................................................... 278

Hartwig Meissner, CALCULATORS IN PRIMARY GRADES ? ........................................................ 281

Abstract Foire aux idées, Session de Postere - Forum of Ideas, Poster Session  .... 291

1. The Kidumatica Math Club-for the Promotion of Equity and Excellence

Miriam Amit, Joseph Heifets, Peter Samovol and Dorit Neria, Ben Gurion University of the Negev Center for Science and Technology Education

2. Preparing Teachers of Mathematics for Implementing the Concepts of Integrating Education in Modern School Ewa Bartuś, Halina Mackiewicz Paweł Włodkowic College, Płock, Poland

3. RESEARCH IN THE ACTION IN THE DEVELOPMENT OF DIGITAL CONTENTS

Yolanda Campos Campos, SOMECE

Teresa Navarro de Mendicuti, BENM

4. The students’ personal school-routes as a variable for the study of the relation between mathematics education and school failure

Petros Chaviaris and Chrisanthi Skoumbourdi, University of the Aegean, Greece

5. HARMONIC SOUNDS, GEOMETRICAL TRANSFORMATIONS AND COMPOSITION PROCESS IN J. S. BACH: A DIDACTIC PROPOSAL

Daniela Galante

G.R.I.M., (Research Group for Mathematics Teaching) Department of Mathematics and Applications of the University of Palermo,

6. PERCEPTION ET CODAGE DES DONNEES NUMERIQUES CHEZ LES ENFANTS AGES DE 6 ANS

Michaela Kaslová

Université Charles Faculté de pedagogie, Prague,

8. Graphic Timetables and the Development of Functional Thinking

Marie Kubínová,

Charles University in Prague, Faculty of Education

9. The Effect of Rephrasing Word and Geometrical problems on the Achievements of Arab Students in Mathematics:

Asad Mahajne And Miriam Amit

Ben Gurion University of the Negev Center for Science and Technology Education

10. LINEAR CODES TO INTRODUCE VECTOR SPACES

Michele Pertichino, associate professor at Department of Mathematics University of Bari

Rosa Laura Ancona, Antonella Montone, phD students in Mathematics , University of Bari

11. What subject matter knowledge about the concept of function should the teacher have

Mirosława Sajka, Pedagogical University of Cracow, Institute of Mathematics, Department for Mathematical Education of Teachers

12. Diversity of Experience in Four European Countries

Nada Stehlíková, Charles University in Prague, Faculty of Education

13. L'apprentissage des Maths en langue étrangère - "Histoire des logarithmes et leur propriétés"

Content and Language Integrated Learning - "The History and Properties of Logarithms"

Valenti, Maria Cristina, IIS Istituto Superiore "Primo" Carlo Cattaneo de Milan, Italie

14. Examples of junior secondary school students’ attitudes toward mathematical problems

Anna Katarzyna Żeromska, Pedagogical University, Kraków

15. Student Teachers and Modern Mathematics

Jaroslav Zhouf, Charles University in Prague, Faculty of Education

16. Unconventional energy sources as a topic used in teaching mathematics, physics and technology at junior high-school (Polish “gimnazjum”, children aged 13-16)

Leszek Piekut, Poland

17. Elements of Mathematics used in teaching physics at junior highschool level (Polish “gimnazjum”, children aged 13-16)

Maria Ingwer-Żabowska Ph.D. Warsaw Technical University, Branch in Płock, Poland

Katarzyna Żabowska, M.A.. Ministry of Economy and Labour, Warsaw, Poland